Counselors Role In Tp And Wbl
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Counselors Role In Tp And Wbl Counselors Role In Tp And Wbl Presentation Transcript

  • School Counselor’s Role in Tech Prep and Work Based Learning Carol Jurgens Director - Tech Prep/WBL Nebraska Department of Education c jurgens @nde.state.ne.us www.nde.state.ne.us/TECHPREP/WBL 402-471-0948
  • Raising Our Sights No High School Senior Left Behind www.woodrow.org
    • In the agricultural age ,
    • postsecondary education was a
    • pipe dream for most Americans.
    • In the industrial age
    • it was the birthright of only a few.
    • By the space age ,
    • it became common for many.
    • Today , it is just common sense for all.
    • National Commission on the HS Senior Year
    • October 2001
  • Raising Our Sights No High School Senior Left Behind Recommendations
    • Triple-A Program
    • Improve A lignment
      • P-16 System
    • Raise A chievement
      • College-Prep-Like Curriculum
    • Provide More (and more rigorous) A lternatives
      • Capstone /Research Project, Internship, Service Learning
      • Preparation in HS that readies students for postsecondary education , work , & life
  • Raising Our Sights No High School Senior Left Behind Broad Definition of Postsecondary Education
    • 2 and 4 year colleges
    • Technical institutions
    • Corporate training programs
    • Apprenticeship training
    • Adult education
    • Distance learning opportunities
    • Some programs offer degrees or certificates; others do not
  • “ Postsecondary success hinges on two factors: Academic skills and Commitment that comes from Career Direction ” Getting Real: Helping Teens Find Their Future ; Kenneth Gray, Penn State University
  • Tech Prep Essential Elements
    • Partnerships
      • Secondary/Postsecondary Schools
      • Employers
      • Families/Community Leaders
    • Process of Teaching and Learning
      • Addresses a variety of learning styles
      • Promotes high achievement for all students
      • Integrates practical applications into academics
  • Tech Prep Essential Elements
    • Curriculum Structure
      • Primarily grades 9-14
      • Keeps student choices and career/educational options open
      • Prepares students for critical thinking and lifelong learning
      • Organized around career fields/clusters
  • Counselors: A Critical Tech Prep Partner
    • Leader - Promote Awareness/Involvement/Support
      • S/PS Administrators
      • S/PS Faculty
      • Employers
      • Students
      • Parents
    • Critical Player
      • Creation of S/PS Articulated Sequence of Courses
      • Dissemination/Explanation of Process/Information
  • Counselor Roles in Tech Prep and WBL
    • Role # 1
    • Promoting a Tentative
    • Career Direction while in 8 th Grade
    • Role # 2
    • Developing S/PS Plans for All Students
    • Role # 3
    • Verifying Tentative Career Direction
  • Counselor Role # 1 Promoting a Tentative Career Direction while in 8 th grade
    • Individual Career Plans (ICP)
    • Career Portfolios
    • Career Academies/SLC
    • Career Fields/Clusters
  • Promoting Career Direction
    • Grades K-5
    • Promoting Self- and Career Awareness
    • Grades 6-8
    • Encouraging Career Exploration
    • Grades 9-12
    • Assisting Students in Career Exploration/Preparation/Application
  • Career Cluster Definition:
    • A grouping of occupations
    • and broad industries
    • based on commonalities.
  • Career Cluster . . .
    • BENEFITS
    • Clusters provide a communication and organization tool
    • Clusters allows partners to work from a common framework for career development
    • PARTNERS
      • Schools
      • Educators
      • Guidance Counselors
      • Employers & Industry Groups
      • Parents
      • Students
  • US DOE/OVAE 16 Career Clusters
    • Agriculture & Natural Resources
    • Architecture & Construction
    • Arts, Audio Video Technology & Communications
    • Business & Administration
    • Education & Training
    • Finance
    • Government & Public Administration
    • Health Science
    • Hospitality & Tourism
    • Human Services
    • Information Technology
    • Law & Public Safety
    • Manufacturing
    • Retail/Wholesale Sales & Service
    • Scientific Research & Engineering
    • Transportation, Distribution, & Logistics
  • Career Cluster Framework
    • Cluster Foundation
      • A core set of standards that are broad and introductory.
      • The academic and technical knowledge and skills necessary to pursue career opportunities within the cluster.
    • Pathways
      • A pathway is more defined leading to specialties within the career cluster.
    • Career Specialties
      • Specialization may include certification, degrees, or licenses.
  • Cluster Foundation Core Knowledge and Skills Cluster Pathways Career Specialties CAREER CLUSTER FRAMEWORK 16
  • Cluster Foundation Core Knowledge & Skills Categories
    • Academic Foundations
    • Communications
    • Problem Solving and Critical Thinking
    • Ethics and Legal Responsibilities
    • Information Technology Applications
    • Employability and Career Development
    • Safety, Health and Environmental
    • Systems
    • Leadership and Teamwork
    • Technical Skills
  • "Our 16 broad career clusters will help students enhance the link between the knowledge they acquire in school and the skills they need to pursue their dreams.  Without limiting students, career clusters help them focus on an area of interest or a possible career path." Richard W. Riley, U.S. Secretary of Education
  • "Career clusters assist counselors in individualizing students' education plans to help students achieve career goals." Nancy Fleming Assistant Superintendent David (UT) School District
  • Arts, A/V Technology & Communications
    • Cluster Pathways
    • Audio and Video Technologies
    • Printing Technologies
    • Visual Arts
    • Performing Arts
    • Journalism and Broadcasting
    • Telecommunications Technologies
  • Arts, Audio-Video Technology, and Communications Core Foundation Skills, Pathways, Specialties                                                                                                                                   DRAFT, 3/08/00 21
  • Career Development - Learning Sequence                                                                                                                                                    22
  • IMPORTANT QUESTIONS . . .
    • Is career preparation part of your school’s mission statement?
    • Does each student have an ICP based on their interests and goals ?
    • In which career clusters do you provide curriculum opportunities for students?
        • . . . At the school site?
        • . . . At the work site?
  • Counselor Role # 2 Developing a S/PS Plan for All Students
    • Counselors
    • Faculty Advisor System
    • Career Mentors
    • Local/Regional Tech Prep Coordinators
    • Parents/Students
  • Tech Prep Articulation
    • “ Begin with the END in mind”
    • Course Sequence
      • Academic & Technical Courses
      • 4 + 2 2 + 2 4 + 2 + 2
      • Advanced Placement
      • Dual Credit
  • Academy of Information Technology Suggested Framework for a 4 + 2 Curriculum Secondary Postsecondary Grade English Mathematics Science Social Studies Health, Computer, & Cluster Cluster 14 2 nd Semester 14 1 st Semester 13 2 nd Semester 13 1 st Semester 9 10 11 12 English I English II English III English IV English Composition Speech Communications Technical Writing Literature / Humanities Elective Algebra I Geometry Algebra II Calculus / Advanced Math Calculus / Advanced Math Biology Chemistry / Physical Science Physics / Physical Science General Elective UNIX Operating System General Elective U.S. History World History / Government Foreign Lang I / Soc Sci / Humanities Windows Visual Basic I Social Science Elective IT Elective Foreign Lang II / Soc Sci / Humanities Health / PE Web Page Design Adv’ed Web Tools C++ Programming Advanced Programming Elective Logic & Problem Solving for Programming Programming II Advanced Programming Elective Strategies for Success Intro to IT Telecomm’ns Communications / Networking Local Area Networking Intro to Microcomputers Databases Internetworking Programming I Digital Media Systems
  • IMPORTANT QUESTIONS. . .
    • How do choices in high school and “college” affect students’ futures?
    • Are we educating to meet labor market demand?
    • Should we be?
    • Is it fair not to?
  • Are We Educating to Meet Labor Market Demand?
      • In the New Millennium – Year 2000 . . .
        • Only 20% of all jobs require a 4 year degree.
        • > 65% are high skilled jobs that require 1-3 years of technical training beyond high school.
      • By the Year 2005 . . .
        • 1 of every 3 college graduates will NOT find college-level employment.
        • 1 of every 2 college graduates preparing for the “professions” will NOT find employment in their field of study.
      • Community Colleges . . the New Graduate School
        • 30% of full-time students have a bachelor’s degree -
        • - “Reverse Transfer”
        • Students seeking the technical skills demanded in today’s labor market.
        • Getting Real – Dr. Kenneth Gray – Corwin Press - 2000
  • “ Worker Dearth”
    • Means . . . .
      • Severely limited workforce pool
      • Skills Gap – workers do not have skills needed to do the job.
    • Result . . . .
      • A nation , a state , a community , or a company’s “competitive advantage” depends on the quality of its workforce development system.
      • Worker Dearth is the most critical issue facing businesses in the early 21 st century.
  • Labor Market Mis understanding # 1 . . .
      • Most jobs now require…
        • Need to be a self-learner
        • Need to be a problem solver
        • Level of basic literacy skills
      • Despite rising skills standards…
        • 40% of all jobs and
        • 43% of job openings
        • will require only minimal OTJ training through the year 2006.
      • Only 25% of technical employment currently requires a university degree.
      • Appropriate training
      • for the majority of high-tech, high wage jobs is provided by…
        • pre-bachelor’s degree postsecondary technical education
        • the military
        • employers
      • Only 2% of Microsoft’s workforce are 4-year college-educated computer programmers
    High-Tech Careers Require a University Degree
  • Labor Market Mis understanding # 2 . . .
    • ASSUMPTION . . .
      • University degree is a 1 st class ticket to professional or managerial jobs and high wages.
      • Getting Real – Dr. Kenneth Gray – Corwin Press - 2000
    • REALITY. . .
      • Only university graduates that find commensurate employment make 50% more than high school graduates.
    • REALITY . . .
      • University degree is like a ticket on an oversold airline flight – some will get on the plane – some will not and will join the ranks of the “underemployed”.
    • REALITY . . .
      • 1960 - only 1 in 7 failed to find college-level work
      • Today - at best - 1 in 3 are failing to find college-level work/in the professions it’s closer to 1 in 2.
    A University Degree Guarantees Access to Professional Occupations and High Wages
  • Where HS Seniors Expect to be Employed Source: U.S. Department of Education 3.7% 8.4% 6.0% Technician 0.3% 5.3% 2.8% Craft/ Precision Mfg. 5.4% 6.6% 6.0% Manager 68.8% 49.3% 59.0% Professional Females Males All Seniors Occupations
  • Job Outlook for University Graduates in 2006 Source: National Center for Educational Statistics 57% 734,300 1,268,000 Bachelors 10% 43,000 450,000 Masters 97% 46,000 47,900 Doctorate 73% 58,200 79,300 Professional % finding employment Demand Supply Degree level
  • Labor Market Mis understanding # 3 . . .
        • Misunderstanding stems from confusing JOBS with CAREERS
        • - they are not the same things.
        • Career = a series of “related” jobs over time .
        • Changing JOBS is common, changing CAREERS is not . . .
          • Holding multiple JOBS is expected and is often characteristic of a very successful wage earnings history.
          • Pursuing multiple CAREERS is more often a sign of a troubled work history and below average earnings.
    • Teens have two choices:
          • Let fate and the labor market decide their future . . . OR . . .
          • Be proactive and plan for success – often defined as getting high-skill/high-wage work.
    Career P l anning is Worthless Because People Change Jobs All the Time Anyway
  • Strategies to Promote Career Direction
    • # 1 Fostering Career Maturity & Direction
      • I. ATTITUDES
        • Appreciation for the importance of planning
        • Willingness to face reality
      • II. SKILLS
        • Career exploration skills
        • Decision-making skills
      • III. KNOWLEDGE OF SELF
        • Understanding of self in relation to the world of work
    • #2 Considering All the P.S. Alternatives
    • #3 Talking to Parents & Business Community
  • Five Premises for Success Getting Real – Dr. Kenneth Gray – Corwin Press - 2000
    • STOP counting how many teens go to college . . .
    • START counting how many do so successfully.
    • EVERY high school graduate should have a postsecondary plan that has a high probability of success.
    • Postsecondary success depends on both academic skills AND commitment - which come from career maturity and direction.
  • Five Premises for Success Getting Real – Dr. Kenneth Gray – Corwin Press - 2000
    • By 10 th grade, teens should have moved from fantasy to identifying career interests –
    • In grades 11-12, schools should help teens verify career interests and help them make postsecondary plans based on these interests.
    • A REAL plan for postsecondary success includes considering ALL the alternatives.
  • Counselor Role # 3 Verifying Tentative Career Directions
    • Comprehensive Career Counseling
    • Effective & Legal WBL Experiences
      • Nebraska WBL Planning & Implementation Guide
      • Nebraska WBL Instruction Guide
      • WBL Legal Issues Brochures
    • Resources: www. nde .state. ne .us/TECHPREP/WBL
  • Nebraska WBL Planning & Implementation Guide
    • “ How to” guide for creating effective and legal WBL experiences
    • Includes “sample” forms
  • Effective WBL Experiences . . .
    • Help verify career direction
    • Strengthen workplace competencies
    • Bring relevance to academic learning
    • Develop awareness of new and emerging high-tech, high wage jobs
    • Clarify postsecondary education plans
  • Effective WBL Experiences . . .
    • Provide a connection between the work experience . . .
    • and the school curriculum in a defined fashion.
    • Training Agreements
    • Training Plans
    41
  • Effective WBL Experiences . . .
    • Include “all aspects of the industry”
      • Planning
      • Management
      • Finance
      • Technical and Production Skills
      • Underlying Principles of Technology
      • Labor Issues
      • Community Issues
      • Health, Safety, & Environmental Issues
  • WBL Options
    • Career Awareness (Group)
      • Career Fairs/Day
      • Classroom Guest Speakers
      • Field Trips
    • Career Exploration (Individual)
      • Career Guidance/Counseling Services
      • Career Interviews
      • Job Shadowing
      • Research Papers/Projects
  • WBL Options
    • Career Preparation (School Site)
      • Career Academies
      • Small Learning Communities
      • CTE Classes/Tech Prep
      • CTSO Projects/Competition
      • Workplace Readiness Class/Activities
    • Career Applications (Work Site)
      • Apprenticeships
      • Cooperative Education
      • Service Learning Projects
      • WECEP
  • K-16 WBL Action Plan
    • Sequence
      • What WBL options? What grade level?
    • Structure
      • When will WBL take place? For how long? During or after school? Who will coordinate?
    • Roles/Responsibilities
      • PATES Partners (Parents, Administrators, Teachers, Employers, Students)
    • Target Date
  • WBL Action Plan
    • Where are you at right now?
    • Who would you need to involve to create a district-wide plan?
  • Nebraska WBL Instruction Guide
    • 9 Assessment Rubrics
      • Communication/Literacy
      • Organizing & Analyzing Information
      • Problem Solving
      • Using Technology
      • Completing Entire Activities
      • Acting Professionally
      • Interacting with Others
      • Understanding All Aspects of the Industry
      • Taking Responsibility for Career and Life Choice
    • 50+ Learning Activities for Classroom or Individual Use . . . E.g.
      • Breakdown in Communication
      • Fire! Aim! Ready!
      • Admirable Attitudes
      • Broken Squares
      • Label Cans – Not People
      • The Lifeline
  • Additional Resources That Support WBL Experiences
    • Secondary Schools in a New Millennium - Demographic Certainties, Social Realities, 2000 www.nassp.org
    • Breaking Ranks: Changing an American Institution, NASSP , 1996
    • Career Education and Education Reform: Time for a Rebirth, Phi Delta Kappan , December 2001