Presentation on theme: "National Leadership Cadre: Statewide School Counseling Reform through Partnership and Career Development Jackie Melendez, Program Manager /School Counseling."— Presentation transcript:
1National Leadership Cadre: Statewide School Counseling Reform through Partnership and Career DevelopmentJackie Melendez, Program Manager /School CounselingGeorgia Department of EducationZelda Rogers, Program Director/Career PlanningFlorida Department of EducationKristi Enger, Guidance/Special Projects CoordinatorIdaho Division of Professional-Technical Education
2National Cadre Position Graduation and postsecondary placement rates will improve when administrators emphasize comprehensive school counseling programs and make better use of the school counselor.
3National Cadre Position School counselors can effectively demonstrate positive student outcomes when leadership-driven partnerships among government agencies, state counseling associations, and higher education work to advance the mission of school counseling and life career development education.
4National Cadre Position School administrators must understand the transformed and enhanced role of the school counselor. When administrators understand and support the school counselor’s role, counselors are better equipped to implement a comprehensive and developmental program.
5National Cadre Position The National Leadership Cadre can play a pivotal role in counseling reform by working with selected Cadre state guidance directors in developing innovative strategies to break down isolated program silos. Statewide collaboration with ALL stakeholders is essential.
6Need to Focus on Building Strong State Partnerships Partnerships are the key to rapid, irreversible changeKey partners: DOEs, DOLs, State Associations, Higher EducationPartnerships result in living, functional state school counseling modelsPartnership building is a complex process
7The Georgia Story: The “What” Increase high school graduation rate, decrease high school dropout rate, and increase post-secondary enrollment rate.
8The “What” Results Data-based advocacy Infusion of career planning objectives in school counseling programsLeadership in systematic changeImpact on high school graduation
9The “How”Creation of Year-long School Counselor Leadership Academy to build leadership capacityDesigned for certified school counselors that meet application criteriaAligned with the ASCA Model
10The “How”: SCALE Program SchoolCounselorAcademyLeadershipExcellence
11The “How”: RationaleAn effort must be made by state leadership to develop and improve the necessary leadership skills to maximize educational impact of school counseling programs.Aligning school counseling programs with reform initiatives can demonstrate leadership.
12The “How”: StrategiesCreation of Statewide School Counseling Task ForceCollaboration with School Improvement and CATEGACTE Summer Institute with an intensive counselor strandRegular meetings with Counselor Directors and Counselor EducatorsDevelopment of School Counselor Leadership Guide for all counselorsTwo leadership workshops conducted by Jay Carey and Carol DahirRegional counselor workshops for program updatesApplication process that will start in JulyFace-to-face meetings and webinars
13SCALE Academy TopicsLeadership role development in school improvement and school completionAdvocacy and Social Justice (Equity)Accountability/Management SystemsData- Based Decision MakingGuidance CurriculumCareer Planning and DevelopmentWork-Based LearningTeaming and Collaboration
14Our Partners State Counseling Association Higher Education CATE School ImprovementGraduation CoachesDTAEGeorgia Student Finance CommissionCRN
15The Florida Story: A Focus on Career Development Secondary School ReformMiddle School RequirementsHigh School RequirementsAll Districts required to have a minimum of one academy
16Issues Driving School Reform Drop out ratesEmployers report that students don’t have skills to be successfulRemediation/postsecondary educationEducation and training requirements have changed in the workplaceWhy do kids drop out of schoolSchool EngagementPoor academic performancePoor attendanceDon’t see relevance of courseworkto futureLow educational expectationsLack of effortBoredNo extracurricular participation*Source- National Dropout Prevention CenterEmployers want workers to have a solid foundation of reading, writing, math but they also want them to have soft skills such as getting along with others, working in teams, communicating, solving problems and making decisions. Attitude is also very high on the list. They want their workers to have the ability to learn new ways of doing things as technology changes their jobs.Education and training requirements have changed –While the good news is that there are plenty of job openings projected for high school graduates, more than twice the number of job openings for 4 year college graduates, however many of these job openings will be in occupations that require some training after high school. In fact, most high paying jobs almost always require training.
17The LAW… Middle School Requirements Effective for students entering 6th grade in , promotion from a middle school requires3 year-long courses in English3 year-long courses in Mathematics3 year-long courses in Science3 year-long courses Social Studies1 semester course in career and education planning to be completed in 7th or 8th gradeAll this leads us back to the A++ legislation
18Goal of A++ Legislation Ensure all students are informed & prepared for their future careers regardless of whether they plan to go:directly to worktechnical or community collegeuniversitymilitaryMany schools are establishing academies, strengthening Tech Prep Programs, Magnet programs, etc. with a career focus so that students in many cases can even exit high school with skills that can land them in a good paying job.
19Solutions….. Middle School Career Course Career goals can motivate students to stay in schoolGives students a focus on the futureUnderstand importance of planning and consequences if they don’tDrop out rate, postsecondary going rate, and college completion are issues that can be addressed by the middle school course. The career development process can begin here with students assessing their interests, exploring careers, and making some initial plans about careers they may want to pursue in the future. Research has shown that students that have gone through the process of career awareness, exploration, and planning are more likely to stay in school, academic achievement increases.
20Course RequirementsCareer exploration using CHOICES (or similar program)Educational planning using FACTS.org.Results in a career and education planPlan signed by student, school counselor or academic advisor, and parentParents informed of course and activities
21MS Career & Education Planning Course Process of academic and career awareness, exploration, and planningStudents will make more informed decisions on course selection and careerPrepares them for a successful transition to high schoolRaises aspirations for career and education options
22What isFlorida’s central web resource for student advisingHelps students plan and track educational progress (high school & college)Planning (electronic Personal Education Planner [ePEP])Tracking (High School Academic Evaluations)FACTS.org is a one-stop advising web site to help students and parents plan and track students’ progress through high school and college.
23Career and Education Planning Course Stand-alone or integrated course48 course options30 competenciesModulesUnderstanding the WorkplaceSelf AwarenessExploring CareersGoal Setting & Decision MakingWorkplace SkillsCareer & Education PlanningJob SearchThe competencies are based on National Career Development Guidelines, state framework for guidance, and ASCA national school counseling program model. We started the process of course approval with the stand-alone and several exploratory electives. Once these were presented to districts requests were made for additional courses to have the competencies added. The majority of the courses were requested from districts to give additional flexibility in scheduling students. After some discussion social studies courses were added upon request in addition to courses such as PE and Band. Some districts have decided to use one course that all students will be scheduled in while others are using a variety of courses to meet the needs of the students.
24Middle School Where’s Career & Your Network? Education Planning All these partner in the development and delivery of the career course.
25Counselor’s RoleAssist with the career exploration and development of the ePEPSupport the teacher with interpretation of assessment results and other advisement strategiesHelp with development of curriculumHigh school counselors can also help with informing students of high school optionsClassroom supportThe same competencies that are included in the course are also included in the state guidance framework. These competencies are from the National Career Development guidelines and ASCA guidance model.
31High School Requirements 16 core credit requirements4 credits in an area of specialization (Major Area of Interest)4 credits in electives, a minor or another major24 Total Credits
32High School Requirements 4-year, 24-credit Standard Program = 24Core ClassesMAIOther ElectivesTotal
33Major Area of Interest (MAI) Four (4) credits selected by the student in an area of interest. For example, courses may be in:a career and technical programfine and performing arts, oran academic content area
34Legislative Charge for Guidance & Counseling Recommendations for improvement in guidance, counseling & advisingDistrict guidance reportEvery district mandated to have a guidance program implemented at all schoolsThe following are the issues presented to the Career Education Task ForceThis is not final, but you can see that the focus is on Career GuidanceThe second point deals with all students being informed of their options, whether that involve moving straight into the workforce, pursuing post-secondary education through career and technical, community college, or college/university pathwaysConsidering best practices deals with school A, for example that doesn’t have time for incorporating a guidance and counseling (overall student development program) due to FCAT accountability, etc. versus school B that is held to those same requirements, yet has produced and implemented a successful guidance and counseling program regardless. The issue is why does it work for some? What are the factors that contribute to the program’s success?Critical need career areas include: Information Technology, Education, Health Care; and EngineeringThe website listed will take you to a draft copy of the guidance report.
35Annual District Guidance Report Student access to guidance counselorsStatus of implementation of K-12 guidance programInformation and training for counselors on careersBest practices for advisementAlternative strategies for deliveringguidanceActions taken for STW transition(s )Guidance planThe legislature has identified the following to be included in the Guidance Report. Let me note that this year’s report will be used for baseline data only. In reference to next year’s report, expect to see more data requirements (i.e. specific trainings received, program data collected, etc.)Data, Data, Data! When compiling your competencies for the Guidance Plan, remember it will be important to be able to measure how you achieved them (i.e. Pre-test/Posttest).Go over slide…Let me note that the training is not limited to counselors, but it includes teachers as well. Training may involve CIDS such as CHOICES and specific labor market information.Alternative strategies may include a Teachers as Advisors program. Instead of being too busy to deliver guidance services at all, alternative delivery strategies could be addressed. Many times, these counseling duties are being performed in non-traditional ways but not documented.I’ll pass these out now and we’ll look through it page by page. Please remember this report is in draft form. It has yet to be formatted so you may find a few mistakes.
36Idaho and the Career Development Process New to the Cadre in December Much younger in tenure than Florida and Georgia!
37Idaho’s Educational Structure State Board of EducationIdaho Division of Professional-Technical EdState Department of EducationIdaho Division of PTECareer and Technical ProgramsMy Division!—Career Guidance (support all other programs and functions)State Department of EducationAcademic ProgramsSpecial PopulationsTitle OneSpecial EducationELLetc.
38Idaho PTE FY2007 Goals Increase college PTE capacity Support articulationMaintain high placement ratesSupport high school reformAs a part of the Division of Professional-Technical Education, my role is to support the overall mission and goals of the Division as a whole.Currently, four goals.First--to increase the capacity of the postsecondary technical college system. BENCHMARK--the enrollments will increase.Significant demand for professional-technical education in Idaho. In hearings around the state on community colleges, business people testified again and again on the need for more technically trained employees. Needs for program expansion exist in every area of the state. Institutions have identified demands for expanded programs in Nursing, allied health, welding, diesel, animal science, residential construction, Radiation safety, bio-medical technician, medical assistant, radiological tech, veterinarian assistant, Fire Service EMS, auto and graphics arts/web development.Second—support articulation between secondary and postsecondary education. BENCHMARK: tech prep enrollments will increase.Even more significantly while Idaho’s go to college rate is around 44%, 60% of PTE completers go on to college and 60% of Professional-Technical school completers go on to college. Last year the rate for PTE completers was 57%.Third--Maintain high postsecondary placement rates. Overall placementTarget – 90%Actual – 93%Training relation plus educationTarget – 80%Actual – 88%Retention increased from 90% in 2003 to 97% in 2006Fourth--Improve the capacity of professional-technical education to support high school reform. BENCHMARK: increase the percent of teachers trained in academic integration.
39Career Guidance GoalsAlign Idaho Comprehensive Guidance and Counseling Model with new ASCA modelInfusion of career planning objectives in school counseling programsLeadership through communication, technical assistance, site visitsPromote collaboration with instructors, advisory committees, associations, etc.Beginning of previous week—PTE Summer Conference—embedded counselor summer institute on one day!In process of re-working, revising Idaho’ Comprehensive School Counseling Program ModelEmphasizing need for data-based advocacyFeedback from summer institute will guide revision of statewide modelTraining will be through PTE Summer Conference, webinars, Fall Career Development TourCareer Planning & DevelopmentCareer development—traditionally back burner approach—if we have time…Actively advocating for career development to be the umbrella for all counselingCounselor certificated primarily by SDE—actively advocating role in PTETight collaboration with Career Information SystemFall Career Development state tourSimultaneous development of resourcesLeadership from state level has been hit and miss, so to change that…Weekly Counselor ConnectionGuidance program visitations, followed up with written commendations/recommendationsQuality Initiative HandoutTechnical assistance in understanding program forms and strategies for contributionsContinually advocate for important communication and assistance between instructors, administrators, and counselorsAdvocate for separation of District Testing Coordinator dutiesRevised Idaho Comprehensive School Counseling Model will hopefully drive support for separation of non-counseling dutiesQuality Initiative mandates guidance advisory committee
40Our Partners Idaho School Counselor Association Idaho Career Guidance Association7-16/Postsecondary EducationCounselor EducatorsState Board of EducationState Department of EducationCareer Information SystemsCommerce and LaborVocational RehabilitationIdaho Dept of Corrections
41Strategies to Improve Career Development Efforts Individual Graduation Plans/ Programs of Study coupled with Career PlanningInfusion of Career Clusters into Idaho resourcesImplementation of advisor/advisee programs in line with HSTWReaffirmed with Cadre partners the need to couple Individual Graduation Plans with additional steps to ensure that career development is comprehensive and grounded in processBig push since I was hired—Career ClustersSuper Clusters—explain—brochure in packetIndividual Graduation Plan/Program of StudyPerkins reauthorizationSequence of Courses—seamless transition between middle to high to postsecondaryCollaboration with SDE to add rigor to PTE courses to provide options for applied math, science, health, economics, etc.Recently established graphics to accompanyNext focus on more comprehensive cluster guidesAs another part of my position, I serve as the HSTW PTE liaison. I advocate the use of advisor/advisee programs as a strategy for the total school counseling program.
42Student Learning Plans Administrative Code –ThoroughnessOther required instruction for all students and other required offerings of the school are: (4-1-97) … 02. Middle Schools/Junior High Schools. ( ) a. No later than the end of Grade eight (8) each students shall develop parent-approved student learning plans for their high school and post-high school options. The learning plan shall be developed by students with the assistance of parents or guardians, and with advice and recommendation from school personnel. It shall be reviewed annually and may be revised at any time. The purpose of a parent-approved student learning plan is to outline a course of study and learning activities for students to become contributing members of society.
46Continuing and Next Steps Finalize revised Idaho School Counseling Program ModelDevelop revised Career Guidance Blueprint/Cluster Activity manualsEstablish statewide universal student plannerContinue communication through focused and varied effortsProvide leadership in fostering program collaborationCareer Cluster resourcesGreater infusion of HSTW key practicesFinalize revised Idaho School Counseling Program ModelCollaboration of PartnersWebinar trainingCareer Guidance Blueprint/Cluster Activity manualsUniversal Student PlannerPTE, CIS, SBOE, SDE, Commerce and Labor, Schools, Voc Rehab, etc.CommunicationCounselor ConnectionTrainingsSite VisitationsPromoting Quality InitiativeRECOMMENDING v. requiringFoster program collaborationIn-house education to promote program manager knowledgeCounselor training regarding programs and possibilities
47Giving Direction… Vision without action is merely a dream. Action without vision just passes the time.Vision with action can change the world.- Joel Barker
48Does This Fit For Us? Would this work in my state? Would I want to do it?What would it take to be successful?What resources are available?Who are the people to make things happen?Will I have administrative support?What are my goals and objectives?How do I develop effective partnerships?