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Contributory Personality

Development Career

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Plans provide a structured way for


students to gather, analyze, synthesize
and organize self, educational and
occupational information.
Norm Gysbers, 2004 ~

CLOSE-UP ON CAREER
PLANNING
A Key Strategy for Advancing
the NLC* Vision
*National Leadership Cadre

Away from Random Acts


of Guidance to
Integrated School Counseling
individualize
d
planning

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curriculum

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Program Delivery
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Integrated Delivery of Career Planning


Develops Student Competencies in the

ACADEMIC DOMAIN
(Most relevant standards in red.
See handout for the complete list of competencies.)

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Standard A: Students will acquire the attitudes,


knowledge and skills that contribute to effective learning
in school and across the life span.
Standard B: Students will complete school with the
academic preparation essential to choose from a wide
range of substantial postsecondary options, including
college.
Standard C: Students will understand the relationship of
academics to the world of work, and to life at home and
in the community.
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Integrated Delivery of Career Planning


Develops Student Competencies in the

CAREER DOMAIN
(Most relevant standards in red.
See handout for the complete list of competencies.)

Standard A: Students will acquire the skills to


investigate the world of work in relation to
knowledge of self and to make informed career
decisions.

Standard B: Students will employ strategies to


achieve future career goals with success and
satisfaction.

Standard C: Students will understand the relationship


between personal qualities, education, training, and
the world of work.

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Integrated Delivery of Career Planning


Develops Student Competencies in the

PERSONAL/SOCIAL DOMAIN
(Most relevant standards in red.
See handout for the complete list of competencies.)

Standard A: Students will acquire the knowledge,


attitudes, and interpersonal skills to help them
understand and respect self and others.

Standard B: Students will make decisions, set goals


and take necessary action to achieve goals.

Standard C: Students will understand safety and


survival skills.

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Career Plan Definition


(found at http://www.umass.edu/schoolcounseling/NLC/index.htm)

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A comprehensive, formalized written plan (that


learners use alone and with the help of others) that
relates learning to career goals. The plan is based
on both formal and informal assessments and
should include areas in which a learner needs to
increase knowledge and skills in order to reach
documented goals.

CADRE
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Career Plan Definition (cont.)


A career plan is designed to facilitate transition
from high school to future learning or
employment. It can be thought of as both an
instrument and a process for monitoring ones
career development.
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Every student, every year, deserves at least 30 minutes of a caring adults


time to talk about their future career goals and dreams.
~Richard Lapan, 2005~
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State Career Planning Models


Are Used in the Following NLC
States
Idaho

Massachusetts
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Missouri

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Nebraska
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Idahos Career Plan


Models

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This template can be found at http://www.pte.idaho.gov/guidance/career_clusters.htm
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Idahos Snapshot

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1.

Plans are the means by which students, counselors, teachers and


parents maintain an organized understanding of where the student is
and what needs to be done to accomplish his/her goals.

2.

Sequential, well-structured activities and experiences are


coordinated by grade level to support career/life planning.

3.

Students are responsible for organizing and planning information.

4.

Students interests, talents, achievements and goals must be


reviewed with parents and school personnel.

5.

Planning is viewed as an integrated process documenting


acquisition of student information from a variety of sources (e.g.,
interest inventories, aptitude tests, computerized career information
assessments, achievement test results and grades).
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The Massachusetts
Career Plan Model
MASSACHUSETTS
CAREER PLAN MODEL

Name: ___________________________
School: __________________________

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Projected Date of Graduation: ________

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This template and the checklist can be found at:
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http://www.doe.mass.edu/cd/plan/resources

A Massachusetts Snapshot
1.

Career Plans are a Requirement for Students Enrolled in State Approved


Career/Vocational and Technical Education (CVTE) Programs:
Career guidance shall be provided to each student and shall include assessment of all
vocational technical students to determine individual vocational technical and academic
aptitude, interest, and learning styles and assistance with the development of a career plan
based on the assessments. (603CMR4.03 (4)(d))
In order to qualify as a candidate for the Certificate of Occupational Proficiency [], a
student must possess a portfolio containing at a minimum a competency profile [], as well
as a career plan []. (603CMR4.14)

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2.

Many CVTE high schools use or modify the MA Career Plan Model
(found at http://www.doe.mass.edu/cd/resources/default.html)

3.

In 2005 - 2006 an advisory committee was convened to assist the


MADOE in establishing criteria for career planning implementation
(See slides 23-24).
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Missouris Personal Plan


of Study (note: under revision)

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For more info, contact


http://missouricareereducation.org/curr/cmd/guidanceplacementG/GLE.html
or http://dese.mo.gov/divcareered/career_plan
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A Missouri Snapshot

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An individual planning system is in place (including


necessary forms and procedures) to assist all students in
developing their plans. Planning is initiated no later than
grade eight (8) and includes:
Assessment activities
Advisement activities
Identification of long- and short-range
educational/career goals including a Personal Plan of
Study that is reviewed and revised annually
Collaboration with parents/guardians

Individual Planning is enhanced through Missouris


web-based career/educational planning system, Missouri
Connections: www.missouriconnections.org

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Nebraskas Career Plan


Model

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Nebraskas Snapshot
1. The centerpiece of Nebraskas career education guidance process
is the states Personal Learning Plan (PLP), a web-based tool
that is downloadable with an ID and password.
2. Students are required to review and revise their plans each year
with input from their school counselors and families.
3. Initial plans are developed in 7th grade and updated on a yearly
basis through the high school and the postsecondary years.

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4. Parents and school staff work together to assist students in


developing their plans and meeting their goals.
5. The PLP process begins with a discussion of each students
current learning, earning and living goals per a discussion guide
found at www.NebraskaCareerConnections.org.
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Individual Student
Planning
in the ASCA Model
Individual student planning consists of school
counselors coordinating ongoing system activities to:

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Help individual students establish personal goals


and develop future plans;

Help all students plan, monitor and manage their


learning;

Help all students meet competencies in the areas of


academic, career and person/social development.

CADRE
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from the ASCA Model (cont.)

Within this component, students evaluate their


educational, occupational and personal goals.

School counselors help students make the transition


from school to higher education.

Activities are delivered on an individual basis or by


working with individuals in small groups or advisement
groups.

Parents/guardians and other school personnel are


included in planning activities.

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Time Management is
Critical
Calendars should be used to document: (1) student access and
participation levels and (2) the time school counselors spend on
delivery.
Recommended Time for Individual Planning
(based on ASCAs recommended counselor to student ratio 1:250 maximum)

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Elementary
School % of
Time

Middle
School % of
Time

High School
% of Time

Curriculum

35-45%

25-35%

15-25%

Responsive Services

30-40%

30-40%

25-35%

Individual Planning

5-10%

15-25%

25-35%

System Support

10-15%

10-15%

10-15%

Delivery System
Component

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In several states, career planning is


a requirement

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Idaho
Indiana
Kentucky
Massachusetts
Missouri
Nebraska
New York
North Carolina
* Based on a 2007 survey of state guidance directors done by CSCOR (still underway)

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Requirements and
Monitoring in Idaho
Through the State Board Rules and Regulations

no later than the end of grade 8, all students will develop


parent-approved student learning plans for their high school
and post-high school options.

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The learning plan will be developed by students and


parents/guardians with advice and recommendation from
school personnel.

It will be reviewed annually and may be revised at any time.

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[Idahos Division of Professional-Technical Education] has


worked to put together a vision of the process and the product
to meet the heart of the rule: the needs of the student.

CADRE

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Requirements and
Monitoring in
Massachusetts
Through the Coordinated Program Review process, districts
are monitored for compliance with federal and state
education requirements:

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If they have programs that meet the Perkins Act definition


of career & technical education and are of such size,
scope and quality to be effective, and receive Perkins
allocation funds (directly or indirectly, including Tech
Prep).

Staff from the CVTE unit, together with any necessary


outside consultants, conduct the CVTE portion of the
Coordinated Program Review.

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MAs CVTE Career Plan


Monitoring Criteria*
There must be evidence that:

1.

students annually evaluate their chosen career pathway;

2.

students are responsible for developing and managing their career


plans;

3.

students have opportunities to tailor their CVTE program goals


based on all aspects of the industry;

4.

students develop their plans with assistance from school


counselors and others (e.g., teachers, employers, peer mentors) and
special education teachers when applicable;

5.
6.

parents/guardians approve students plans and plan updates;

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students use multiple assessment results in goal setting and


planning (e.g., MCAS, Accuplacer, PSAT, competency checklists,
career assessments, exploratory program results);
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MAs Career Plan Criteria (cont.)

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7.

students select academic/technical courses based on their


career pathway, postsecondary requirements and
achievement record;

8.

students establish short and long term goals in planning for


postsecondary education/training (including registered
apprenticeship programs) and future employment;

9.

students document and consider their extracurricular


accomplishments and life experiences in goal setting and
planning;

10.

staff assisting students and parents in the interpretation of


assessment results are qualified; and

11.

students review and update their career plans at least twice


a year.
*(to be used by MADOE in monitoring CVTE in FY 08 )
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Requirements and
Monitoring in Missouri
The Missouri School Improvement Standards and Indicators
require that all students have a Personal Plan of Study
developed no later than 8th grade.

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Monitoring occurs through the Missouri School


Improvement Review by which schools report to the
Missouri Department of Elementary and Secondary
Education compliance. Schools not meeting AYP
performance standards are eligible for an onsite review.
The Department works with schools as needed to provide
any assistance in the implementation of the Individual
Planning Process.

CADRE
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Requirements and
Monitoring in Nebraska
Through the State Accreditation Process

A Personal Learning Plan for all students grades 7-12 is


being proposed as a new Nebraska School Accreditation
Rule.

Nebraskas new accreditation rules (Rule 10) are


currently in negotiation between Commissioner of
Education and the Governor. The State Board of
Education has already approved them, before sending
them to the Governor.

Schools will need to assure/provide evidence that they


are implementing PLP for all students in order to get
accredited by the state.

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A Final Note on Career


Planning

The goal is for students plans to become pathways or guides


through which students can use the past and present to
anticipate and prepare for the future.

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~Norm Gysbers, 2004~

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THANK YOU
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