While national focus on college/career-readiness has placed welcome attention on school counseling, overzealous emphases to pick a specific college and/or career can leave students feeling rushed. Broad school-wide or grade-level programs aimed at college/career preparation may trump individual career development. This session presents how to infuse career exploration into the current educational landscape (i.e., RTI, Common Core, etc.) via the multiple components of a Comprehensive Guidance and Counseling Program (CGCP): Foundation, Management, Delivery, and Accountability

Cleveland, Richard E.

Hammond, Catherine

English

Georgia Southern University: Digital Commons@Georgia Southern

Georgia Southern UniversityDigital Commons@Georgia SouthernLeadership, Technology, and Human DevelopmentFaculty PresentationsLeadership, Technology & Human Development,Department of11-1-2015Career Ready or Rushed? Developing CareerExploration in CSCPsCatherine HammondGeorgia Southern UniversityRichard E. ClevelandGeorgia Southern Univeristy, rcleveland@georgiasouthern.eduFollow this and additional works at: https://digitalcommons.georgiasouthern.edu/leadership-facpresPart of the Educational Administration and Supervision Commons, Educational Assessment,Evaluation, and Research Commons, and the Educational Leadership CommonsThis presentation is brought to you for free and open access by the Leadership, Technology & Human Development, Department of at DigitalCommons@Georgia Southern. It has been accepted for inclusion in Leadership, Technology, and Human Development Faculty Presentations by anauthorized administrator of Digital Commons@Georgia Southern. For more information, please contact digitalcommons@georgiasouthern.edu.Recommended CitationHammond, Catherine, Richard E. Cleveland. 2015. "Career Ready or Rushed? Developing Career Exploration in CSCPs." Leadership,Technology, and Human Development Faculty Presentations. Presentation 15.https://digitalcommons.georgiasouthern.edu/leadership-facpres/152015 Annual Conference  u November 4 – 6, 2015  u Hyatt Regency Savannah  u Savannah, GeorgiaCareer Ready or Rushed?Developing Career Exploration in CSCPsCatherine Hammond, MEdRichard E. Cleveland, PhDCounselor Education, Georgia Southern University2015 Annual Conference  u November 4 – 6, 2015  u Hyatt Regency Savannah  u Savannah, GeorgiaSession Handout & Materials at:@RichieKinz#GSCA2015http://tinyurl.com/pofrfjsrichardcleveland.meLearning Outcomes/Goals1. Describe student outcomes/benefits associated with PK-12 career exploration.2. Align CSCP career exploration with professional learning standards (i.e., site, district, state, CCSS, ASCA, etc.).3. Identify 3 potential career exploration interventions/activities; one for each RTI level.4. Identify at least 1 assessment/data-collection tool for career exploration evaluation.Agenda Career Exploration: Challenges & Opportunities Potential Problem with College/Career-Readiness: Ready, but ready for what? Creating/Fostering Exploration in PK-12So what might this look like? What Are Your Thoughts?Your experiences, ideas, questions?2015 GSCA Annual ConferenceDefinitional Matters On your paper, write out how you define “post-secondary success” for your students.2015 GSCA Annual ConferenceCareer Exploration PrefaceTowards CSCP creation, implementation, & advocacy… If you don’t define your role, someone else will Intentional which PK-12 initiatives for CSCP alignment Beliefs matter2015 GSCA Annual ConferenceCareer Exploration Preface“We guide our boys and girls to some extent through school, then drop them into this complex world to sink or swim as the case may be. Yet there is no part of life where the need for guidance is more emphatic than in the transition from school to work – the choice of a vocation, adequate preparation for it, and the attainment of efficiency and success.”- Frank Parsons (1909)2015 GSCA Annual ConferenceCareer Exploration Preface “Educators and employment experts currently use the word crisis to describe America’s present status with regard to generating a productive and relevant 21stCentury workforce…” (Schmidt, Hardinge, & Rokutani, 2012) New focus or renewed focus? Parsons (1908), Davis (1914), Progressive Movement in Education, 1980’s A Nation at Risk, NDEA, etc. (Gysbers, 2013; Gysbers, 2010)2015 GSCA Annual ConferenceCareer Exploration2015 GSCA Annual ConferenceCareer Exploration Preface ASCA National Model 3 Domains for Student Development Academic Career Social/EmotionalASCA National Model 3rd ed. (2012)ASCA Mindsets & Behaviors (2014)2015 GSCA Annual ConferenceAccountabilityData AnalysisProgram ResultsEvaluation & ImprovementManagementAssessmentsToolsDeliveryDirect Student ServicesIn-Direct Student ServicesFoundationProgram FocusStudent Mindsets & BehaviorsProfessional CompetenciesCareer Exploration Preface Comprehensive, developmental, outcome-based school counseling program Comprehensive: Serves ALL studentsIntertwined with Academic & Social/EmotionalDesign & implement an integrated career development programCurricular integration Developmental: Sequential, longitudinal, builds on stages, connected Outcome-Based: Identifying outcomes – aka standardsDollarhide & Saginak (2012); Niles & Harris-Bowlsbey (2012)Schneck et al. (2012); Thompson (2012)2015 GSCA Annual ConferenceCareer Exploration Holistic, including life roles, settings, events, and the spectrum of diversity we each exhibit. (Gysbers, 2013; Niles & Harris-Bowlsbey, 2012) “The content in all three [domains] is required to prepare students to become career ready.” (Gysbers, 2013) As part of CSCP, career exploration/development has an impact on student academic success (Lapan et al., 2012; Schmidt et al., 2012) This conceptualization being constricted by societal, economic, and political factors. (Schneck et al., 2012)2015 GSCA Annual ConferenceCareer ExplorationGuiding Standards: Investigate world of work: Initiate Curiosity Identify aspirations & attainment: Determine Goals Relation of whole self to world of work: Foster Meaning-MakingNational Standards for School Counseling Programs (Campbell & Dahir, 1997)ASCA Student Standards (2004)ASCA National Model (2012)ASCA Mindsets & Behaviors (2014)Guiding Theories: Holistic & Developmental Constructivist & Systemic Structured, Multi-Faceted, & Integrated with Academics(Arthur & McMahon, 2005; Gibson, 2005; Hartung et al., 2008; Helwig, 2008; McMahon & Watson, 2005; 2008; Mittendorffet al., 2011; Super, 1990; Turner et al., 2004; Wood & Kaszubowski, 2008)2015 GSCA Annual ConferenceChallenges & OpportunitiesChallenges to Career Exploration Time, “Inappropriate” for level, No Structure in Place Lack of focus/resources, “discouraging school counselors”, Lack of CCSS alignment(College Board, 2012)Opportunities for Career Exploration STEM, STEAM, Dual-Enrollment $472.1 Million for FY2015 Budget (US Dept Ed, 2015)2015 GSCA Annual ConferenceCollege/Career-Readiness Storm:Help or Hindrance? While college enrollment continues to rise, completion remains low (Lee & Rawls, 2010) College Completion: 33.3% (4yr) 54.5% (6yr) (Chronicle of Higher Education/NCES, 2012)2015 GSCA Annual ConferenceCollege/Career-Readiness Storm:Help or Hindrance? Social/Cultural/Media emphasis: #BetterMakeRoom “…the First Lady is announcing […] Better Make Room, to target Generation Z, […] celebrate education, change the national conversation, and reach students directly where they are and give them a space to create content while also navigating the college-going process.” (White House Fact Sheet, Oct. 19, 2015) “[re: FAFSA]…only time in your life you can spend to 29 minutes and have access to 150 billion dollars. So I don’t care how much money your family has, doesn’t have or your community; if you want to work hard and go to college you can do it.” (Arne Duncan, #BetterMakeRoom launch, White House, Oct. 19, 2015)2015 GSCA Annual ConferenceCollege/Career-Readiness Storm:Help or Hindrance? National Consortium for School Counseling and Postsecondary Success (NCSCPS): 3rd White House Convening2015 GSCA Annual Conference#NCSCPSReachHigher Conversation[November 2nd-3rd]Twitter users 115#NCSCPSReachHigher Tweets 500Reach (followers) 121,855Impressions (posts to followers) 661,517College/Career-Readiness Storm:Help or Hindrance? School counselors not providing Career Counseling Domain services as often as Academic & Personal/Social (Anctil et al., 2012; Osborn & Baggerly, 2004) True in 2012, True in 2015 (Cleveland ASCA Webinar, 2015)2015 GSCA Annual ConferenceQUESTION Anctil et al., 2012Cleveland /ASCAWebinar, 2015Site Level? Majority MS and HS Split ES and HSPriority placed on Career? Moderate to Very High ModerateTime spent on Career? Majority less than 40% Majority less than 20%College/Career-Readiness Storm:Help or Hindrance?Preventing opportunities from becoming challenges…. If you don’t define your role, someone else will Intentional which PK-12 initiatives for CSCP alignment Beliefs matter2015 GSCA Annual ConferencePursuing Career Exploration Alignment (Foundation; ASCA, 2012) Intentionally integrating career in vision, mission, etc. Identifying “Anchor Points” (CCSS, ASCA Mindsets & Behaviors) Curricular integration, standards, blending, etc. Delivery (Delivery; ASCA, 2012) Including career in our delivery services Evaluation (Management & Accountability; ASCA, 2012) Monitoring & assessing Starting with the end in mind (McTighe, 2014)Pursuing Career Exploration Alignment Curricular integration, blended standards, standards mapping, etc. Matching differing sets of standards for a unit/lesson/intervention Lesson Plan, Curriculum Plan (Management, pgs. 41-81) Results Reports (Accountability, pgs. 99-124)2015 GSCA Annual ConferencePursuing Career Exploration Alignment Assessment: Starting with the end in mind… (McTighe, 2004) Time & Intention Battling Silo Mentalities Formidable obstacle of lack of connections between various PK-12 educational initiatives Integrating Career standards into strong foundation articulating the connections between these outcomes/competencies2015 GSCA Annual ConferenceCSCP SIP RTI CCSS DistrictPursuing Career Exploration Alignment How to go about alignment? ASCA schoolcounselor.org Site SIP/Leadership Plan District curriculum director/committee CCSS corestandards.org2015 GSCA Annual ConferencePursuing Career Exploration Alignment2015 GSCA Annual Conference(Savannah-Chatham County Public Schools, 2013)Pursuing Career Exploration Delivery Guidance Lessons, Activities, and Interventions ASCA Scene, ASCA Resource Center Social Media (Pinterest, #scchat, etc.)2015 GSCA Annual ConferencePursuing Career Exploration Delivery “Aligning” Delivery Framework CSCP & Multi-Tiered Systems of Support ASCA MTSS Position Statement (ASCA, 2014) “…used to make decisions about general, compensatory and special education…” “…meet the needs of all students and identify students who are at-risk…” “Providing all students with a standards-based school counseling core curriculum to address universal academic, career and personal/social development.”  [bold emphasis mine]2015 GSCA Annual ConferencePursuing Career Exploration DeliveryScenario #1 Career domain activities present in my CSCP? Career present in each format of delivery? Classroom Lesson(s) Small-Group Focus 1:1 Individual Sessions Required site/district Career outcomes and/or competencies addressed?Scenario #2 Career outcomes and/or competencies viewed within an RTI lens? Career domain as one part of the holistic student transcending an RTI label? Strengths-Based approach in and with Career?2015 GSCA Annual ConferencePursuing Career Exploration Delivery ASCA Closing-the-Gap Action Plan ASCA National Model (3rd ed.), 2012 School Counseling Program Goal Plan Making DATA Work (3rd ed.), 20132015 GSCA Annual ConferencePursuing Career Exploration Delivery2015 GSCA Annual ConferencePursuing Career Exploration Evaluation ASCA National Model (3rd ed.) (ASCA, 2012) Making DATA Work (3rd ed.) (Kaffenberger & Young, 2013) Evidence-Based School Counseling (Dimmitt, Carey & Hatch, 2007) Incorporating data collection & analysis into Career provides critical information for Closing-the-Gap activities Data-infusion provides formative assessment while conducting interventions. Contributes additional data to the picture of students’ overall academic success.2015 GSCA Annual ConferenceRTIASCA M&S CCSS ACTION DATABottom TierMindsets: 3, 4, 5. Behaviors: LS.1, LS.9, SS.1, SS.6Reading Informational Text: 1, 4, 6, 7. Writing Standards: 1, 2, 3, 8. Visit home room period and introduce topic of college/career. Have students review college brochures and analyze them.  Working in groups students dissect the brochures and form an opinion about the college.  Connect with teacher for writing assignment where students form an opinion on the brochure. Pre/Post survey of college/career awareness Demonstration of critical thinking skills and group skills Writing grades from assignmentBottom Tier Meet with all students on my caseload and chart out postsecondary plan. PS PlanPursuing Career Exploration EvaluationRTIASCA M&S CCSS ACTION DATAMidTierMindsets: 1, 2, 3, 4. Behaviors: LS.1, LS.4, LS.7, SM.5, SM.6, SS.1, SS.6, SS.8 Using data from Bottom Tier intervention in classroom and 1:1 caseload meetings, identify students requiring additional assistance. Conduct small group on college/career plans and how that is a part of their holistic person. Pre/Post survey of college/career awareness AGAINPursuing Career Exploration EvaluationWhat Might This Look Like?Catherine Hammond, M.Ed. Candidate2015 GSCA Annual ConferenceFoundationWhat is expected? 17 Career Cluster presentations Extra CCRPI point for 5th grade portfolios2015 GSCA Annual ConferenceChallengesDevelopmentally appropriate? Brooke Creamer, M.Ed. Candidate Data-Based Intervention 1st grade students received surveys pre/post career lessons After receiving career cluster lessons, students’ variability in career choice increased by 50+%2015 GSCA Annual ConferenceEnhance Exploration at the Elementary Level Career Day “Career exploration experiences provide opportunities for children to confirm the knowledge and information obtained through career awareness experiences.” (Magnuson & Starr, 2000 pg. 92) Make career lessons FUN! Arts, AV Technology, and Communications example2015 GSCA Annual ConferenceEnhance Exploration at the Elementary Level Make lessons work for you (and everyone else!) Finance cluster using budgets CCSS.MATH.CONTENT.5.NBT.B.7Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Breach tiers 2 and 3 Tie in career exploration into interventions you already do Create intentional exploration interventions2015 GSCA Annual ConferenceLet’s Talk… What might this look like? Specifically at MS and HS levels. What differentiates Career-Ready from College-Ready? Who else (other systems/agents) do we need to address? What are your questions?2015 GSCA Annual ConferenceCatherine HammondMEd Candidate(912) 478.1447catherine-hammond@georgiasouthern.eduRichard E. Cleveland, PhDGeorgia Southern University(912)478.8022rcleveland@georgiasouthern.edu@RichieKinzhttp://richardcleveland.me2015 GSCA Annual Conference

Career Ready or Rushed? Developing Career Exploration in CSCPs

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Career Ready or Rushed? Developing Career Exploration in CSCPs

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