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COUN 556: Guidance Lesson Steven Ono

COUN 556: Guidance Lesson


Monday, March 10, 2014
School Counselor: Steven Ono (Intern) Lesson Content Area: College/Career
Unit Theme: Career Pathways (3 Lessons) Grade: 11
th
Grade, Advisory Class
Guidance Lesson Objectives:
A group of 17 students in advisory will discover career goals and pathways through personal
research, small group collaboration and large group discussion.
Students will be given a pretest to measure their pathways knowledge and a posttest to measure
their pathways knowledge after the guidance lessons.
Students will be able to discuss their career goals and know post secondary education pathways
and personal timelines (what steps to take to get there), if asked. They will also know their
counselor and where to find them when in need of assistance.

Lesson Sequence within Unit: Lesson 1
Activity: Introduction, Ice Breaker, and Post-Secondary Goals & Pathways
Unit Objective(s):
- Students will describe their career goals
- Students will learn the pathways to their specific career goals
- Students will get to know counselors and each other based on future plans

1. Essential Academic Learning Requirements (EALRs)
a. Reading
i. 2. The student understands the meaning of what is read.
2.1. Comprehend important ideas and details.
2.2. Expand comprehension by analyzing, interpreting, and
synthesizing information and ideas.
b. Communication
i. 1. The student uses listening and observation skills to gain understanding.
1.1 Focus attention.
1.2 Listen and observe to gain and interpret information.
1.3 Check for understanding by asking questions and paraphrasing.
ii. 3. The student uses communication strategies and skills to work
effectively with others.
3.1. Use language to interact effectively and responsibly with
others.
COUN 556: Guidance Lesson Steven Ono
3.2. Work cooperatively as a member of a group.
3.3. Seek agreement and solutions through discussion.
2. ASCA Student Competencies and Indicators
a. A:A1 Improve Academic Self-concept
i. A:A1.1 Articulate feelings of competence and confidence as learners
ii. A:A1.2 Display a positive interest in learning
iii. A:A1.3 Take pride in work and achievement
b. A:A3 Achieve School Success
i. A:A3.2 Demonstrate the ability to work independently, as well as the
ability to work cooperatively with other students
ii. A:A3.3 Develop a broad range of interests and abilities
iii. A.A3.5 Share knowledge
c. A.B2 Plan to Achieve Goals
i. Identify post-secondary options consistent with interests, achievement,
aptitude and abilities
d. C:A1 Develop Career Awareness
i. C:A1.2 Learn about the variety of traditional and nontraditional
occupations
ii. C:A1.3 Develop an awareness of personal abilities, skills, interests and
motivations
e. C:B1 Acquire Career Information
i. C:B1.3 Demonstrate knowledge of the career-planning process
ii. C:B1.4 Know the various ways in which occupations can be classified
iii. C:B1.5 Use research and information resources to obtain career
information
iv. C:B1.6 Learn to use the internet to access career-planning information
v. C:B1.7 Describe traditional and non-traditional career choices and how
they relate to career choice
f. C:B2 Identify Career Goals
i. C:B2.1 Demonstrate awareness of the education and training needed to
achieve goals
g. C:C1 Acquire Knowledge to Achieve Career Goals
i. C:C1.1 Understand the relationship between educational achievement and
career success
ii. C:C1.3 Identify personal preferences and interests influencing career
choice and success
3. Scholarly Literature
a. Castro, E. L. (2013). Racialized Readiness for College and Career Toward an
Equity-Grounded Social Science of Intervention Programming. Community
College Review, 41(4), 292-310.
b. Lapan, R. T., Whitcomb, S. A., & Aleman, N. M. (2012). Connecticut
professional school counselors: College and career counseling services and
smaller ratios benefit students. Professional School Counseling, 16(2), 117-124.

Materials:
COUN 556: Guidance Lesson Steven Ono
- Pre-Lesson survey
- College planning spiral
- An Investment in the Future handout (page 3) (WA OSPI)
- Post-Lesson survey to be given to instructor and collected at a later date.
Lesson Outline/Procedure: 30 Minutes
1. Counselor Introductions and College Bios (5 Minutes)
2. Icebreaker (5 Minutes)
3. Career interests small groups- to discuss career goals and work together to explore
pathways (10 Minutes)
4. Small group leaders present to class 1 career and what they will need (education steps) to
go to get to that career (10 Minutes)
Lesson Rationale

a) Connection to School Improvement Plan
Mt. Rainier High School is in the process of developing guidance curriculum
lessons addressing the three ASCA domains: Academic, Career, and
Social/Personal. Within the Career domain, students are taught to obtain skills
needed to relate their academic work to the working world, leading to a
college/career path. Connection to School Improvement Plan
Highline School District began a 4 year plan on achieving a 95% graduation rate
by 2017. This endeavor has begun with the freshmen class at MRHS, however,
college/career readiness curriculum is given to teachers for advisory, where most
are not utilized by this advisory model. Although above the average graduation
rate compared to the district, Mt. Rainier High School is also working hard to
achieve this goal with the rest of the district.

b) Connecting to Data Driven Decision-Making
Needs Assessment By utilizing counselors to teach this unit on college/career via the
advisory class, students can gain both knowledge of their own college/career pathway
as well as build a relationship with counselors outside the counseling office, where
most students do not go to, unless instructed to.
Research Literature By looking into small group (classroom advisory) setting,
impact on college and career guidance lesson tend to strongly realign student
knowledge on college and career readiness when teaching in an environment where
students know each other (students are in advisory cohort for all four high school
years) and have developed a sense of unity and identity within the advisory
classroom. This is affirmed in research by Lapan, Whitcomb and Aleman (2012) and
Castro (2013).

Evaluation/Assessment

- The presenters will distribute a pre and post survey to be completed by students during
the first and last 5 minutes of the guidance lesson. In addition, presenters will take notice
of responses made within the small and large group discussion
COUN 556: Guidance Lesson Steven Ono


Lesson Sequence within Unit: Lesson 2
Activity: Administer the Career Pathway Questionnaire
Unit Objective(s):
- Students will describe their career goals
- Students will learn the pathways to their specific career goals
- Students will get to know counselors and each other based on future plans

1. Essential Academic Learning Requirements (EALRs)
a. Reading
i. 2. The student understands the meaning of what is read.
1. 2.1. Comprehend important ideas and details.
2. 2.2. Expand comprehension by analyzing, interpreting, and
synthesizing information and ideas.
b. Communication
i. 1. The student uses listening and observation skills to gain understanding.
1. 1.1 Focus attention.
2. 1.2 Listen and observe to gain and interpret information.
3. 1.3 Check for understanding by asking questions and paraphrasing.
ii. 3. The student uses communication strategies and skills to work
effectively with others.
1. 3.1. Use language to interact effectively and responsibly with
others.
2. 3.2. Work cooperatively as a member of a group.
3. 3.3. Seek agreement and solutions through discussion.
2. ASCA Student Competencies and Indicators
a. A:A1 Improve Academic Self-concept
i. A:A1.1 Articulate feelings of competence and confidence as learners
ii. A:A1.2 Display a positive interest in learning
iii. A:A1.3 Take pride in work and achievement
b. A:A3 Achieve School Success
i. A:A3.2 Demonstrate the ability to work independently, as well as the
ability to work cooperatively with other students
ii. A:A3.3 Develop a broad range of interests and abilities
iii. A.A3.5 Share knowledge
c. A.B2 Plan to Achieve Goals
i. Identify post-secondary options consistent with interests, achievement,
aptitude and abilities
d. C:A1 Develop Career Awareness
i. C:A1.2 Learn about the variety of traditional and nontraditional
occupations
COUN 556: Guidance Lesson Steven Ono
ii. C:A1.3 Develop an awareness of personal abilities, skills, interests and
motivations
e. C:B1 Acquire Career Information
i. C:B1.3 Demonstrate knowledge of the career-planning process
ii. C:B1.4 Know the various ways in which occupations can be classified
iii. C:B1.5 Use research and information resources to obtain career
information
iv. C:B1.6 Learn to use the internet to access career-planning information
v. C:B1.7 Describe traditional and non-traditional career choices and how
they relate to career choice
f. C:B2 Identify Career Goals
i. C:B2.1 Demonstrate awareness of the education and training needed to
achieve goals
g. C:C1 Acquire Knowledge to Achieve Career Goals
i. C:C1.1 Understand the relationship between educational achievement and
career success
ii. C:C1.3 Identify personal preferences and interests influencing career
choice and success
3. Scholarly Literature
a. Castro, E. L. (2013). Racialized Readiness for College and Career Toward an
Equity-Grounded Social Science of Intervention Programming. Community
College Review, 41(4), 292-310.
b. Lapan, R. T., Whitcomb, S. A., & Aleman, N. M. (2012). Connecticut
professional school counselors: College and career counseling services and
smaller ratios benefit students. Professional School Counseling, 16(2), 117-124.
Materials:
- Career Pathway Survey
- Pencils
Lesson Outline/Procedure: 30 Minutes
5. Icebreaker: Name, Alliteration Game (10 Minutes)
6. Administer Career Pathway Questionnaire (20 Minutes)
Lesson Rationale

c) Connection to School Improvement Plan
Highline School District began a 4 year plan on achieving a 95% graduation rate by
2017. This endeavor has begun with the freshmen class at MRHS, however,
college/career readiness curriculum is given to teachers for advisory, where most are
not utilized by this advisory model. Although above the average graduation rate
compared to the district, Mt. Rainier High School is also working hard to achieve this
goal with the rest of the district.
The questionnaire is used to direct students into career interests that will help guide
them towards a pathway that hopefully will be connected to their interests, skills and
COUN 556: Guidance Lesson Steven Ono
aptitudes. Students can then collect data on their personal/social development in order
to see where their pathway will be geared towards.

d) Connecting to Data Driven Decision-Making
Needs Assessment By utilizing counselors to teach this unit on college/career via the
advisory class, students can gain both knowledge of their own college/career pathway
as well as build a relationship with counselors outside the counseling office, where
most students do not go to, unless instructed to.
Research Literature By looking into small group (classroom advisory) setting,
impact on college and career guidance lesson tend to strongly realign student
knowledge on college and career readiness when teaching in an environment where
students know each other (students are in advisory cohort for all four high school
years) and have developed a sense of unity and identity within the advisory
classroom. This is affirmed in research by Lapan, Whitcomb and Aleman (2012) and
Castro (2013).

Evaluation/Assessment

- The presenters will distribute a pre and post survey to be completed by students during
the first and last 5 minutes of the guidance lesson. In addition, presenters will take notice
of responses made within the small and large group discussion


Lesson Sequence within Unit: Lesson 3
Activity: Debrief Career Pathway Questionnaire, Group Discussion Questions, Post-Test Survey
Unit Objective(s):
- Students will discuss their career goals
- Students will define the pathways to their specific career goals
- Students will be able to articulate their goals for future career/college pathways

1. Essential Academic Learning Requirements (EALRs)
a. Reading
i. 2. The student understands the meaning of what is read.
1. 2.1. Comprehend important ideas and details.
2. 2.2. Expand comprehension by analyzing, interpreting, and
synthesizing information and ideas.
b. Communication
i. 1. The student uses listening and observation skills to gain understanding.
1. 1.1 Focus attention.
2. 1.2 Listen and observe to gain and interpret information.
3. 1.3 Check for understanding by asking questions and paraphrasing.
ii. 3. The student uses communication strategies and skills to work
effectively with others.
COUN 556: Guidance Lesson Steven Ono
1. 3.1. Use language to interact effectively and responsibly with
others.
2. 3.2. Work cooperatively as a member of a group.
3. 3.3. Seek agreement and solutions through discussion.
2. ASCA Student Competencies and Indicators
a. A:A1 Improve Academic Self-concept
i. A:A1.1 Articulate feelings of competence and confidence as learners
ii. A:A1.2 Display a positive interest in learning
iii. A:A1.3 Take pride in work and achievement
b. A:A3 Achieve School Success
i. A:A3.2 Demonstrate the ability to work independently, as well as the
ability to work cooperatively with other students
ii. A:A3.3 Develop a broad range of interests and abilities
iii. A.A3.5 Share knowledge
c. A.B2 Plan to Achieve Goals
i. Identify post-secondary options consistent with interests, achievement,
aptitude and abilities
d. C:A1 Develop Career Awareness
i. C:A1.2 Learn about the variety of traditional and nontraditional
occupations
ii. C:A1.3 Develop an awareness of personal abilities, skills, interests and
motivations
e. C:B1 Acquire Career Information
i. C:B1.3 Demonstrate knowledge of the career-planning process
ii. C:B1.4 Know the various ways in which occupations can be classified
iii. C:B1.5 Use research and information resources to obtain career
information
iv. C:B1.6 Learn to use the internet to access career-planning information
v. C:B1.7 Describe traditional and non-traditional career choices and how
they relate to career choice
f. C:B2 Identify Career Goals
i. C:B2.1 Demonstrate awareness of the education and training needed to
achieve goals
g. C:C1 Acquire Knowledge to Achieve Career Goals
i. C:C1.1 Understand the relationship between educational achievement and
career success
ii. C:C1.3 Identify personal preferences and interests influencing career
choice and success
3. Scholarly Literature
a. Castro, E. L. (2013). Racialized Readiness for College and Career Toward an
Equity-Grounded Social Science of Intervention Programming. Community
College Review, 41(4), 292-310.
b. Lapan, R. T., Whitcomb, S. A., & Aleman, N. M. (2012). Connecticut
professional school counselors: College and career counseling services and
smaller ratios benefit students. Professional School Counseling, 16(2), 117-124.
COUN 556: Guidance Lesson Steven Ono
Materials:
- Career/College Questionnaire Results
- Color Markers
- Post-It Note Posters
- Post-Lesson survey
Lesson Outline/Procedure: 30 Minutes
7. Icebreaker: Rhythm, follow the leader (5 Minutes)
8. Career interests small groups- working together to develop a poster with answers from
questions given to students, in regards to their career interest/questionnaire results.
9. Large group discussion, debrief on what they have gained, learned from this unit. How
can they utilize what they learned about their career pathway that will now direct their
post-secondary education.

Lesson Rationale

e) Connection to School Improvement Plan
Highline School District began a 4 year plan on achieving a 95% graduation rate by
2017. This endeavor has begun with the freshmen class at MRHS, however,
college/career readiness curriculum is given to teachers for advisory, where most are
not utilized by this advisory model. Although above the average graduation rate
compared to the district, Mt. Rainier High School is also working hard to achieve this
goal with the rest of the district.

f) Connecting to Data Driven Decision-Making
Needs Assessment By utilizing counselors to teach this unit on college/career via the
advisory class, students can gain both knowledge of their own college/career pathway
as well as build a relationship with counselors outside the counseling office, where
most students do not go to, unless instructed to.
Research Literature By looking into small group (classroom advisory) setting,
impact on college and career guidance lesson tend to strongly realign student
knowledge on college and career readiness when teaching in an environment where
students know each other (students are in advisory cohort for all four high school
years) and have developed a sense of unity and identity within the advisory
classroom. This is affirmed in research by Lapan, Whitcomb and Aleman (2012) and
Castro (2013).

Evaluation/Assessment

- The presenters will distribute a pre and post survey to be completed by students during
the first and last 5 minutes of the guidance lesson. In addition, presenters will take notice
of responses made within the small and large group discussion


COUN 556: Guidance Lesson Steven Ono
Pre-Lesson Survey

Please circle the answer that best describes your opinion:

1. I will graduate from high school:

a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree

2. I know where to find information about college/career at MRHS:

a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree

3. I will connect with a teacher or counselor about college/career pathways:

a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree

4. I will attend a post-secondary school (tech school, community college, 2 year college, 4
year college/university):

a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree

Comments:




Post-Lesson Survey

Please circle the answer that best describes your opinion:

1. This lesson was useful to me:

a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree

2. I have learned something new/engaging from the activity/presentation:

a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree

4. I know my next steps towards my pathway for college/career:

a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree

Comments:



COUN 556: Guidance Lesson Steven Ono


Career Pathway Questionnaire (Instrument): http://www.fcps.org


CAREER INTEREST INVENTORY

Todays Date: ___________________________________________________________

Do you already know what job you would like to have when you grow up?

Yes What is it? _______________________________

No Well, thats perfectly ok. You are about to have a chance to discover
some of your options.

Whether you know what you want to do or not, please take the career interest inventory
below. By answering the next 60 questions, you will be able to either confirm your idea or
identify some possible jobs for you based on your interests.

Whats your career interest area?

For each item listed below, choose the activity you would rather do. It does not matter if you
love them both or hate them both you still must pick the one you would rather do, then circle
it.

WOULD YOU RATHER:

1. B. study the weather
E. coach basketball

2. J. write a book about something you like
H. find out why someone is sick and take care of them

3. G. keep business records for a company
B. solve pollution problems

4. A. design an office building
C. work on a farm

5. D. fight fires
G. use a calculator to add up how much a company makes each day

6. G. help customers in a bank
A. assemble or repair a car or the space shuttle
COUN 556: Guidance Lesson Steven Ono

7. G. run a telephone switchboard
H. help people decide where to go on vacation

8. E. scout baseball players for a minor league team
G. deliver and distribute mail

9. A. drive a truck/operate a forklift
D. solve a burglary

10. C. be in charge of replanting a forest
D. supervise police officers

11. G. create letters and spreadsheets for the president of a company
H. cut and style hair

12. A. assemble electronic parts for computers
E. run a tennis camp

13. K. teach school
G. sell TV, radio or newspaper ads

14. E. be in charge of timers at a track meet
D. guard prisoners

15. J. teach drama
B. conduct chemistry experiments to test the strength of plastics

16. C. train dogs
D. be in charge of security for a company

17. A. operate a bulldozer or other heavy equipment
I. repair computers

18. F. help someone unemployed find a job
H. greet and help hotel guests

19. H. be the host/hostess in a restaurant
F. work with people in a mental health clinic

20. I. write a computer program
E. keep score for a sporting event

21. C. manage a cattle ranch
J. teach art

COUN 556: Guidance Lesson Steven Ono
22. B. do DNA testing on blood
D. give traffic tickets to law violators

23. A. prepare drawings using computer aided drafting (CAD)
G. show and sell houses and land

24. A. design mechanical and electrical systems for airplanes
G. sell cars

25. H. work as a flight attendant for an airline
K. hire people for a company

26. 26. J. design a poster using a computer
D. guard money in an armored car

27. C. do surgery to cure a sick animal
B. do tests on blood in a medical laboratory

28. G. sell clothes or sporting goods
A. build a stereo from a blueprint

29. K. argue cases in front of a judge
I. develop a web page

30. H. collect tickets at a movie or play
E. referee a sporting event

31. A. weld parts together to build a missile
I. set up computer systems

32. K. be a TV newscaster
J. play a musical instrument

33. B. fill prescriptions in a pharmacy
F. help take care of elderly people

34. G. sell supplies to doctors
K. raise money for charity

35. D. enforce fish and game laws
K. work to get someone elected

36. F. take care of children at a day care center
E. teach aerobics

37. J. take pictures for a newspaper or magazine
COUN 556: Guidance Lesson Steven Ono
A. use a machine to make a rocket part

38. B. determine the age of fossils
A. test and check products to make sure they were made correctly

39. B. calculate the time it takes to fly to Mars
I. test new computer programs

40. H. do ladies nails
D. be someones bodyguard

41. F. help someone with a personal problem
H. serve meals to customers

42. B. design medical equipment for a hospital
I. design computer systems

43. J. write for a newspaper
K. buy/sell stocks in the stock market

44. C. take care of animals
F. help the disabled

45. H. help people loose weight
F. be an emergency medical technician (EMT)

46. I. link computers in an office
B. study the planets

47. K. run a department in a large company
C. manage a fish hatchery

48. J. model for an artist or photographer
E. teach ice-skating

49. I. surf the Internet
J. design a new product that will be made in a factory

50. K. coach a high school sports team
E. teach swimming

51. F. help feed people in a hospital
H. drive a taxi

52. B. test people to see if they need glasses
C. do experiments with plants and animals

COUN 556: Guidance Lesson Steven Ono
53. I. teach computer classes
K. be a politician

54. D. check buildings for fire hazards
F. run a health program

55. C. operate a lawn care service
D. make an arrest

56. E. teach people to ski
F. help patients make injured arms and legs stronger

57. C. plant and trim trees
E. operate a bowling alley

58. K. line up concerts for the Von Braun Center (VBC)
I. troubleshoot computer problems

59. J. draw and paint signs and billboards
H. drive a limousine

60. J. pick and announce the music for a radio station
I. determine what computers a company should buy

COUN 556: Guidance Lesson Steven Ono

CAREER INTEREST AREAS

The Career Interest Areas listed below can help you match your interest with possible
careers. Each Career Interest Area has hundreds of occupations, some of which are listed in
more specific categories within the area. Browse through them and see if anything interests
you. For more information or a complete listing of occupations, refer to an Occupational
Outlook Handbook. (See your counselor or librarian.)

MECHANICAL/INDUSTRIAL - Any career involved in the process of inventing and/or
creating a product from raw material

Design/Engineering AutoCAD, architect, engineering
Production machinist, welder, quality control, shipping/receiving, electronics
technician, solderer
Automotive paint & body, technician
Construction carpenter, plumber, electrician, brick mason, concrete finisher,
sheetrock installer, heavy equipment operator

SCIENTIFIC Any career which involves the art of proving or solving any natural existence or
phenomenon.

Life biologist, surgical technician
Physical chemistry, meteorologist, pharmacist, environmental scientist,

PLANTS/ANIMALS Any career involving caring for animals or working the land

Plants botanist, farmer, landscape technician, parks & recreation worker,
Animals veterinarian, fish & game warden, zoo keeper

PROTECTIVE Any career in which you work to prevent/stop crime or guard people from
harm, injury or attack

Law Enforcement policeman, state trooper, FBI, CIA, ATF
Fire fireman, investigator, dispatcher

PHYSICAL/PERFORMING Any career revolving around the use of a persons athletic
ability

Physical/Performing athlete, coach, trainer, scout, referee

HUMANITARIAN Any career in which one cares for another person by assisting them either
physically, emotionally or mentally

Medical doctor, nurse, emergency medical technician, physical therapy
Social Services counselor, sociologist, day care worker, minister

COUN 556: Guidance Lesson Steven Ono
BUSINESS Those careers that are necessary in all companies to manage money, hire staff, buy
supplies, etc.

Operations human resources, accounting, purchasing
Retail/Wholesale customer service rep, stocker, visual merchandiser

ACCOMMODATING Any career in which you meet a personal need, provide a service for or
are willing to help others

Food & Lodging chef, waiter/waitress, host/hostess, concierge, caterer
Special Event Planners travel agent, convention/visitors bureau
Personal Services cosmetologist, manicurist, flight attendant

COMPUTER/INFORMATION TECHNOLGY Any career in which you create or maintain
computer hardware or software

Programmer software engineer, website developer, graphic artist
Network systems analyst, network administrator

ARTISTIC - Any career involving the use of creative juices to convey a message
through picture, song or action

Art painting, sculpting, photography
Performing Arts dance, music, acting
Computer related graphic artist, website developer

LEADING/INFLUENCING Any career in which you affect how people vote, learn, spend,
invest and live

Law lawyer, paralegal, judge
Financial banker, stock broker
Government politician, lobbyist
Education teacher, administrator, counselor
Non-Profit agencies fund raiser, event planner, marketing (Red Cross, United
Way, Chamber of Commerce, Economic Development)

A Mechanical/Industrial
B Scientific
C Plants/Animals
D Protective
E Physical/Performing
F Humanitarian
COUN 556: Guidance Lesson Steven Ono
G Business
H Accommodating
I Computer/Information
J Artistic
K Leading/Influencing
STEP 1: Did you answer yes on page one (1) that you know what job you would like to have?

Yes. Go to Step 2.
No. Go to Step 3.

STEP 2: Does your career on page one (1) match your Career Interest Inventory?

No. Go to Step 4.
Yes. Go to Step 5.

STEP 3: Based on the results chart above, locate your top interest area on page 5 or 6 and check
the box that interests you the most. Go to Step 5 and write in your selection.

STEP 4: Based on the results chart above, locate your top interest area on page 5 or 6 and check
the box that interests you the most. What is it? ________________________
What job did you say you wanted on page one (1)? ___________________________ Between
the two jobs you just listed, which one would you rather tour/shadow? Go to Step 5 and write in
your selection.

STEP 5: What is your career choice? ________________________