1. CORE VALUES OF ADVISING Part 1and 2 Aroostook County Professional Development Day March 21, 2014 Nancy Dionne 624-6780 nancy.dionne@maine.gov

2. A little history…..  Maine College Transitions (MCT)  Career Pathways  LD 1780

3. LD 1780 career advising  Adult education. "Adult education" means an education program primarily operated for individuals beyond the compulsory school age that is administered by school administrative units through a career pathways and service system and that, except as provided in section 8602-B, includes intake, assessment, career advising, instruction and individual learning plans; is guided by data management and analysis, annual monitoring and annual professional development plans; uses appropriately certified staff; is designed to meet identified local needs; makes use of partnerships and alignment with workforce development, postsecondary institutions and support services; and offers at least 3 of the

4. Offers at least three of the following  Basic literacy instruction or instruction in English as a Second Language;  High school completion courses;  College transition courses;  Enrichment courses;  Adult workforce training and retraining; and  Adult career and technical education.

5. Job forecast…..  The current forecast is that we will change jobs ______________times in a lifetime.

6. 25 times

7. Forced out, choice or situational job changes

8. Global Economy

9. FEW last 50 years in the same job……

10. and can celebrate a fifty year anniversary

11. Did you know (AKA shift happens)

12. Change and Transition

13. Experience with MCT programing indicates  Advising

14. Definition of *ADVISOR in Adult Education  An advisor is a skilled practitioner who offers support and guidance services to students through the career exploration process.

15. Definition continued…….  He or she supports students with completing inventories and checklists for a better understanding of themselves. These may include self-knowledge, skills, interests and values inventories.

16. Definition continued…  Advisors help them understand the results within the contexts of their particular situations. He or she also assists students in identifying the training and educational opportunities that will lead to their chosen career pathway. * An advisor may be an individual or several within a program with the responsibility of supporting students in the career exploration process.

17. The advising services may include, but are not limited to………...

18.  supporting students in the development of individual learning plans;  assisting students with the identification of their current support systems;  referring students to community resources and support services;  teaching the application and utilization of short and long term goal setting skills which align with individual learning plans;

19.  assisting students with identification of options for seeking employment, training, and/or additional educational opportunities;  referring students to enrichment opportunities supportive to lifelong learning;  incorporating into their services a variety of inventories to engage students in investigating individual learning styles, interests and aptitudes as part of the exploration process.

20. Core Values

21. CORE VALUE #1  Advisors are committed to the growth of all students within adult education programs and to providing a safe and supportive environment for the creation of education, work, college and career plans.

22. CORE VALUE #2  Advisors are committed to providing opportunities for students to explore a wide spectrum of academic, career and employment resources appropriate to the student’s individual needs and learning plan. These opportunities incorporate tools to help identify individual learning styles, interests, and aptitudes as part of the exploration process.

23. CORE VALUE #3  Advisors are committed to supporting a pathway approach that furthers education, training, and preparation for career and life.

24. CORE VALUE #4  Advisors are committed to their students, their communities, their school districts and to state and federal adult education systems.

25. CORE VALUE # 5  Advisors are committed to professional development which supports their individual practice and affirms the core values of adult education.

26. Advising Focus Group Brenda Gagne, Briana Bizier, Heather Wren, Madelyn Litz, Mike Myers, Nancy Dionne & Sarah Davis  Advising Committee Annie Slayton Katie Schindler Brenda GagneLinda Winton Eva GilesNancy Dionne Heather WrenMichael Myers

27. Committee Formed to Support Career Pathways Required Component #5: Career Advising  Career Advising in adult education is providing assistance to students on academic, career and life options.  Advisors help students develop strategies and skills in exploring academic and career options, as well as develop and implement a plan for academic, career and life success.

28.  The individual learning plan shows evidence of ongoing advising and regular student review to update planning and guide services. Students understand how to use their Plan to guide their education, career and life choices.  Attend Maine Advising Core Values training (to be developed FY13).  A program’s plan for advising will illustrate how the Core Values are implemented in the program.

29. Development of competencies and guidelines to support advising services for adult education programs  involved searching for resources

30. Valuable Resources  National Career Development Guidelines (NCDG) Framework http://associationdatabase.com/aws/NC DA/asset_manager/get_file/3384/ncdgui delines2007.pdf http://associationdatabase.com/aws/NC DA/asset_manager/get_file/3384/ncdgui delines2007.pdf  National Occupational Information Coordinating Committee (NOICC) Standards http://www.jencius.net/Handouts/NOICC Standards.pdf http://www.jencius.net/Handouts/NOICC Standards.pdf

31. It resulted in the development  Maine Adult Education Career Development Competencies

32. Four Competencies  Goal Setting  Self-Knowledge  Educational and Occupational Exploration  Career Planning

33. Goal Setting  Understanding the differences between short and long term goals.  Skills to seek and access resources to achieve goals.  Skills to develop short and long term goals.  Understanding barriers to achieving goals.

34. Self-Knowledge  Skills to maintain a positive self-concept.  Skills to maintain effective behaviors.  Understanding developmental changes and transitions.  Skills to enter and participate in education and training.

35. Educational and Occupational Exploration  Skills to participate in work and lifelong learning.  Skills to locate, evaluate and interpret career information.  Skills to prepare to seek, obtain, maintain and change jobs.  Understanding how the needs and functions of society influence the nature and structure of work.

36. Career Planning  Skills to make decisions.  Understanding the impact of work on individual and family life.  Understanding the continuing changes in male/female roles.  Skills to make career transitions.

37. Core Values Part One  Questions and Sharing