1. Georgia’s Teachers-As-Advisors Program (TAA)
“Making Education Work for All Georgians”
Vivian Snyder
Career Development Coordinator
Georgia Department of Education
Career, Technical and Agricultural Education (CTAE)

2. Delivering BRIDGE Legislation
6-12 ADVISEMENT:
Mandates 6-12 system of advisement for ALL students through a systematic, comprehensive and developmental advisement process
Mandates 6-8 educational and career planning to result in an individual graduation plan synonymous with the Georgia Pathway Programs of Study prior to the end of the second semester of the 8th grade
Mandates continued annual advisement 9-12
4/21/2017

3. STUDENT ADVISEMENT
Advisement is (new DOE Board Policy in process to reflect BRIDGE language):
a comprehensive process to provide students with skills and knowledge to make informed decisions about their education and career plan;
a plan to aid students in developing self-awareness, define and re-define options, and make informed decisions;
a process to help each student improve his/her chances for long-term employment

4. The individual graduation plan will include:
(1) Include rigorous academic core subjects and focused course work in mathematics and science or in humanities, fine arts, and foreign language or sequenced career pathway course work;
(2) Incorporate provisions of a student's Individualized Education Program (IEP), where applicable;
(3) Align educational and broad career goals and a student's course of study;
(4) Be based on the student's selected academic and career focus area as approved by the student's parent or guardian;
(5) Include experience based, career oriented learning experiences which may include, but not be limited to, internships, apprenticeships, mentoring, co-op education, and service learning;
(6) Include opportunities for postsecondary studies through articulation, dual enrollment, and joint enrollment;
(7) Be flexible to allow change in the course of study but be sufficiently structured to meet graduation requirements and qualify the student for admission to postsecondary education; and
(8) Be approved by the student and the student's parent or guardian with guidance from the student's school counselor or teacher adviser.
An individual graduation plan shall be reviewed annually, and revised, if appropriate, upon approval by the student and the student's parent or guardian with guidance from the student's school counselor or teacher adviser. An individual graduation plan may be changed at any time throughout a student's high school career upon approval.
This slide represents the individual parts of the graduation plan. We have underlined those part so significant to CTAE. Read those part that have been underlined In the last part “teacher adviser” is noted as one of the delivery methods for comprehensive advisement being facilitated through CTAE. GaDOE is supporting and encouraging systems to consider a combined TAA and counseling program coupled with the utilization of GAcollege411 to meet the demands of the BRIDGE Bill. There are TAA resources available on GeorgiaStandards.org and GAcollege411 for systems that may choose this method of delivery. CLICK

5. Accountability/Effectiveness
Effective advisement will be measured by the utilization of the system’s selected Career Information System in the following areas for middle schools:
% OF 6th graders who create electronic portfolio account
% OF 6th graders who take a career-related assessment
% OF 7th graders who take a career-related assessment
% OF 7th graders who explore at least three careers concentrations/clusters and save the career clusters/concentrations in their portfolios
% OF 8th graders who take a career-related assessment
% OF 8th graders who explore at least three careers prior to the transitional parent/student conference or student led conference
% of 8th graders who complete a plan of study/individual graduation plan
Located on GAcollege in “Middle and High School Resources”

6. Accountability/Effectiveness
Effective advisement will be measured by the utilization of the system’s selected Career Information System in the following areas for high schools:
% OF 9th graders who investigate and record in their portfolio at least three additional occupations prior to the annual student/family conference % OF 10th graders who are aware of “College Credit Now” programs (dual enrollment opportunities) by April 1 % OF 11th graders who make the connection between school and work by exploring and saving in their portfolios at least three possible choices of postsecondary institutions that match their Individual Graduation Plan % OF 12th graders who identify their next step after graduation in their electronic portfolio:  4-year institute, 2-year institute, apprenticeship, military, technical college, special purpose [vocational] school, or workforce  
Located on GAcollege in “Middle and High School Resources”

7. Teachers-As-Advisors has been identified as a best practice for leading students to more rigorous coursework, increasing graduation rates, and increasing postsecondary enrollment rates. It is a 6-12 program or a secondary program including grades 6-12.

8. It’s a question of: OPPORTUNITY
How many opportunities do ALL Georgia students have to explore the world of work? To understand the connection between school work and their future career? To assess their individual interests and aptitudes? To assess their work values and preferences? To assess their individual learning, collaboration, and problem-solving styles? To develop a plan of action to reach their educational and career goals?
Opportunity is the key. Students must have opportunities to learn about themselves, to explore and investigate the world of work and educational options, to understand the connection between education and work, and to gather information that will enable them to develop a plan. Education is the door to a young person’s success in the world of work and planning is the key that will unlock the door. It is up to educators to provide those opportunities.

9. The New 3 R’s Relevance Relationships Rigor
Animated slide…(please note)
New 3 R’s: Rigor (challenging curriculum), Relevance (real-world and work-based learning) and Relationships (advisement)
Emphasize that, while we want ALL students to graduate, the long-term goal is to lead students to a high-skill, high-demand, high-wage career. Preparing students for a rewarding and self-sufficient employment is the ultimate goal for educators.
Georgia’s strategic industries:
Agriculture
Aerospace
Life Sciences
Logistics
Manufacturing
Supporting: Entrepreneurship/Technology Outreach

10. What is TAA?
A systemic, systematic method of delivery wherein an entire student population (grades 6-12) is assigned, in small groups, to a trained, caring adult advisor who both advocates for his or her advisees and facilitates sessions focused on:
Career Management: Awareness, Exploration, and Planning
Academic Achievement, Educational Attainment and Lifelong Learning: Academic Development
Life Skills: Personal and Social Development
Advisement is truly composed of 50% relationship building and 50% facilitation of learning sessions. Georgia’s framework focuses on three primary areas or domains:
Career Management
Academic Achievement
Life Skills

11. The TAA 10-Step Model Establishing Need and Gaining Awareness of Data
The Educational and Career Planning Process
Articulating a Statement of Purpose
Strategic Planning for Parent/Family Involvement
Achieving Consensus on Organization and Logistics
Designing Framework-Based Content for Delivery
Understanding and Fully Utilizing Assessment Results
Determining the Level of Leader Involvement and Support
Professional Learning and Ongoing Support
Assessing the Effectiveness of a TAA Program
The Georgia TAA process is represented in a 10-step model. Read the 10 steps.

12. GSO: Limited Online Resources Link
This slide represents the online TAA repository, through georgiastandards.org, for systems and schools to develop effective TAA curricula. 12

13. GSO: Online Resources Link

14. Establishing Need and Gaining Awareness of Data
LEARNING TARGET #1
Establishing Need and Gaining Awareness of Data
Module # 1

15. Facing the Brutal Facts
Georgia high school graduation rate? Under 80%
9th grade retention rate? Too high, overrepresentation of specific groups of students
Postsecondary matriculation? Poor, sometimes less than 20%
Labor market needs? Skills shortage, labor shortage
A 2001 study by the National Association of Manufacturers revealed that 78% of work force representatives believe public schools are failing to prepare students for the workplace. This represents little change from similar 1991 and surveys administered by the agency, despite a decade of various education movements.
Parental involvement? Very little, low level of authenticity
Anonymity of students? Yes, we have students we don’t really know. 15

16. Education and Training Pays
The chart on the slide is provided by the Georgia Department of Labor. Have the team draw conclusions from the chart. Usually, the more education the more income potential… The annual employment growth rate is larger at the higher levels of education. Discuss local data and how this impacts your local community.
Georgia Workforce 2016 Beyond the Horizon. Workforce Information & Analysis Division, p 28.

17. Face the facts! “Begin with an end in mind” Covey
Ask yourselves…
What are the high-skill, high-demand, high-wage jobs identified for your county or region by the Georgia Department of Labor (DOL), the Governor’s Office of Workforce Development, etc.?
What are the programs of study offered at your local high schools?
Are the two aligned? Will they lead your students to high-skill, high-demand, and high-wage careers?
How much do your middle school parents and students know about high school programs and the job market?
BRIDGE 17

18. An Essential Difference
Counseling
The help that some students need to overcome personal and social problems that interfere with learning.
Advisement
The help that ALL students need from parents, teachers, counselors and others to assist with educational and career development and planning.
Counselors in Georgia are at a ratio of about 1 to The recommended ration by the American School Counselors Association is 1 to And, yes Career Planning is a major part of their role as professional school counselors; however, it should be a shared process in which the counselor’s role is collaborative with the school wide program. Advisement is for ALL students by ALL educators as well as parents and others. As educators we are charged to guide, direct and focus our students. Advisement is just another way to do that more systematically and developmentally.

19. The Educational and Career Planning Process
LEARNING TARGET #2
The Educational and Career Planning Process
Module # 2 19

20. The Model
BRIDGE
4/21/2017

21. The Model: Georgia’s 11 Program Concentrations
Represent a grouping of occupations according to common knowledge and skills for the purpose of organizing educational programs and curricula
The Georgia curriculum is organized around Georgia’s 11 Program Concentrations ---these CONCENTRATIONS represent a grouping of occupations according to common knowledge and skills for the purpose of organizing educational programs and curricula. CLICK

22. Business & Computer Science
Agriculture
Architecture, Construction, Communications & Transportation
Arts & Humanities
Business & Computer Science
Culinary Arts
Education
Engineering & Technology
Family & Consumer Sciences
Healthcare Science
Government & Public Safety
Marketing, Sales & Services
These are the current 11 Concentrations. We are encouraging systems to use the correct terminology with students and their families. With the implementation of the new graduation rule, education and career planning is critical for CTAE.
Since the ultimate goal for ALL students is to work in a career field that fits them and will earn a self-sufficient wage, we are encouraging all systems to embrace this new vision---a vision into a child’s future beyond graduation----Dan Hull refers to it as “Education with a purpose”. Pathways represent that vision for a student and their family.

23. The Model: Career Pathways
Is a coherent, articulated sequence of rigorous academic and career/technical courses, usually beginning in the 9th grade and leading to a diploma, associate degree, baccalaureate degree and beyond.
Curriculum is the heart of education and career planning---GUIDANCE is the soul.
Career pathways represent a coherent, articulated sequence of rigorous academic and career/technical courses, usually beginning in the 9th grade and leads to a diploma, associate degree, baccalaureate degree and beyond
The educational and training process from pre-K, to elementary, to middle school, to high school, to postsecondary creates tomorrows work force for your community, Georgia, the U.S and ultimately the world. The essential question is: Are we preparing our young people for their future in the world of work----it takes planning on our part and their part. It is up to us as educators to provide the knowledge, skills and attitudes they will need to find their place. It is up to us as educators to provide the OPPORTUNITIES!! CLICK

24. CONCENTRATION Healthcare Science Nursing PATHWAY/Curriculum
Emergency Services PATHWAY/Curriculum
Medical Services PATHWAY/Curriculum
Health Informatics PATHWAY/Curriculum
Biotechnical Research & Development PATHWAY/Curriculum
Diagnostic Services PATHWAY/Curriculum
Physical Medicine
PATHWAY/Curriculum
Personal Care Services-Cosmetology
This slide represents the HEALTHCARE SCIENCE CONCENTRATION and the PATHWAYS aligned to that concentration. Each pathway has curriculum framework organized as Georgia Performance Standards and integrated with both RELATED math and Language Arts academic standards. In addition, the framework includes CTAE Foundational Skills. It is up to educators to assist students find their way to a pathway that “fits” them as a unique individual. CLICK

25. Therapeutic Services Nursing
Introduction to Health Science
Application to Therapeutic Services
Nursing Essentials
This slide represents three sequenced classes in the Nursing Pathway for students entering the 9th grade in the “ONE RELATED” class is not required for the new graduation rule. The new graduation rule has CTAE listed as an “elective” with Modern Language/Latin and Fine Arts. It is important that we, as educators, don’t forget the ultimate goal for education---an educated work force that is globally competitive. CLICK