OFFICE OF CAREER GUIDANCE, OFFICE OF CAREER GUIDANCE, EXPLORATION, AND EXPLORATION, AND

PREPARATION PREPARATION

Module 3: Instructional Module 3: Instructional CurriculumCurriculum

Instructional Instructional Curriculum and AssessmentCurriculum and Assessment

Curriculum must be aligned with frameworksCurriculum must be aligned with frameworks

Lessons must be aligned to an overall cohesive Lessons must be aligned to an overall cohesive and coherent planand coherent plan

Activities should be aligned to student interests Activities should be aligned to student interests and community/regional needsand community/regional needs

Career planning should be aligned to the district Career planning should be aligned to the district programs of studyprograms of study

Self-awarenessSelf-awareness – Develop honest awareness of self and personal – Develop honest awareness of self and personal preference for the purpose of self-promotion, advocacy and management preference for the purpose of self-promotion, advocacy and management necessary fornecessary for

Locate Career Information Locate Career Information – Analyze occupational and career resources – Analyze occupational and career resources necessary to digest current, accurate, and unbiased informationnecessary to digest current, accurate, and unbiased information

Career Decision-making Career Decision-making – Formulate career decisions based upon a – Formulate career decisions based upon a decision-making process necessary for choosing a careerdecision-making process necessary for choosing a career

High School and Career Planning High School and Career Planning – Develop tentative high school and – Develop tentative high school and career plans with a logical sequence of courses and achievable stepscareer plans with a logical sequence of courses and achievable steps

Career Readiness Career Readiness – Assess and explain fundamental career readiness – Assess and explain fundamental career readiness skills which form the basis for further career preparation.skills which form the basis for further career preparation.

Career Development StandardsCareer Development Standards

Facilitate LearningFacilitate Learning

Allow the student to fail at what they don’t Allow the student to fail at what they don’t have the aptitude for and excel at what they have the aptitude for and excel at what they are naturally good at.are naturally good at.

Career Development TheoryCareer Development Theory– People are rewarded for success and gravitate People are rewarded for success and gravitate

toward rewardtoward reward

– People find a niche for their aptitude and develop People find a niche for their aptitude and develop a pathway of learning toward a careera pathway of learning toward a career

Model Career Guidance ProgramsModel Career Guidance Programs

High expectations for all studentsHigh expectations for all students

Allow each student to focus their studies in their career pathAllow each student to focus their studies in their career path

Make the instruction relevant to the student from the first day of Make the instruction relevant to the student from the first day of instruction to the last day of assessmentinstruction to the last day of assessment

Make the instruction rigorous and challengingMake the instruction rigorous and challenging

Develop project based, team oriented, technology centered Develop project based, team oriented, technology centered curriculumcurriculum

Promote Education and Training Promote Education and Training “Beyond High School”“Beyond High School”

College (4-year degrees) is not the answer for every student even College (4-year degrees) is not the answer for every student even with the lottery scholarship money availablewith the lottery scholarship money available

What does the student’s Career Goal require?What does the student’s Career Goal require? Promote the easiest route to success (obtaining the career goal)Promote the easiest route to success (obtaining the career goal)

(Further education can come later)(Further education can come later) Students will take the path of least resistance or they may drop out.Students will take the path of least resistance or they may drop out.

Helping the StudentHelping the StudentGood understanding of Good understanding of attitude

Understanding of the Understanding of the world of work

– Occupational researchOccupational research

– Employer expectationsEmployer expectations

– Labor market opportunitiesLabor market opportunities

Set Goals and develop a and develop a Career Portfolio with an with an education and training plan

Abraham Maslow’s Abraham Maslow’s Hierarchy of Needs

Make good sound Make good sound decisions

Student ActivitiesStudent ActivitiesMaintain a class folder/binder to organize and Maintain a class folder/binder to organize and maintain daily work.maintain daily work.Compete in state ACGA competitions.Compete in state ACGA competitions.Prepare a Career Portfolio with a Career Prepare a Career Portfolio with a Career Action Plan to be updated regularly-or use the Action Plan to be updated regularly-or use the Kuder Curriculum ManagerKuder Curriculum ManagerProvide opportunities for self realizationProvide opportunities for self realization

AssessmentsAssessments Comprehend and use both Comprehend and use both formalformal and and informalinformal

career development assessment tools and resources career development assessment tools and resources

Interest Inventories

Aptitude Assessments

Work Values Assessments

Personality Typing

Attitude Assessment

Brain Orientation

Self Esteem

Student ActivitiesStudent Activities

Job ShadowingJob Shadowing

SkitsSkits

Bell RingersBell Ringers

www.usaaedfoundation.orgwww.usaaedfoundation.org

http://www.imf.org/external/np/exr/center/students/http://www.imf.org/external/np/exr/center/students/trade/index.htm trade/index.htm Trading around the WorldTrading around the World

careersearch.comcareersearch.com. Crazy Careers. Crazy Careers

ActivitiesActivities

Values AuctionValues Auction

Calculating Opportunity Cost – Math integrationCalculating Opportunity Cost – Math integration

Creating a Newscast – Literacy integrationCreating a Newscast – Literacy integration

Plans of studyPlans of study– Arts A/V Tech & FilmArts A/V Tech & Film

– Sample PlansSample Plans

– Plans beyond high schoolPlans beyond high school

Developing a Career PathwayDeveloping a Career Pathway

Do not confine a student to an occupational goalDo not confine a student to an occupational goal

Do encourage students to think globally within a Do encourage students to think globally within a career pathway with multiple entry and exit career pathway with multiple entry and exit points to allow for barriers and opportunities.points to allow for barriers and opportunities.

When students have a career plan they…When students have a career plan they…

Make better gradesMake better grades

Have more college and career informationHave more college and career information

Believe their school has a positive climateBelieve their school has a positive climate

Feel middle school is saferFeel middle school is safer

Have a better relationship with their teachersHave a better relationship with their teachers

Are more satisfied with their educationAre more satisfied with their education– Results from Lapan, Gysbers, and Sun Results from Lapan, Gysbers, and Sun

concluded students in Missouri:concluded students in Missouri:

Career Development is progressive Career Development is progressive in nature and in nature and

does not take a step backwarddoes not take a step backward

Hebrew proverbHebrew proverb

Do not confine your Do not confine your students to your own students to your own

learning, for they were learning, for they were born in another time.born in another time.

Expect the Best!Expect the Best! Winners are not born they are made Winners are not born they are made

If we don’t expect the best we will not get the If we don’t expect the best we will not get the bestbest

Students have to fail before they know the Students have to fail before they know the real feeling of successreal feeling of success

A Facilitator allows the student to feel like A Facilitator allows the student to feel like they are in charge of their learning.they are in charge of their learning.

Assessing The Whole PersonAssessing The Whole Person

Assessing the Pipeline to Assessing the Pipeline to America’s WorkforceAmerica’s Workforce

More than 50% of employers couldn't find More than 50% of employers couldn't find qualified applicants for entry-level jobsqualified applicants for entry-level jobsOver 50% of adults are unhappy in their jobsOver 50% of adults are unhappy in their jobsA 2004 Gallup poll indicated that more than A 2004 Gallup poll indicated that more than 55% of people in the workforce were 55% of people in the workforce were not not engaged engaged in their workin their workAn estimated 80% are underemployedAn estimated 80% are underemployed

500 dropouts, ages 16-25, were 500 dropouts, ages 16-25, were interviewedinterviewed

47% said classes were not interesting 47% said classes were not interesting

43% missed too many days to catch up 43% missed too many days to catch up

45% entered high school poorly prepared by their earlier schooling 45% entered high school poorly prepared by their earlier schooling

69% said they were not motivated to work hard 69% said they were not motivated to work hard

35% said they were failing 35% said they were failing

32% said they left to get a job 32% said they left to get a job

25% left to become parents 25% left to become parents

22% left to take care of a relative22% left to take care of a relative

Low ExpectationsLow Expectations

Two-thirds of students said they would have Two-thirds of students said they would have tried tried harder if more was expected from themharder if more was expected from them

Read more: Read more: http://educationalissues.suite101.com/article.cfmhttp://educationalissues.suite101.com/article.cfm/dropouts_give_reasons#ixzz0RCVvzvrI/dropouts_give_reasons#ixzz0RCVvzvrI

Career Trends…Career Trends…By the year 2010, 42% of job growth

will require a vocational certificate,

2-year associate degree, a 4-year

bachelor’s degree or more.

Therefore, postsecondary education is becoming more and more critical to a young person’s future.

Career Trends…Career Trends…Employment growth will be

concentrated in the service-providing sector of the economy. The strongest growth projections are in education,

health, and business services.

Changes in Workforce Skills Needs Changes in Workforce Skills Needs Across Fifty YearsAcross Fifty Years

1955 2005

UnskilledUnskilled

60%60%

SkilledSkilled

20%20%

ProfessionalProfessional

20%20%

SkilledSkilled

68%68%

ProfessionalProfessional

20%20%

UnskilledUnskilled

12%12%

Students are DisengagedStudents are Disengaged

Nearly 38 percent of the young adults said the freedom Nearly 38 percent of the young adults said the freedom students enjoy in high school contributed to their students enjoy in high school contributed to their disengagement. disengagement.

Too easy to skip class or join in activities outside of school, Too easy to skip class or join in activities outside of school, Too much freedom--included the school’s lack of order, Too much freedom--included the school’s lack of order,

discipline and rules discipline and rules failure to ensure students attend class failure to ensure students attend class inability to help students feel safe.inability to help students feel safe.

Knowing “who you are” is a critical part of the career planning process. Knowing what you like to do, what you can do, and what jobs are available are also extremely important.

The gap is growing between The gap is growing between employer expectations and employer expectations and applicants’ competency, applicants’ competency,

• • Professionalism/Work EthicProfessionalism/Work Ethic

• • Oral and Written CommunicationsOral and Written Communications

• • Teamwork/Collaboration andTeamwork/Collaboration and

• • Critical Thinking/Problem SolvingCritical Thinking/Problem Solving

Applied Skills Applied Skills expected to increase in importanceexpected to increase in importance1 Critical Thinking/Problem Solving1 Critical Thinking/Problem Solving

2 Information Technology Application2 Information Technology Application

3 Teamwork/Collaboration3 Teamwork/Collaboration

4 Creativity/Innovation4 Creativity/Innovation

5 Diversity5 Diversity

6 Leadership6 Leadership

7 Oral Communications7 Oral Communications

8 Professionalism/Work Ethic8 Professionalism/Work Ethic

9 Ethics/Social Responsibility9 Ethics/Social Responsibility

10 Written Communications10 Written Communications– Percentage of 424 CEO respondents who expect skills to increase--Percentage of 424 CEO respondents who expect skills to increase--

How to Engage Students in SchoolHow to Engage Students in SchoolMake school more relevant and engaging and Make school more relevant and engaging and enhance the connection between school and workenhance the connection between school and work

Improve instruction and access to supports for Improve instruction and access to supports for struggling studentsstruggling students

More supervision and discipline in school is More supervision and discipline in school is necessarynecessary

Ensure strong adult-student relationships in the Ensure strong adult-student relationships in the school. The respondents craved and appreciated school. The respondents craved and appreciated attention from teachers…attention from teachers…

How to Engage Students in SchoolHow to Engage Students in School

Make school more relevant and engaging Make school more relevant and engaging

Enhance the connection between school and Enhance the connection between school and workwork

Successful engaged learners are responsible Successful engaged learners are responsible for their own learning for their own learning

Show appreciation and attention to studentShow appreciation and attention to student

RelevancyRelevancy

Projects that allow for self-discovery, self-Projects that allow for self-discovery, self-expression, self-promotion and creationexpression, self-promotion and creation

Allow independent and individualized career Allow independent and individualized career development planningdevelopment planning

Student centered interests, values, aptitudes, Student centered interests, values, aptitudes, research, and aspirationsresearch, and aspirations

Transferable 21Transferable 21stst Century skills Century skills

Break the evolutionary track with relevant and Break the evolutionary track with relevant and realistic career developmentrealistic career development

Find a better way Find a better way

Learners need to be pushed and Learners need to be pushed and trainers need to learn how.trainers need to learn how.

““In the years to come, your In the years to come, your students may forget what students may forget what you taught them. But they you taught them. But they will always remember how will always remember how you made them feel.”you made them feel.”

Challenge StudentsChallenge Students

Students like to be challenged to prove their Students like to be challenged to prove their worthiness to themselves and others.worthiness to themselves and others.

Students need to solve real world problemsStudents need to solve real world problems

Students want to know what they are doing is Students want to know what they are doing is important and not filling timeimportant and not filling time

Students really like to tell their parents that Students really like to tell their parents that they have done something unusual, they have done something unusual, interesting, challenging, and fun.interesting, challenging, and fun.

New and innovative ways to New and innovative ways to solve problemssolve problems

Rigorous Teaching PracticesRigorous Teaching Practices

Create lesson plans using multiple learning Create lesson plans using multiple learning stylesstyles

Challenge students to excel on projectsChallenge students to excel on projects

Require critical thinking skillsRequire critical thinking skills

Encourage students to go above and beyond Encourage students to go above and beyond the call of dutythe call of duty

Incorporate math and literacy integration Incorporate math and literacy integration activitiesactivities

Activities with RigorActivities with Rigor

Challenge Students With Open-ended Challenge Students With Open-ended

Long-term Scenario-based AssignmentsLong-term Scenario-based Assignments Include a problem statement,Include a problem statement, Have an ultimate goal with limited minimum Have an ultimate goal with limited minimum

guidelines,guidelines, Require teamwork, research, artistry and Require teamwork, research, artistry and

technologytechnology

How to Disengage StudentsHow to Disengage Students

BookworkBookwork

LectureLecture

Long and/or old videosLong and/or old videos

Down TimeDown Time

Filler WorkFiller Work

Send them to the librarySend them to the library

The good ole daysThe good ole days

My only

skill is

taking

tests.

Conclusion of Conclusion of Curriculum and AssessmentCurriculum and Assessment

Will this be on the test? NO!Will this be on the test? NO!

Students learn when they want to learn. They Students learn when they want to learn. They don’t want to take tests, so therefore they do not don’t want to take tests, so therefore they do not learn by taking tests.learn by taking tests.

Career Development is student centered, project Career Development is student centered, project based career planning based career planning