OFFICE OF CAREER GUIDANCE, EXPLORATION, AND PREPARATION CAREER ORIENTATION Computer Tech Intro Based Career Orientation INTERNSHIP WORKPLACE READINESS, EAST/WORKFORCE TECHNOLOGY KEYSTONE, ARTS, AUDIO / VIDEO TECH AND COMMUNICATIONS

Introduction to Career Guidance Ray Henson, Program Manager Barbara Lensing, Program Advisor Dave Fisher, Program Advisor Dede Crowder, Secretary v v v v

CONTACT INFORMATION Address # Three Capitol Mall Luther Hardin Building, Suite 408 Luther Hardin Building, Suite 408 Little Rock, AR Little Rock, AR phone: (501) fax: (501) Arkansas Department of Career Education –

Department of Career Education Secondary Career & Technical Education –Program Policies –Perkins IV Information –Registration Information and Forms for In-service –Report Forms –Important Links Career Guidance, Exploration, and Preparation (under Operational Guides) Course Information, Technology Standards, Minimum Equipment ACE INFORMATION

Legislation - HB 730 The Arkansas College and Career Readiness Planning Program requires consistent precollege readiness assessments to increase successful student transitions into postsecondary education And, Measure student readiness for future learning without remediation to improve college and workforce readiness

Improving College and Career Readiness Indicators Improve graduation rates Improve graduation rates Increase nontraditional placement Increase nontraditional placement Raise college entrance rates Raise college entrance rates Improve positive postsecondary placement Improve positive postsecondary placement Increase program of study completers Increase program of study completers Improve parental involvement Improve parental involvement Improve level of student satisfaction with education Improve level of student satisfaction with education

School Requirements Each career focus program of study shall consist of foundation courses in grades 7 or 8: Career Orientation, Computer Technology Intro or alternate Computer Business Applications and Keyboarding. A minimum of three (3) Carnegie units in grades 9-12, a career focus is required for a program of study in career and technical education. Approved programs must offer a complete program of study on a two year rotational basis. Core courses must be offered annually.

Credit: Grade Levels: 7-8 (8th grade recommended) Career Orientation is a foundation course for all Career & Technical Education programs of study. It must be offered to all students at the seventh or eighth grade level for a minimum of one semester. Career Orientation is an exploratory hands-on activity based class in which students explore the world of work in relation to their interests, life and work values, aptitudes, personality and lifestyle through self- discovery. This class emphasizes self-evaluation, decision-making, college and career research, employability skills and career portfolio development Career Orientation

Credit: Grade Levels: 7-8 This is an alternate course to combine Career Orientation and Computer Technology. This course will allow schools to meet the requirements for introducing students to hardware and application software of a computer with applications in career planning, preparation, exploration and development. Students will be knowledgeable about the world of work, career options, and the personal skills, aptitudes, and expectations to complete the education and training requirements to enter into a future career. Satisfies Computer Tech Intro and Career Orientation course requirements Must be taught in a Business Lab Instructor must have: –224 Business Technology with 411 CO Endorsement or –225 Business Technology with 411 CO Endorsement CT Intro Based Career Orientation Career Development (2013) Career Development Career Development

Career Development Standards Knowledge Based Standards State laws and policies regarding career development Objectives of Career Guidance, Exploration and Preparation Frameworks and curriculum to prepare instructional materials and lesson plans Frameworks and curriculum to prepare instructional materials and lesson plans Teacher requirements, school expectations, and student performance Competencies required for a professional career development instructor/facilitator

Career Development Philosophy Career development is the foundation that encompasses the skills and knowledge necessary to be successful in any selected career pathway and program of study regardless of postsecondary plans. Career development is prerequisite in nature and fundamental for all subsequent career planning and preparation. The theory is to plan for something with a career focus and prepare for everything with a well rounded education.

Self-awareness in relation to the students interests, values, attitude, personality, and desired lifestyle. Occupational and educational terminology Career research using every resource and opportunity available Decision-making, goal setting, and career planning Employability skills Education and training requirements Introduction of the 16 career clusters Developing Employability and transferable skills COURSE EMPHASIS

Career Development Career development is the sequence of career related choices and transitions over a span of time. It includes awareness of self and the world of work, and planning, preparation and pursuance of a satisfying and fulfilling career. The process begins early in life and may continue throughout a lifetime. Guidance, facilitation and coaching are essential to help an individual transition through education, job preparation and career changes.

Teachers must follow the framework, but the curriculum can be developed according to regional workforce needs, teacher knowledge and skills, district programs of study, school facilities and equipment, and student interests. Career Development is student centered, project based career planning Curriculum

Computer Tech Intro Based C/O Instructor must hold a: Instructor must hold a: Business License 224 or 225 and Career Orientation 411 Class must be taught in a computer lab to meet Business requirements Class must be taught in a computer lab to meet Business requirements

Endorsement - completion of the following courses or the mentorship training program is required for Career Orientation endorsement and must be completed prior to teaching Career Orientation a second year: a. Three semester hours of "Methods of Teaching Career Orientation". b. Three semester hours of "Hands-on Activities for Career Orientation". –(2013 will change to Methods only) OR Complete an equivalent mentorship training program designed and approved by ACE under an approved model trainer. Attend the Career Guidance New Teacher Endorsement Workshop provided by ACE. July or Sept 11 – 13. Career Orientation Endorsement Policies

APPROVAL PROCEDURE ADE Application ADE Application Application sent to ACE for Career Orientation endorsement. Application must include: –Teacher name, SS#, & contact information –School information –Demographic information –Application Type Adding Additional Licensure Licensure Code 411 Grade Levels (7-8) –Original transcript with endorsement classes or recommendation from Mentor

Mail the application to the Dept of Career Education Office of Career Guidance, Exploration & Preparation –(if you received endorsement training for C/O with coursework a transcript must be sent) After review, approval will be forwarded to ADE to be added to your license. We will mail a copy of our endorsement letter to you and your school. ENDORSEMENT PROCEDURE

Teacher Information System Create New Account by Sept 10 each year Generic Login Name: CTE Generic Password: Teacher Create Account with personal information CTE class schedule with course codes for each semester

Subscribe to the CEP Listserv – Click on CEP Listserv Complete: Name, address & Password Click SUBSCRIBE Click SUBSCRIBE Confirm subscription by re-SENDing Confirm subscription by re-SENDing

Equipment Business Lab ( ) Internet connected computers are available for student use A lockable file cabinet is available for confidential student records Presentation equipment is readily available Digital camera is available An up-to-date inventory is kept in the classroom Long range plans (3 to 5 years) for equipment replacement

Program Facilities and Equipment The classroom provides an environment that promotes learning through the use of visuals and the display of student work The classroom is conducive to learning, clean, neatly organized, and well maintained The teacher has an Internet connected computer and printer for classroom and instructional management. The teacher has an Internet connected computer and printer for classroom and instructional management. Students have sufficient access to computers for research with a printer Students have sufficient access to computers for research with a printer The classroom is of sufficient size to conduct individual, group, and hands-on activities. The classroom is of sufficient size to conduct individual, group, and hands-on activities. Adequate storage is available for materials and supplies to conduct hands-on activities. Adequate storage is available for materials and supplies to conduct hands-on activities.

CGEP Expectations Join the Arkansas Career Guidance Association (ACGA) Attend the Career Guidance Conference and New Teacher Inservice Communication CEP Listserv Use the ARCOTA.ORG website for activities Submit student contest entries annually Prepare for Technical Assistance Visits

Career Planning Upon completion of the eighth grade, each student shall have a four-year plan, which includes courses to be taken on file. The career plan is then revisited each year for any necessary adjustments. It is recommended that career plans include a minimum of two (2) years of post secondary education.

Instructional Curriculum and Assessment Curriculum must be aligned with frameworks Lessons must be aligned to an overall cohesive and coherent plan Activities should be aligned to student interests and community/regional needs Career planning should be aligned to the district programs of study

Self-awareness – Develop honest awareness of self and personal preference for the purpose of self-promotion, advocacy and management necessary for Locate Career Information – Analyze occupational and career resources necessary to digest current, accurate, and unbiased information Career Decision-making – Formulate career decisions based upon a decision-making process necessary for choosing a career High School and Career Planning – Develop tentative high school and career plans with a logical sequence of courses and achievable steps Career Readiness – Assess and explain fundamental career readiness skills which form the basis for further career preparation. Career Development Standards

Facilitate Learning Allow the student to fail at what they dont have the aptitude for and excel at what they are naturally good at. Career Development Theory –People are rewarded for success and gravitate toward reward –People find a niche for their aptitude and develop a pathway of learning toward a career

Model Career Guidance Programs High expectations for all students High expectations for all students Allow each student to focus their studies in their career path Allow each student to focus their studies in their career path Make the instruction relevant to the student from the first day of instruction to the last day Make the instruction relevant to the student from the first day of instruction to the last day Make the instruction rigorous and challenging Make the instruction rigorous and challenging Develop project based, team oriented, technology centered curriculum Develop project based, team oriented, technology centered curriculum

Promote Education and Training Beyond High School College (4-year degrees) is not the answer for every student even with the lottery scholarship money available College (4-year degrees) is not the answer for every student even with the lottery scholarship money available What does the students Career Goal require? What does the students Career Goal require? Promote the easiest route to success (obtaining the career goal) Promote the easiest route to success (obtaining the career goal) (Further education can come later) (Further education can come later) Students will take the path of least resistance or they may drop out. Students will take the path of least resistance or they may drop out.

Assessments Comprehend and use both formal and informal career development assessment tools and resources Interest Inventories Interest Inventories Aptitude Assessments Aptitude Assessments Work Values Assessments Work Values Assessments Personality Typing Personality Typing Attitude Assessment Attitude Assessment Brain Orientation Brain Orientation Self Esteem Self Esteem

Activities Values Auction Values Auction Job ShadowingJob Shadowing, Skits, Bell Ringers SkitsBell Ringers Job ShadowingSkitsBell Ringers Calculating Opportunity Cost Calculating Opportunity Cost – Math integration Calculating Opportunity Cost Creating a Newscast Creating a Newscast – Literacy integration Creating a Newscast Plans of study –Sample Plans Sample PlansSample Plans –Plans beyond high school Plans beyond high schoolPlans beyond high school

Developing a Career Pathway Do not confine a student to an occupational goal Do encourage students to think globally within a career pathway with multiple entry and exit points to allow for barriers and opportunities.

When students have a career plan they… Make better grades Have more college and career information Believe their school has a positive climate Feel middle school is safer Have a better relationship with their teachers Are more satisfied with their education –Results from Lapan, Gysbers, and Sun concluded students in Missouri:

Career Development is progressive in nature and does not take a step backward

Hebrew proverb Do not confine your students to your own learning, for they were born in another time.

Assessing The Whole Person

Changes in Workforce Skills Needs Across Fifty Years Unskilled60% Skilled20% Professional20% Skilled68% Professional20% Unskilled12%

Applied Skills expected to increase in importance 1 Critical Thinking/Problem Solving 2 Information Technology Application 3 Teamwork/Collaboration 4 Creativity/Innovation 5 Diversity 6 Leadership 7 Oral Communications 8 Professionalism/Work Ethic 9 Ethics/Social Responsibility 10 Written Communications –Percentage of 424 CEO respondents who expect skills to increase--

Relevancy Projects that allow for self-discovery, self- expression, self-promotion and creation Allow independent and individualized career development planning Student centered interests, values, aptitudes, research, and aspirations Transferable 21 st Century skills

Challenge Students Students like to be challenged to prove their worthiness to themselves and others. Students need to solve real world problems Students want to know what they are doing is important and not filling time Students really like to tell their parents that they have done something unusual, interesting, challenging, and fun.

Rigorous Teaching Practices Create lesson plans using multiple learning styles Challenge students to excel on projects Require critical thinking skills Encourage students to go above and beyond the call of duty Incorporate math and literacy integration activities

Program Resources Textbooks are for use as an instructional resource, not the primary instructional curriculum Assortment of self-awareness assessments and research programs provided at no cost such as Kuder Navigator, O*Net, Career One Stop, Discover Arkansas, Occupational Outlook Handbook, and ArkOscar. Career publications such as Arkansas NEXT, Career Watch, Future Focus and American Careers Current career and employability video collections

arcota.org The unofficial site for Career Guidance Teachers maintained by Sharla Hartzell at Dover Middle School Includes: frameworks, resources, links, curriculum material and activities, examples, conference and workshop information, and much. Created by teachers for teachers

Designed for Career Guidance Teachers Conference Information ACGA and Student contest information Course information w/unit activities aligned with the frameworks Math & literacy prompts and activities Cluster activities, skits, and bell ringers Teaching resources Important relevant links CEP Listserv subscription link ARCOTA

Utilize the Internet ARCOTAhttp://arcota.org Kuder Navigatorhttp://arworks.arkansas.gov ArkOscarhttp:// CAREER ONE STOPhttp://acinet.org Occupational Outlook Handbook Discover Arkansashttp://discoverarkansas.net O*Nethttp://onetcenter.org 4-H Connectionhttp:// Career Clustershttp://careerclusters.org Real Life Arkansashttp://real-life.arkansas.gov Bureau of Labor Statisticshttp://

Arkansas Kuder Navigator System in the Arkansas Works Initiative

Career Development Portfolio Career Development PortfolioCareer Development Portfolio (electronic) Career Development Portfolio Career Focus/Program of Study Inventories/Self-Assessments High School Education Plan of Study Resume with Honors/Achievements/Activities Education and Employment History