February 6, 2012
February 6, 2012
Give all students the tools and support to develop the skills for personalized planning for postsecondary learning and careers. Also, allow every student to develop and annually update a Personalized Success Plan.
Success Factor Resources:
A full array of postsecondary options (workplace training, apprenticeships, certificates, associate's, bachelor’s and graduate degrees) will be presented to students in an unbiased format so students can make well-informed choices, understanding the cost-benefit relationships between various postsecondary education options (bachelor’s degrees and graduate studies, associate’s degree, certificate programs and apprenticeships) and specific career trajectories.
Implementation Resources:
ASCA National Standards for Students
American School Counselor Association
2004
This document outlines the competencies and indicators most clearly recognized in the field of school counseling. Areas covered include academic development, career development and personal/social development.
Utah Model for Comprehensive Counseling and Guidance: K-12 Model
Utah State Office of Education/American School Counselor Association
2005
Adapted from the ASCA National Model: A Framework for School Counseling Programs, this publication outlines effective school counseling programs, elements of Utah’s comprehensive approach, foundational standards, and key elements of delivery, management, accountability and implementation. Numerous action-ready resources are included.
Iowa Comprehensive Counseling and Guidance Program Development Guide
Iowa Department of Education
2001
According to State Board of Education, “The purpose of the guide is to provide counselors, student service personnel, and administrators of Iowa’s K-12 schools and community colleges with a practical resource for designing and/or improving locally established comprehensive counseling and guidance programs.” It includes sample lessons and templates and helps to connect elements of a comprehensive program, including personal/social development, academic development, career development, systems support, responsive services, individual planning, and the guidance curriculum.
Special Issue: Career Development and the Changing Workplace
Professional School Counseling, 6(4)
April 2003
This issue of Professional School Counseling contains numerous useful articles on the evolution of career and academic advisement to focus on both postsecondary and career readiness. Key articles include “Aligning School Counseling, the Changing workplace, and Career Development Assumptions” and “Beyond College for All: Policies and Practices to Improve Transitions into College and Jobs.”
The Benefits of a Comprehensive K–12 Career Development System
Techniques (Association for Career and Technical Education)
April 2007
This article describes how Career and Technology Education Centers (C-TEC) of Licking County in Newark, Ohio, established a comprehensive career development plan and ensures students in surrounding districts have access.
Establishing an Effective Guidance and Advisement System
Southern Regional Education Board – High Schools that Work
March 2007
This newsletter from SREB discusses one of the key practices of the High Schools that Work Program. It outlines information on the following questions:
What is a Career Development Facilitator?
A Career Development Facilitator (CDF) is a person who works in any career development setting or who incorporates career development information or skills in their work with students, adults, clients, employees, or the public. A CDF has received in-depth training in the areas of career development in the form of up to 120+ class/instructional hours, provided by a nationally trained and qualified instructor. This Web site, offered by the National Career Development Association, describes the new professional role and certification that can be earned by a variety of school-based personnel and other professionals.
Back to TopEncourage elementary schools to introduce career awareness concepts and middle schools to offer career exploratory experiences, projects and courses so students develop a deeper understanding of clusters of careers. After engaging in career awareness and exploratory activities, eighth-grade students can take personalized career interest and work-style preference assessments, to give them additional information for decision-making about which interest-based programs might be a good fit for high school study.
Implementation Resources:
The College in Colorado Web site offers information about careers from several different perspectives; what it's like to work in a particular arena, what level of education or college major is most appropriate for a career, and how to pursue recreational and volunteer activities.
Planning for Success: Role of IGP's and Assessment in Kentucky's Agricultural Education Curriculum
The Agricultural Education Magazine
May/June 2002
This short article describes how Kentucky uses Individual Graduation Plans (IGPs) and a 10th-grade assessment to help students to choose a career path, understand the course of study and requirements to achieve that career, and develop a plan to meet their goal. More information on Kentucky’s Individual Graduation Plans, including a number of downloadable resources, can be found on the KY Department of Education Web site.
Pennsylvania Academic Standards for Career Education and Work
Pennsylvania Department of Education
The state of Pennsylvania has adopted comprehensive standards outlining career awareness activities and benchmarks for students to meet in grades 3, 5, 8, and 11. Standards exist in the areas of Career Awareness and Preparation, Career Acquisition, Career Retention and Advancement, and Entrepreneurship. They are designed to be integrated into existing courses or taught as stand-alone elements. Students in eighth grade are expected to create an individualized career plan including, but not limited to:
Guidance and Career Counseling Web Pages
South Carolina Department of Education
The passage of the Education and Economic Development Act in South Carolina in 2005 required new career awareness and exploration activities and provided new resources to South Carolina educators to help them meet these challenges. These Web pages provides a wealth of information on the activities required in South Carolina, including the Individual Graduation Plan.
Techniques (Association of Career and Technical Education)
March 2006
This issue of Techniques magazine focuses on career exploration activities. Four articles specific to the theme are included, and focus on diverse topics like serving at-risk students and using online tools.
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