Counselors Role In Tp And Wbl

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

mailto:[email protected]

mailto:[email protected]

http://www.nde.state.ne.us/TECHPREP/WBL

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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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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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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

Sec

on

dar

yP

ost

sec

on

dar

y

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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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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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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


Provide a connection between the work experience . . .

and the school curriculum in a defined fashion.

Training AgreementsTraining Plans

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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