Middle School Career Exploration “The Perfect Storm” Dan Blake, Career Development Specialist Sonoma County Office of Education Educating for Careers Conference Sacramento Convention Center February 14, 2012

What do we mean by “The Perfect Storm?”

Four Converging Megatrends: Great Recession Changing Demographics Upskilling Of Jobs Unprepared Workforce Phil Jarvis, The National LifeWork Centre, Memramcook, New Brunswick

The Great Recession…

The percentage of teens & young adults who have jobs… is now at the lowest level since WWII.

Changing Demographics…

Latino students now make up the majority of K-12 students in California Key factors to consider: The racial/ethnic groups that are the least educated are the fastest growing. National Center for Public Policy and Higher Education

Upskilling of Jobs…

Percentage of jobs requiring a 4-year degree = 20% Percentage of jobs requiring a 2-year degree or certificate = 20% Percentage of jobs requiring minimal on-the-job training = 60% Job Market in 1960…

Job Market Today… Percentage of jobs requiring a 4-year degree = 20% (no change) Percentage of jobs requiring a 2-year degree or certificate = 65% (an increase of over 300%) Percentage of jobs requiring minimal on-the-job training = 15%

Unprepared Workforce…

According to a 2006 report… 70% of employers cite deficiencies among workers in the areas of professionalism, work ethic, & critical thinking 40% of employers say incoming employees are deficiently prepared for entry-level jobs

What do you want to be when you grow up? We’re asking the wrong question…

Most of us acquired a superficial and narrow knowledge base of occupations while we were growing up. Our occupational knowledge reflected what we knew about our family members’ jobs, the jobs of our neighbors, and the people we came in contact with in our community on a regular basis. This natural occurrence tends to severely limit the career options that students see for themselves. It may explain why so many children mention the jobs of firefighter, police officer, nurse, or teacher when asked what they want to be when they grow up. These jobs are familiar to them in their daily lives. (Colussy, 1998)

93% of middle school students say there is “no chance” they will drop out of high school 29% of Californians age lack a high school diploma

92% of middle school students say they will attend college Of those students, only 32% know what classes are required in high school that would allow them to attend college.

Perhaps most importantly… when surveyed, the majority of high school dropouts say they began to “disconnect” in middle school or earlier.

At a time when the need for career counseling is more critical than ever… California’s counselor to student ratio is 945 to 1, ranking California last in the nation.

What are the ramifications of this “perfect storm” on the way we approach career development in the 21 st Century?

The New Career Paradigm Old…New… ChoosingLearning OccupationSkills & Character WorkLife InformationCreativity ListsRelationships Phil Jarvis, The National LifeWork Centre, Memramcook, New Brunswick

OLD: Choose a destination What will you be when…? NEW: Focus on the journey Who are you now? What are your special skills, abilities, talents, gifts (assets)? What will you do next (stepping stones)? What competencies will you work on? What does your future look & feel like?

These “megatrends” lead to an important conclusion: A new approach to career awareness, exploration, and preparation beginning in middle school (or earlier) is a moral & economic imperative if we are to fulfill our responsibility to current and future generations.

Career Development Continuum Preparing 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-8 AwarenessExplorationPreparation 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

Program Goals & Objectives Expand knowledge of career options

Program Goals & Objectives Expand knowledge of high school and post-secondary education/training options

Program Goals & Objectives Increase perception of post-secondary relevance (stress the importance of educational attainment)

Program Goals & Objectives Increase understanding of career goals, interests, and aspirations

Program Goals & Objectives Increase the number of students who develop integrated academic/career development plans, including course sequences that are consistent with career pathway options

Program Goals & Objectives Increase awareness of middle school staffs & parents regarding career development resources and educational options

Who has time for this? Organizational Structure

Program Coordinator Responsibilities Program goals and direction Site Coordinator recruitment and training Research, acquisition, and dissemination of career awareness/exploration curriculum Sponsor solicitation Budget management Liaison to professional organizations, CDE, and the State Legislature Marketing and promotional event planning Media and public relations Program evaluation and revision Overall program oversight and support

Site Coordinator Responsibilities Planning and implementation of program activities Participation in program planning meetings and trainings Recruit teachers/counselors for participation in career exploration activities Solicit information and suggestions from teachers/counselors regarding program activities Coach teachers/counselors on the implementation of career exploration activities Communicate program goals & activities to administration, faculty, and parents/guardians Assist Program Coordinator with the recruitment of business and community professionals to take part in school site’s career exploration activities Liaison between the school site faculty and the Program Coordinator

Teacher & Counselor Responsibilities Implement career awareness curriculum as part of regular classroom instruction and in student counseling sessions Participate in trainings and workshops on career awareness/exploration as necessary

Site Administration Responsibilities Provide general support for career awareness and exploration program Meet regularly with Site Coordinator to discuss program goals & activities Promote program to faculty and parents Explore and support delivery methods to reach widest possible audience

What does it look like? Key Curriculum & Activities

The Real Game California Being implemented in a variety of ways: Elective “wheel” or “rotation” (9-12 weeks straight) Core curriculum for year-long Career Exploration course Once-a-week over the course of year (e.g. every Friday) After-school or summer enrichment class And by a number of disciplines: Variety of elective teachers English teachers Math teachers ELL teachers AVID teachers Special Education teachers

Step-Up Classes 8 to 16 hour CTE “Mini-Courses” for middle school students at their partner high school After-school (e.g., 5 consecutive Wednesdays) or summer (e.g., three hours per day for one week) Benefits: –Opportunity for hands-on experience in high school pathway –Smoother transition from middle school to high school –Make connection to high school teacher –Recruitment/marketing opportunity for HS pathway programs

Career Day OPTIONAL FORMATS/FEATURES: –Keynote Speaker + two breakout sessions –Three breakout sessions –Pre-Activities: Use of career interest inventories to identify careers Survey/menu of speakers Lesson on appropriate/inappropriate questions to ask presenters Career-themed poster contest –Post-Activities: Thank you notes Debrief/review of learning Career report/presentation on career of choice

Kuder Navigator Career & Academic Planning System

Final Thoughts…

Building School-Wide Support Create committee or planning team to plan activities & share ideas “Pet the friendly dogs” Let others come on board gradually Provide concrete examples of how career exploration can fit in all disciplines

Engaging Your Local Community Educate community about value of “working upstream” Create opportunities for community members to share expertise (e.g., Career Days, workplace tours, guest speakers, informational interviews) Implement “Adopt-a-School” campaign

Ask your principal… How are we helping kids become literate in the 21 st Century?

Ask your school board member… Are you providing the resources and training necessary to prepare students to be successful in 21 st century society?

Ask your elected representatives… What changes should be made to current education policy?

Contact Information Dan Blake Career Development Specialist Sonoma County Office of Education