Getting Our Arms Around the Getting Our Arms Around the Elephant:Elephant: Building A Coherent Career Building A Coherent Career

Development System from Middle School, Development System from Middle School, High School, and Community CollegeHigh School, and Community College

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PresentersPresentersDavid MilitzerDavid Militzer, CA Dept. of Education, CA Dept. of Education

John Merris-CootsJohn Merris-Coots, CA Career Resource , CA Career Resource NetworkNetwork

Maureen WhiteMaureen White, CA Community Colleges , CA Community Colleges Dan BlakeDan Blake, Sonoma County Office of Education, Sonoma County Office of Education

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Educating for Careers ConferenceEducating for Careers ConferenceSacramento, CaliforniaSacramento, California

March 5, 2011March 5, 2011

Adolescent Adolescent Development, Development,

Student Student Awareness, and Awareness, and

EngagementEngagement

Donald Super’s Theory of Donald Super’s Theory of Career Development Stages Career Development Stages

Growth (Ages 4-13)Growth (Ages 4-13) Elementary SchoolElementary School

develop an image of who they aredevelop an image of who they are Become aware of work as a means of self-Become aware of work as a means of self-

expression, of supporting desired activities expression, of supporting desired activities in other life roles, & as a contribution to in other life roles, & as a contribution to societysociety

Gain understanding of importance of Gain understanding of importance of looking to the futurelooking to the future

Career Development StagesCareer Development Stages Growth (Ages 4-13)Growth (Ages 4-13) Middle SchoolMiddle School

become consciously aware of developing become consciously aware of developing interestsinterests

Learn to plan ahead and make decisionsLearn to plan ahead and make decisions experience a broad range of work experience a broad range of work

possibilities in an organized waypossibilities in an organized way able to make tentative choices that guide the able to make tentative choices that guide the

selection of their high school curriculumselection of their high school curriculum

Career Development StagesCareer Development Stages Exploration (Ages 14-24)Exploration (Ages 14-24) High SchoolHigh School

Seek skills in areas of their interestSeek skills in areas of their interest Make tentative choicesMake tentative choices understand the educational options understand the educational options

available to them after high school and the available to them after high school and the value of postsecondary education/trainingvalue of postsecondary education/training

understand the process of career choice understand the process of career choice and changeand change

Career Development StagesCareer Development Stages Exploration (Ages 14-24)Exploration (Ages 14-24) PostsecondaryPostsecondary

Make informed choice of major/emphasis that is Make informed choice of major/emphasis that is related to their interests and occupational choicesrelated to their interests and occupational choices

Gain skills to perform well in the chosen Gain skills to perform well in the chosen occupation and continue to develop soft skillsoccupation and continue to develop soft skills

Learn proper job-seeking skills and know how to Learn proper job-seeking skills and know how to access available resourcesaccess available resources

Learn to be resilient when job change or career Learn to be resilient when job change or career redirection is requiredredirection is required

Young people have high Young people have high ambitions, expecting to be ambitions, expecting to be highly educated and have highly educated and have professional careers, yet professional careers, yet

research has found that research has found that many many do not develop coherent plans do not develop coherent plans

for achieving their goalsfor achieving their goals..(Hughes & Merchur Karp, (Hughes & Merchur Karp,

2004)2004)

Sixth-through-ninth-grade Sixth-through-ninth-grade children have demonstrated children have demonstrated very little understanding of very little understanding of

how school relates to the real how school relates to the real worldworld and seem to have little and seem to have little to no awareness of the skills to no awareness of the skills and knowledge needed for and knowledge needed for

success in the future.success in the future. (Johnson, 2000) (Johnson, 2000)

When surveyed, the When surveyed, the majority of high school majority of high school

dropouts say they dropouts say they began began to “disconnect” in to “disconnect” in

middle school or earliermiddle school or earlier. . (Castellano et al., 2002)(Castellano et al., 2002)

Guidance activities directed at Guidance activities directed at junior high school students had junior high school students had

the largest effect sizesthe largest effect sizes, , indicating that guidance efforts indicating that guidance efforts may be most effective with pre-may be most effective with pre-

teenage (rather than high teenage (rather than high school or college) students school or college) students (Hughes & Merchur Karp, (Hughes & Merchur Karp,

2004)2004)

Sex-role stereotypesSex-role stereotypes, , particularly about particularly about

gender-appropriate gender-appropriate occupations occupations are formed are formed

earlyearly. . (Guss & Adams, 1998)(Guss & Adams, 1998)

The most effective career The most effective career development programs aredevelopment programs are systemic—developmental, systemic—developmental,

accessible to all learners, and accessible to all learners, and embedded in the curriculumembedded in the curriculum as part of the whole process as part of the whole process of educating a child for the of educating a child for the

larger thing called life.larger thing called life.(Maddy-Bernstein & Dare, 1997)(Maddy-Bernstein & Dare, 1997)

Pathways to ProsperityPathways to Prosperity In the U.S., our goal should be to assist every In the U.S., our goal should be to assist every

young adult beginning at the end of middle school young adult beginning at the end of middle school to develop an individualized pathway plan that to develop an individualized pathway plan that would include career objectives; a program of would include career objectives; a program of study; degree and/or certificate objectives; and study; degree and/or certificate objectives; and work-linked learning experiences…Young adults work-linked learning experiences…Young adults simply can’t chart a course if they don’t have a simply can’t chart a course if they don’t have a goal.goal.

Harvard Graduate School of Education, February 2011Harvard Graduate School of Education, February 2011

Do Career Exploration Programs Do Career Exploration Programs Work? Work?

Convincing evidence – high school students who Convincing evidence – high school students who participate in career exploration programs: participate in career exploration programs:

are more likely than nonparticipants to take are more likely than nonparticipants to take college entrance and Advanced Placement examscollege entrance and Advanced Placement exams

are more likely to graduate from high schoolare more likely to graduate from high school

are more likely to go to college and to attend a are more likely to go to college and to attend a two-year rather than four-year institutiontwo-year rather than four-year institution

High School Career Exploration Programs: Do They Work?High School Career Exploration Programs: Do They Work?Visher, Bhandari, and Medrich - Phi Delta Kappan, October, 2004Visher, Bhandari, and Medrich - Phi Delta Kappan, October, 2004

Tools for Tools for Working Working TogetherTogether

Career Development ContinuumCareer Development ContinuumPreparing all Youth for Success in College, Career, and LifePreparing all Youth for Success in College, Career, and Life

9-16

Career Awareness

Learn about a wide variety of jobs and careers

Career Exploration

Explore, research, and plan for the future

Career Preparation

Gain education, training, and work experience

Educated

Engaged

Experienced

Aware

Skilled

Prepared

Connected

K-8Awareness Exploration Preparation

Classroom & School • Web Research• Guest Speakers• Career Interest Assessment• College & Career Fairs• Career Contextual Instruction• College Awareness

School & Workplace• Core Academic Preparation• Career Technical Courses &

Programs• Career-Related Project-Based

Learning• Career Plan Refinement• Work-Ready Certification/Soft Skills• Occupational Certifications• Job-Seeking Skills• Work Experience• Internships• College Preparation

Families & Neighborhood

• Adult Interaction • Role Model Observation

Families & Neighborhood

• Risk Taking• Role Playing• Progression of Responsibility

Workplace• Job Shadowing• Career Mentoring• Community Service Projects• Informational Interviews

Workplace• Industry Tours & Field Trips• Career & Job Fairs • Youth in the Workplace

Classroom & School• Career Pathways, Courses, & Clubs• Integrated Curriculum• Classroom Simulations • Career Plan Development• Career-Focused Projects &

Assignments• College Exploration

Postsecondary Options• Community College• 4-year College or University• Trade/Technical School• Military Service/National Service• Apprenticeship• Enter Workforce (full or part time)• Self-Employment/Entrepreneur

Key StakeholdersKey Stakeholders K-12 Education K-12 Education

Core academic & CTE teachers, counselors, site & Core academic & CTE teachers, counselors, site & district administrators, COE representatives, district administrators, COE representatives, school board members, parents & studentsschool board members, parents & students

Postsecondary EducationPostsecondary Education Representatives from Community Colleges, 4-year Representatives from Community Colleges, 4-year

Colleges, Trade & Technical Schools, Colleges, Trade & Technical Schools, Apprenticeship OrganizationsApprenticeship Organizations

Business & Industry RepresentativesBusiness & Industry Representatives Community-Based OrganizationsCommunity-Based Organizations Workforce Development AgenciesWorkforce Development Agencies Elected OfficialsElected Officials

Four PrioritiesFour Priorities1.1. Ensure Connected Career Development Ensure Connected Career Development

Opportunities at ALL Levels of Education Opportunities at ALL Levels of Education and Workforce Developmentand Workforce Development

2.2. Invest in County-Wide Strategies to Invest in County-Wide Strategies to Implement the Career Development Implement the Career Development ContinuumContinuum

3.3. Link Education, Workforce Development Link Education, Workforce Development Agencies, and Industry to Create Pathways Agencies, and Industry to Create Pathways to Viable Careersto Viable Careers

4.4. Establish a Shared Vision of Effective Career Establish a Shared Vision of Effective Career Development and Workforce PreparationDevelopment and Workforce Preparation

Key Features of a Key Features of a Comprehensive Career Comprehensive Career Development SystemDevelopment System Written Career Development Plan integrated throughout Written Career Development Plan integrated throughout

all schools, grade levels, subject areas, and community all schools, grade levels, subject areas, and community organizationsorganizations

Career Development Framework with agreed upon Career Development Framework with agreed upon standards & benchmarks (aligned with core academic & standards & benchmarks (aligned with core academic & CTE standards)CTE standards)

Easily accessible, age-appropriate workplace learning Easily accessible, age-appropriate workplace learning opportunities for 14-21 year-oldsopportunities for 14-21 year-olds

Online Career & Academic Planning Tool for all students Online Career & Academic Planning Tool for all students beginning in middle schoolbeginning in middle school

Career Development Rubric and Program Review system Career Development Rubric and Program Review system to identify gapsto identify gaps

Freshman Transition InitiativeFreshman Transition Initiativewww.freshmantransition.orgwww.freshmantransition.org

Based on Freshman Transition Standards Based on Freshman Transition Standards developed by George Washington Universitydeveloped by George Washington University

Freshman Transition course for ALL students Freshman Transition course for ALL students that culminates in a 10-year plan that helps that culminates in a 10-year plan that helps students:students: Stay in high school, graduate, then…Stay in high school, graduate, then… Enter and COMPLETE post-secondary Enter and COMPLETE post-secondary

education and/or training, then…education and/or training, then… Make timely and successful transitions into an Make timely and successful transitions into an

economically self-sufficient adulthoodeconomically self-sufficient adulthood

Tools for Tools for Working with Working with

StudentsStudents

California CareerZone

California CareerZoneCalifornia CareerZonewww.cacareerzone.orgwww.cacareerzone.org

Assess Yourself --- Three Assess Yourself --- Three Types:Types:

Quick Assessment (Holland)Quick Assessment (Holland) *Interest Profiler (Holland)*Interest Profiler (Holland) Work Importance Profiler Work Importance Profiler Explore Industry Sectors Explore Industry Sectors

(Both O*Net and CTE)(Both O*Net and CTE)900 Occupations 900 Occupations

(Approximately 300 with (Approximately 300 with videos):videos):

Additional ResourcesAdditional ResourcesSearch OccupationsSearch OccupationsOnline Account OptionOnline Account OptionWorkbook available (Resources)Workbook available (Resources)*IP worksheets in Spanish, *IP worksheets in Spanish,

Chinese and VietnameseChinese and Vietnamese

Occupation DetailsOccupation Details Job DefinitionJob Definition Job ZoneJob Zone InterestsInterests KnowledgeKnowledge SkillsSkills Tasks Tasks Wages (California data)Wages (California data) Outlook (California data)Outlook (California data) Colleges and Training Colleges and Training

(NEW)(NEW) Similar OccupationsSimilar Occupations Jobs in CAJobs in CA

California Reality Check

California Reality CheckCalifornia Reality Checkwww.californiarealitycheck.comwww.californiarealitycheck.com

Three exploration OptionsThree exploration Options

Build a Budget in one of 22 Build a Budget in one of 22 California Cities, thenCalifornia Cities, then

Choose an Education Choose an Education LevelLevel

Choose an Occupational Choose an Occupational CategoryCategory

Begin with a “Future Begin with a “Future Salary” then go directly Salary” then go directly to Education to Education Level/Occupational Level/Occupational Category pageCategory page

Begin “Occupation Direct” Begin “Occupation Direct” then count down through then count down through the budget categoriesthe budget categories

*Updated January 2010*Updated January 2010

Build a Monthly BudgetBuild a Monthly Budget HousingHousing UtilitiesUtilities FoodFood TransportationTransportation ClothesClothes Health CareHealth Care EntertainmentEntertainment PersonalPersonal MiscMisc SavingsSavings Taxes (25% of Annual Taxes (25% of Annual

Expenses, no choice)Expenses, no choice)

*Workbook available*Workbook available(Intro page)(Intro page)

The Real Game California 2.1The Real Game California 2.1Four Units - Twenty-two SessionsFour Units - Twenty-two Sessions

1.1. Making a LivingMaking a Living – Spin Game, Wish Lists, – Spin Game, Wish Lists, Role ProfilesRole Profiles

2.2. Quality of LifeQuality of Life – Time Budgeting, Financial – Time Budgeting, Financial Budgeting, Financial LiteracyBudgeting, Financial Literacy

3.3. Changes & ChoicesChanges & Choices – Gender Equity, Job – Gender Equity, Job Loss, Disasters, Self-EmploymentLoss, Disasters, Self-Employment

4.4. The Personal JourneyThe Personal Journey – Self Understanding, – Self Understanding, Occupational Options, Life PlanningOccupational Options, Life Planning

96 California Role Profiles96 California Role ProfilesFacilitator’s GuideFacilitator’s Guidewww.RealGameCalifornia.orgwww.RealGameCalifornia.org

Dan BlakeSonoma County Office of Education707-524-2780 dblake@scoe.org

John Merris-CootsCDE/California Career Resource Network(916) 324-8151 jmerris@cde.ca.gov

David Militzer, EPCCDE/Middle Grades Improvement Office(916) 323-5146 dmilitzer@cde.ca.gov

Maureen WhiteCalifornia Community Colleges Chancellor’s Office(916) 445-0103 mwhite@cccco.edu

Contact Information

Additional Additional ResourcesResources

www.statewidepathways.orwww.statewidepathways.orgg

To facilitate articulation between high To facilitate articulation between high schools, ROCPs, and colleges.schools, ROCPs, and colleges. Create Articulation Agreements/TemplatesCreate Articulation Agreements/Templates Educate Students, ParentsEducate Students, Parents, , Faculty on Faculty on

Articulation/CTEArticulation/CTE Create Database of Articulation Create Database of Articulation

AgreementsAgreements

www.ctecentral.orgwww.ctecentral.org

Grant OpportunitiesGrant Opportunities Grantee informationGrantee information ResourcesResources CTE in ActionCTE in Action SB 70 Annual ReportSB 70 Annual Report

Who Do U Want 2 BWho Do U Want 2 BEducator ResourcesEducator Resources

PostersPosters VideosVideos CA CTE Industry Sector Pathways One-Page CA CTE Industry Sector Pathways One-Page

OverviewOverview CTE ToolkitCTE Toolkit

Class Planning Tear Pads Class Planning Tear Pads Course Planning CardsCourse Planning Cards

CTE ToolKit User GuideCTE ToolKit User Guide CTE Lesson Plans and HandoutsCTE Lesson Plans and Handouts Roadtrip Nation videos on student pagesRoadtrip Nation videos on student pages

CTE CLASS PLANNING CTE CLASS PLANNING SHEETSHEET