c areer and c ollege c ounseling at the e lementary and m iddle s chool l evels samantha haviland,...
TRANSCRIPT
CAREER AND COLLEGE COUNSELING AT THE ELEMENTARY AND MIDDLE SCHOOL LEVELS
Samantha Haviland, Ph.D. –C, NCC
Loan Maas, M.Ed.
Denver Public Schools, Denver, CO
FOUNDATIONS- RESEARCH
Research has supported college and career counseling as young as the elementary school. (National Office for School Counselor Advocacy, 2012)
Student mindset and self-efficacy are important indicators of academic achievement and dropout prevention. (Dweck, 2006; Beland, 2007; Farrington et al., 2012; Close & Solberg, 2007; MacIver, Balfanz & Byres, 2009; Solberg et al., 2008)
All staff in the school support a college and career going culture. Not just School Counselors. (Conley, 2007)
FOUNDATIONS- THEORY
Age
Conflict Resolution Goal
3-6 yrs
Initiative vs. Guilt
Purpose Is it okay for me to do & act?
6-12 yrs
Industry vs. Inferiority
Competence
How can I make it in the world of people and things?
12-19 yrs
Identity vs. Role Confusion
Fidelity Who am I? Who can I be?
Grade Stage
Pre-school Life of work fantasy
K-3 Awareness of occupations
4-6 Awareness of self (abilities and attitudes)
7-8 Occupational orientation (background orientation and preparation for training
Developmental
According to Erikson
Career DevelopmentalAccording to Colorado Department of Education
FOUNDATIONS- THEORY
Planned Happenstance (Mitchell, Levin, Krumboltz)
Planned: preparing ahead of time
Happen: Creating opportunities for it to happen
Stance: and attitude of curious inquiry, flexibility and openness
FOUNDATIONS- THEORY
Creating college-going cultures at all levels
Three High Level Elements:
Students learn about their options, careers and the education they require, preferably starting in elementary.
Schools convey the expectations that all students can prepare for the opportunity to attend and be successful in post-secondary education.
Schools, families, and communities give students the
same message of high expectations for their future.
http://collegetools.berkeley.edu/resources.php?cat_id=6
FOUNDATIONS- ALL THE BEST OF THE REST
Other considerations:
Colorado Career Competencies (Williams & Morgan, 2014)
American School Counselor Association National Model (2004)
Fixed and Growth Mindsets (Dweck, 2006)
Bandura’s Social Cognitive Theory (Bandura, 1986)
Career Lifespan Theory (Super, 1955)
IN PRACTICE
IN PRACTICE
Individual Learning Plans/ Individual Career and Academic Plans
“Students who were more engaged in ILP [ICAP] activities reported stronger goal-setting skills, increased motivation to attend school, and increased academic self-efficacy which leads to better academic achievement, stress and health management, and readiness to engage in career decision-making.” www.ncwd-youth.info/ilp
Grades 6th-8th
IN PRACTICE Aligns with state and district strategic plans. With the end result of increasing student…
Attendance GPA TCAP Growth and Status ACT and Accuplacer scores, AP pass rate/test scores Student engagement (i.e. extracurricular , CTE, and service
learning) Graduation and on-track rates Scholarship applications College or alternative applications FAFSA completion College enrollment, including CE, AP, IB options Remediation rates College completion Parent Satisfaction Survey Results
Grades 6th-8th
IN PRACTICE- ICAPS- WWW.DPSK12.ORG All students 6-12 have a stacked scope and sequence in academic planning, career exploration, financial literacy, and college systems.
Grades 6th-8th
IN PRACTICE- ICAPS
Career Fair
https://www.youtube.com/watch?v=xAsxAKLLFjA&feature=youtu.be&edufilter=tbARfBHuyG3mpAruEjLFww
Grades 6th-8th
IN PRACTICE- UTILIZE AND ADAPT
www.dpsk12.org- search “Counseling” to find lesson plans
Grades 6th-8th
IN PRACTICE- PILOT CURRICULUM
• More in depth curriculum developed for pilot schools utilizing the Early College grant with Jobs For the Future.
• For 6-8th Advisory classes
Grades 6th-8th
IN PRACTICE
Elementary lessons Existing curriculum books:
“Journeys to Jobs” (Wosnik); “More Career Fun” (Vanderwalker)
Bibliotherapy: “What Do People Do All Day?” (Scarry) “A Tangle of Knots” (Graff) “The Adventures of an Aluminum Can: A Story About
Recycling” (Inches) “I Can Be Anything”/”Puedo Hacer Cualquier Cosa”
(Rice) “A Day in the Life of a Firefighter”/”Un dia en la vida
de un bombero” (Herweck)
Grades ECE-5th
IN PRACTICE
Elementary lessons Bibliotherapy: (Kindergarten)
Read the book aloud: “Clothesline Clues: Jobs” (Heing)
Staff/ community members come in in their work clothes/uniforms. (Police and Firemen are a big hit)
Students must color person with a career clothesline clue to be hung in the classroom
Grades ECE-5th
IN PRACTICE
Elementary lessons Bibliotherapy: (1st Grade)
Reading the book aloud: “Oh The Places You’ll Go”)
Coloring from the book- can be a classroom community coloring for a bulletin board
Dora the Explorer episode Season 3, Episode 24 “Job Day”
Doug, Season 3, Doug sees the school counselor
Grades ECE-5th
IN PRACTICE
Elementary lessons Bibliotherapy: (2nd Grade)
Reading the book aloud: “The Bernenstein Bears: Jobs Around Town” or “When I Grow Up” (Mayer); “Career Day” (Rockwell)
Students return home to a guided discussion with their guardian on how they chose their job, what they like about their job, and what surprised them when they started their job.
Grades ECE-5th
IN PRACTICE
Elementary lessons Bibliotherapy: (3rd Grade)
Listen to CD: “Mahalia Mouse Goes to College” (Lithgow)
What does it mean to go to college? (Introduce “college” as any learning after high school)
Story sharing by various school employees/guest speakers including “how did you become a _______?”; “how did you learn to do what you do?”
(Be sure to be culturally representative!)
Grades ECE-5th
IN PRACTICE
Elementary lessons Bibliotherapy: (4th Grade)
“How Santa Got His Job”; “How Santa Lost His Job” (Krensky)
What does a responsible employee look like?
What does a responsible student look like?
Grades ECE-5th
IN PRACTICE
Elementary lessons Bibliotherapy: (5th Grade)
“When I Grow Up” (Yankovic); Students find career specific books like “A Day in the Life of a Firefighter” (Herweck; available in Spanish) or “All in a Day’s Work: Police Officer” (Herweck, available in Spanish)
Students research what education they will need after high school to obtain their career goals.
Grades ECE-5th
MAKING IT SYSTEMIC
SYSTEMIC WORK
Align scope and sequence ECE-12th grade
Utilizing Career Interest Inventory information for Master Scheduling Planning.
SYSTEMIC WORK
Utilizing Career information in transitioning students between school levels
Utilizing Career interest information in conversations regarding behavior, attendance, and self-efficacy
EXAMPLE
QUESTIONS?