counselors role in tp and wbl
TRANSCRIPT
School Counselor’s Role in Tech Prep
and Work Based Learning
Carol JurgensDirector - Tech Prep/WBL
Nebraska Department of [email protected]
www.nde.state.ne.us/TECHPREP/WBL402-471-0948
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Raising Our SightsNo 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 YearOctober 2001
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Raising Our SightsNo High School Senior Left Behind
Recommendations
Triple-A Program
Improve Alignment P-16 System
Raise Achievement College-Prep-Like Curriculum
Provide More (and more rigorous) Alternatives Capstone /Research Project, Internship,
Service Learning Preparation in HS that readies students for
postsecondary education, work, & life
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Raising Our SightsNo 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 opportunitiesSome 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
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Tech Prep Essential Elements
1) Partnerships Secondary/Postsecondary Schools Employers Families/Community Leaders
2) Process of Teaching and Learning Addresses a variety of learning styles Promotes high achievement for all students Integrates practical applications into
academics
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Tech PrepEssential Elements
3) 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
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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
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Counselor Roles in Tech Prep and WBL
Role # 1Promoting a Tentative
Career Direction while in 8th Grade
Role # 2Developing S/PS Plans for All Students
Role # 3Verifying Tentative Career Direction
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Counselor Role # 1Promoting a Tentative
Career Direction while in 8th grade
Individual Career Plans (ICP)
Career Portfolios Career Academies/SLC Career Fields/Clusters
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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
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Career Cluster Definition:
A grouping of occupations
and broad industries
based on commonalities.
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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
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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 ScienceHospitality & TourismHuman ServicesInformation TechnologyLaw & Public SafetyManufacturingRetail/Wholesale Sales & ServiceScientific Research & EngineeringTransportation, Distribution, & Logistics
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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.
ClusterFoundation
Core Knowledge and Skills
ClusterPathways
CareerSpecialties
CAREER CAREER
CLUSTERCLUSTER
FRAMEWORKFRAMEWORK
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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
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"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
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"Career clusters assist counselors in individualizing students' education plans to help students achieve career goals."
Nancy FlemingAssistant SuperintendentDavid (UT) School District
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Arts, A/V Technology & Communications
Arts, A/V Technology & Communications
Cluster PathwaysCluster Pathways Audio and Video Technologies Printing Technologies Visual Arts Performing Arts Journalism and Broadcasting Telecommunications Technologies
DRAFT, 3/08/00 21
Arts, Audio-Video Technology, and CommunicationsCore Foundation Skills, Pathways, Specialties
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Career Development - Learning Sequence
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IMPORTANT QUESTIONS . . .
1. Is career preparation part of your school’s mission statement?
2. Does each student have an ICP based on their interests and goals?
3. In which career clusters do you provide curriculum opportunities for students?
. . . At the school site?
. . . At the work site?
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Counselor Role # 2Developing a S/PS Plan
for All Students
Counselors Faculty Advisor System Career Mentors Local/Regional Tech Prep
Coordinators Parents/Students
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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
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Grade English Mathematics Science Social Studies
Health,Computer,& Cluster
Cluster
142nd
Semester
141st
Semester
132nd
Semester
131st
Semester
9
10
11
12
English I
English II
English III
English IV
English Composition
SpeechCommunications
TechnicalWriting
Literature /Humanities Elective
Algebra I
Geometry
Algebra II
Calculus / AdvancedMath
Calculus / AdvancedMath
Biology
Chemistry / PhysicalScience
Physics / PhysicalScience
General Elective
UNIX OperatingSystem
General Elective
U.S. History
World History /Government
Foreign Lang I /Soc Sci / Humanities
Windows VisualBasic I
Social ScienceElective
IT Elective
Foreign Lang II /Soc Sci / Humanities
Health / PE
Web Page Design
Adv’ed Web Tools
C++ Programming
AdvancedProgrammingElective
Logic & ProblemSolving forProgramming
Programming II
AdvancedProgrammingElective
Strategies forSuccess
Intro to IT
Telecomm’ns
Communications /Networking
Local AreaNetworking
Intro toMicrocomputers
Databases
Internetworking
Programming I
Digital Media
Systems
Academy of Information TechnologySuggested Framework for a
4 + 2 Curriculum
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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?
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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
Richard W. Judy, Hudson Institute, 2000 NE Govenor's Workforce Development Summit
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“Worker Dearth”Means . . . .
Severely limited workforce poolSkills 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 21st century.
Getting Real - Dr. Kenneth Gray - Corwin Press - 2000
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Labor Market Misunderstanding # 1 . . .
Most jobs now require…Need to be a self-learnerNeed to be a problem solverLevel 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 militaryemployers
Only 2% of Microsoft’s workforce are 4-year college-educated computer programmers
High-Tech Careers Require a University Degree
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Labor Market Misunderstanding # 2 . . .
ASSUMPTION . . .University degree is a 1st 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
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Where HS Seniors Expect to be Employed
Occupations All Seniors Males Females
Professional 59.0% 49.3% 68.8%
Manager 6.0% 6.6% 5.4%
Craft/Precision Mfg.
2.8% 5.3% 0.3%
Technician 6.0% 8.4% 3.7%
Source: U.S. Department of Education
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Job Outlook for University Graduates in 2006
Degree level
Supply Demand% finding
employment
Professional
79,300 58,200 73%
Doctorate 47,900 46,000 97%
Masters 450,000 43,000 10%
Bachelors 1,268,000 734,300 57%
Source: National Center for Educational Statistics
Getting Real - Dr. Kenneth Gray Corwin Press - 2000
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Labor Market Misunderstanding # 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 Planning is Worthless Because People Change Jobs All the Time Anyway
Getting Real - Dr. Kenneth Gray - Corwin Press - 2000
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Strategies to Promote Career Direction
#1 Fostering Career Maturity & DirectionI. ATTITUDES
Appreciation for the importance of planning
Willingness to face reality
II. SKILLSCareer exploration skillsDecision-making skills
III. KNOWLEDGE OF SELFUnderstanding of self in relation to the world of work
#2 Considering All the P.S. Alternatives
#3 Talking to Parents & Business Community
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Five Premises for SuccessFive Premises for SuccessGetting Real – Dr. Kenneth Gray – Corwin Press - 2000
1) STOP counting how many teens go to college . . .
START counting how many do so successfully.
2. EVERY high school graduate should have a postsecondary plan that has a high probability of success.
3) Postsecondary success depends on both academic skills AND commitment - which come from career maturity and direction.
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Five Premises for SuccessFive Premises for SuccessGetting Real – Dr. Kenneth Gray – Corwin Press - 2000
4) By 10th 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.
5) A REAL plan for postsecondary success includes considering ALL the alternatives.
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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
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Nebraska WBL Planning & Implementation
Guide
“How to” guide for creating effective and legal WBL experiences
Includes “sample” forms
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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 AgreementsTraining Plans
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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
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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
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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
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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
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WBL Action Plan
Where are you at right now?
Who would you need to involve to create a district-wide plan?
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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
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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