OFFICE OF CAREER GUIDANCE, EXPLORATION, AND PREPARATION

OFFICE OF CAREER GUIDANCE, EXPLORATION, AND PREPARATION
Module 1: Introduction to Career Guidance CAREER ORIENTATION Computer Tech Intro Based Career Orientation INTERNSHIP WORKPLACE READINESS, EAST/WORKFORCE TECHNOLOGY KEYSTONE, ARTS, AUDIO / VIDEO TECH AND COMMUNICATIONS Point out that these courses support all career and technical programs of study. CO-Foundation course; still required – language in standards did not change. Internship – Capstone course with work-based learning related to career choice WPR – SCANS skills WFT – SCANS skills through EAST technology Keystone – Academic and career transition class

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

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

ACE INFORMATION Secondary Career & Technical 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 Link to the webpage for a quick demonstration of the Career and Technical Section.

Life is a puzzle The Ultimate Puzzle has 250,000 incorrect solutions
Students are faced with a similar challenge - planning for a career

Finding the Pieces to fit your puzzle is no easy task

All occupations, college majors, and programs of study fit into one of these 16 puzzle pieces. Integration of core academics, career and technical education, career guidance, planning, and development with physical and social maturity will help the student put their ultimate puzzle of life together.

Puzzle pieces come in all shapes and sizes
Career Guidance Developing Soft Skills Self-awareness Industry Certifications College Search Career Opportunities Financial Planning Career Research Employability Skills High School Planning Setting Goals Scholarship Application Academic Preparedness Aptitude Assessments College Entrance Require, Programs of Study

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

PROGRAM EVALUATION STANDARDS
Instructional Personnel Instructional Curriculum and Assessment Program Resources Instructional Activities Program Improvement Discuss what each standard consists of.

Career Orientation Objective
C/O a foundation course for all Career & Technical 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 a hands-on, activity based class in which students explore themselves and the world of work in the 16 Occupational Clusters. Create a Career Development Portfolio Research careers and start a plan of study Stress the difference between “hands-on” and other methods of teaching/learning.

Career Orientation 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

399280 CT Intro Based Career Orientation Career Development (2013)
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

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

Curriculum 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.

Curriculum Curriculum Guide or map CO Philosophy Description
Course Outline / Syllabus Lesson Plans with cross curriculum integration activities – Math, Literacy and Technology

Career Development Standards
Knowledge Based Standards State laws and policies regarding career readiness and planning Objectives of Career Guidance, Exploration and Preparation 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

COURSE EMPHASIS Self-awareness in relation to the student’s 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

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.

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.

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. 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. Adequate storage is available for materials and supplies to conduct hands-on activities.

Equipment 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

Equipment Defined It retains its original shape, appearance, and/or character with use. It does not lose its identity through fabrication or incorporation into a different or more complex unit or substance. It is non-expendable; that is, if the item is damaged or some of its parts are lost or worn out, it is more feasible to repair the item than to replace it with an entirely new unit. Under normal conditions of use, including reasonable care and maintenance, it can be expected to serve its principal purpose for at least five (5) years.

Perkins Equipment Perkins equipment purchased for the program is clearly labeled with: Carl Perkins Program name (Career Orientation) Date purchased (within past five years)

Conclusion of Introduction to Career Guidance What is important?
Helping the student Technical Assistance Visits Register on the Teacher Information System Perkins equipment Classroom equipment Frameworks Professional Development

Module 2: Instructional Personnel

Instructional Personnel ACE Requirements
Obtain 411 Career Orientation endorsement Subscribe to CEP Listserv Register on Teacher Information System annually Attend New Teacher In-service Attend Career Guidance Conference regularly Teach frameworks Maintain equipment Prepare for Technical Assistance Visits

Career Orientation Endorsement Policies
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". 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 10th or Sept 11th. Point out that the 6 hours, in many cases, increases the marketability of the teacher. It also helps teachers increase student motivation by stressing the relevancy of the academic skills that students are learning. Citations will be issued to schools not having an endorsed instructor.

Licensure Codes 411 Career Orientation (C/O) for grades 7-8
410 Career Academy (Keystone) 412 Career Preparation (Internship, Workplace Readiness, & EAST/Workforce Technology)

Computer Tech Intro Based C/O
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

APPROVAL PROCEDURE 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 410, 411, 412 Grade Levels Original transcript with endorsement classes

ENDORSEMENT PROCEDURE
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.

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” Confirm subscription by re-”SEND”ing

Professional Development Requirements
Attend New Teacher Inservice July 10 at 1:00, Austin Hotel, Hot Springs Sept 12-13, Mt Magazine State Lodge Subject Specific PD (20 hours over 4-years) Minimum 60 hours per year documented Two hours of parental involvement 6 hours of technology Perkins fundable above the required 60

Policy Program Requirements
Follow all policies and procedures, Meet or show improvement in documented performance indicators, Remove all critical elements identified in technical assistance visits, Submit program approval information through the ADWE Teacher Information System Follow all required program guidelines.

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

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.

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.

Classes Class periods shall conform to the minimum class hours established by the Standards for Accreditation of Public Schools and North Central Association (NCA). –60 seat hours per semester Class size shall conform to the Standards for Accreditation of Public Schools; however, enrollments may vary and will depend on the availability of equipment, tools, furniture, and instructional materials that support the program. “In grades seven through twelve, a teacher shall not be assigned more than onehundred fifty (150) students; an individual academic class shall not exceed thirty(30) students, provided that, in exceptional cases or for courses that lend themselves to large group instruction, these ratios may be increased.”

Prepare for Technical Assistance
Program Description Program of Study Perkins Funding Integration Curriculum & Assessment Professional Development Program Operation

Program Description Describe any changes recently implemented in the program. Describe any anticipated or planned program changes. In what respects is this program most satisfactory and commendable? In what respects is this program most in need of improvement? What steps are recommended for the correction of program weaknesses? Describe public relations activities and include samples. Provide copies of the Teacher Information System (TIS) report

Program of Study Provide a class roster (current year only).
If substitution course is used in place of a foundation course, include copy of letter requesting permission and response letter from DWE.

Perkins Funding Describe how Perkins funds have been utilized in the program. Give examples of in-service, supplies and materials, activities, and the indicator addressed. List of Perkins approvable activities including: Professional develop Equipment purchased for past five years labeled Software, materials, activities, motivational speakers

Integration Describe integration activities carried out in the program. Provide examples (paper or electronic) of student work on integration projects (current year only). Include sample lesson plans documenting academic competencies (current year only).

Curriculum and Assessment
Describe how Arkansas frameworks are followed in all classroom instruction. Provide sample lesson plans documenting the use of frameworks (current year only). Provide sample lesson plans documenting the use of technology in the classroom (current year only). Provide copies of competency testing records.

Professional Development
Include list of in-service attendance noting subject area related in-service. List professional memberships held by the instructor. Describe instructor’s activity in professional organizations.

Program Evaluation Self evaluate your program annually to improve instruction, facilities and equipment, professional development, resources, activities, integration, community involvement, student engagement, and sharing activities and information with teachers around the state through CEP, conferences and workshops.

Conclusion of Instructional Personnel
Obtain 411 Career Orientation endorsement Subscribe to CEP Listserv Register on Teacher Information System annually Attend New Teacher In-service Attend Career Guidance Conference regularly Teach frameworks Maintain equipment Prepare for Technical Assistance Visits

Module 3: Instructional Curriculum

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

Career Development Standards
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.

Facilitate Learning Allow the student to fail at what they don’t 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 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 of assessment Make the instruction rigorous and challenging Develop project based, team oriented, technology centered curriculum Point out that these courses support all career and technical programs of study. CO-Foundation course; still required – language in standards did not change. Internship – Capstone course with work-based learning related to career choice WPR – SCANS skills WFT – SCANS skills through EAST technology Keystone – Academic and career transition class

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 What does the student’s Career Goal require? Promote the easiest route to success (obtaining the career goal) (Further education can come later) Students will take the path of least resistance or they may drop out.

Helping the Student Good understanding of attitude
Understanding of the world of work Occupational research Employer expectations Labor market opportunities Set Goals and develop a Career Portfolio with an education and training plan Abraham Maslow’s Hierarchy of Needs Make good sound decisions

Student Activities Maintain a class folder/binder to organize and maintain daily work. Compete in state ACGA competitions. Prepare a Career Portfolio with a Career Action Plan to be updated regularly-or use the Kuder Curriculum Manager Provide opportunities for self realization

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

Student Activities Job Shadowing Skits Bell Ringers
Trading around the World careersearch.com. Crazy Careers

Activities Values Auction
Calculating Opportunity Cost – Math integration Creating a Newscast – Literacy integration Plans of study Arts A/V Tech & Film Sample Plans Plans 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

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

Expect the Best! Winners are not born they are made
If we don’t expect the best we will not get the best Students have to fail before they know the real feeling of success A Facilitator allows the student to feel like they are in charge of their learning.

Assessing The Whole Person

Assessing the Pipeline to America’s Workforce
More than 50% of employers couldn't find qualified applicants for entry-level jobs Over 50% of adults are unhappy in their jobs A 2004 Gallup poll indicated that more than 55% of people in the workforce were not engaged in their work An estimated 80% are underemployed

500 dropouts, ages 16-25, were interviewed
47% said classes were not interesting 43% missed too many days to catch up 45% entered high school poorly prepared by their earlier schooling 69% said they were not motivated to work hard 35% said they were failing 32% said they left to get a job 25% left to become parents 22% left to take care of a relative

Low Expectations Two-thirds of students said they would have tried harder if more was expected from them Read more:

Career Trends… By the year 2010, 42% of job growth will require a vocational certificate, 2-year associate degree, a 4-year bachelor’s degree or more. Therefore, postsecondary education is becoming more and more critical to a young person’s future. Postsecondary education is becoming increasingly more and more important. The work world of today requires a higher level of skill. Workers are expected to be “knowledge workers!” They will compete with workers in foreign countries. Therefore, ALL students should be considered postsecondary students. ALL students should be planning to continue their education.

Career Trends… Employment growth will be concentrated in the service-providing sector of the economy. The strongest growth projections are in education, health, and business services. Read the trend. Service producing occupations should be plentiful. The Hospitality and Tourism industry in Georgia is strong and will provide numerous jobs in the next ten years along with health, business, and educational services. The high school curriculum includes career pathways in hospitality and tourism, business information technology, and health and medical science technology.

Changes in Workforce Skills Needs Across Fifty Years
Unskilled 12% Skilled 20% Professional 20% Main Point: Skilled workers in high demand. We are telling everyone they need a 4-yr degree. Skills needed for skilled work are much higher than in the past with increasing technology. Shortage of workers with skills necessary to do the jobs in our country today. Skilled 68% Unskilled 60% Professional 20% 1955 2005

Students are Disengaged
Nearly 38 percent of the young adults said the freedom students enjoy in high school contributed to their disengagement. Too easy to skip class or join in activities outside of school, Too much freedom--included the school’s lack of order, discipline and rules failure to ensure students attend class inability to help students feel safe.

This PEANUTS cartoon helps to explain the idea of career awareness!
(READ THE CARTOON) Linus says… Charlie Brown says… Lucy says… Give parents/students time to read the information below the cartoon or facilitator can read the information. Knowing “who you are” is a critical part of the career planning process. Knowing what you like to do, what you can do, and what jobs are available are also extremely important.

The gap is growing between employer expectations and applicants’ competency,
• Professionalism/Work Ethic • Oral and Written Communications • Teamwork/Collaboration and • Critical Thinking/Problem Solving

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--

How to Engage Students in School
Make school more relevant and engaging and enhance the connection between school and work Improve instruction and access to supports for struggling students More supervision and discipline in school is necessary Ensure strong adult-student relationships in the school. The respondents craved and appreciated attention from teachers…

How to Engage Students in School
Make school more relevant and engaging Enhance the connection between school and work Successful engaged learners are responsible for their own learning Show appreciation and attention to student

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 21st Century skills

Break the evolutionary track with relevant and realistic career development

Find a better way

Learners need to be pushed and trainers need to learn how.

“In the years to come, your students may forget what you taught them
“In the years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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.

New and innovative ways to solve problems

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

Activities with Rigor Challenge Students With Open-ended
Long-term Scenario-based Assignments Include a problem statement, Have an ultimate goal with limited minimum guidelines, Require teamwork, research, artistry and technology

How to Disengage Students
Bookwork Lecture Long and/or old videos Down Time Filler Work Send them to the library

The good ole days My only skill is taking tests.

Conclusion of Curriculum and Assessment
Will this be on the test? NO! Students learn when they want to learn. They don’t want to take tests, so therefore they do not learn by taking tests. Career Development is student centered, project based career planning

Module 4: Program Resources

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

Office of Career Guidance
Wealth of information and documents may not be posted on the ARCOTA website Years of experience to provide direction, guidance and feedback Connections to state agencies and offices, state and national organizations, additional resource materials, Perkins funding and start-up grants

ADVISORY Councils/Committees
Required for Career & Technical Education Teachers with Business and Industry Advisory Council is recommended for C/O instructors School Counselors High school CTE instructors District “CAPS” Advisory Committee Recommended—teacher advisors can be a tremendous help to “the program” Consider district wide advisory councils. CO club – no state or national affiliation, but for many students it is the only group to which they may belong

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
ARCOTA 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 http://arcota.org Career Orientation Workplace Readiness
Workforce Technology Internship Keystone Career Action Planning

ACGA Register membership with our Arkansas Career Guidance Association (ACGA) $20.00 fee fund conference and student contests All career guidance teachers, counselors, CDFs, Career Coaches.

Utilize the Internet ARCOTA http://arcota.org
Kuder Navigator ArkOscar CAREER ONE STOP Occupational Outlook Handbook Discover Arkansas O*Net 4-H Connection Career Clusters Real Life Arkansas Bureau of Labor Statistics

Utilize Resources B & I Tours & Job Shadow Sites
College and Career Fairs Resource Speakers College & Military Recruiters State agency personnel Career Coaches and Career Development Facilitators

Tap into Funding Sources
Carl Perkins Local school budget ACGA Mini Grants Local Business & Industry Partnerships Grants ACGA Teacher of the Year

College and Career Planning System
Every school should be registered with Kuder Navigator and will be given an access code so students can complete the - Interest, skills, values assessments, create and update their electronic portfolio, research colleges and career opportunities.

Arkansas Kuder Navigator System in the Arkansas Works Initiative
We will no longer use:

Conclusion to Program Resources
Develop a library of useful materials Demonstrate to students the wealth of free information on the Internet Use knowledgeable people in the district and community to engage students Use the CEP Listserv, ACGA and the Office of Career Guidance

Module 5: Program Activities

Program Activities Career guidance, exploration and preparation is viewed as an integral part of daily instruction Lessons must be based on the curriculum content framework A semester plan is developed to organize instructional time (curriculum guide or map A learning activity teaches the objective Integration with other teachers to plan appropriate career related activities

Instructional Activities
A variety of applied activities for instructional purposes Integration of literacy, math, and technology Emphasizes on non-traditional programs of study and careers (ACGA) student contests to motivate students and explore careers. Business and industry representatives to introduce students to “real” careers in the community relevant field trips Resource speakers job shadowing Students prepare an education and training plan

Improvement Plans Review activities offered through Perkins and other sources to plan for improvement Assess student achievement to determine areas in which program improvement is needed An advisory committee of business and community leaders who support the goals and objectives of the program with recommendations for improvement Students participate in FBLA and/or FCCLA leadership activities

STUDENT ORGANIZATIONS
FCCLA STAR Events Career Investigation FBLA Student Contests Community Service Projects Computer Slide Show American Enterprise Project Career Exploration

ACGA Student Contests Career Poster for each semester
Multimedia Contest - Career Video Presentation - PowerPoint Presentation Career “Pizza Box” Panorama Career Portfolio Cash prizes for poster contests. Plaques for other contests. DO not have to be an ACOTA member to submit student entries. Show examples. Encourage participation.

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 The culmination of the semester. CO teachers should work closely with counselors, administrators, other teachers and parents in the development of a local career planning process. Talk about on-line portfolios.

Career Portfolios Every student should maintain a personal career development portfolio (hardcopy or electronic) Portfolios must be created by the end of the 8th grade with a minimum 4-year education plan Education plans must be updated annually Parents should be involved in the planning process

Student Career Development Portfolio
Assess knowledge, interests, personality, and skills/aptitudes to make rational decisions for the future. Create or update portfolio with an education and training plan. Document assessments, goals, honors, commendations and recommendations Prepare a resume and research opportunities

INSTRUCTIONAL IMPROVEMENT ACTIVITIES
Career Action Planning (CAP) Business and Industry Partnerships Community Service Projects Motivational Speakers CDF Training Lean Manufacturing 101 Leadership Academy

Become a Career Development Facilitator
A CDF is a person who has been specially trained to work with students and adults with vocational and educational planning (career planning). Funding is available for secondary participants Approximately 400 CDFs in Arkansas

CDF’s may work in a variety of career development settings:
Middle & Secondary schools Workforce services Human resources Two-year community colleges Employment Security Correction facilities Adult learning centers Educational cooperatives Career One Stop Centers Social Services

Why is CDF Important? Hands-on and interactive teaching methods
Opportunities to interact with colleagues from a variety of work settings A built-in network of other CDF’s Use what you learn on your job everyday

Why should you become a Career Development Facilitator (CDF)?
It allows an individual to improve the quality of career planning interventions provided to students. It enriches and broadens knowledge and skills for working with students in vocational and educational planning. It provides a scope of practice to provide services to students in grades 8-12 and beyond. It provides national certification under NCDA. Professional recognition

CDF Competencies Helping Skills –
Labor Market Information (LMI) and Resources – Assessment – Working with Diverse Populations Ethical and Legal Issues – Career Development Theories and Models -

CDF Competencies Employability Skills - Training Clients and Peers –
Program Management and Implementation – Promotion and Public Relations – Technology and Career Development Consultation/Supervision -

What Will I Learn? Improve helping relationships with students to assist in career choices Learn the basics of understanding relationship-building techniques Learn how to conduct an intake interview and develop record keeping skills Help identify Strengths and Barriers in working with students

Develop goals, make career decisions and develop an action plan (school, work, college major, military, etc.) Learn to work with diverse populations Learn about ethical standards in working with students Learn about career theory and its application to students and school settings Learn informal and formal assessments and their applications in a school setting

Learn about using career portfolios with students
Learn about a variety of resources within the state of Arkansas and applications for use with your school Learn about a variety of technology using websites to assist students with career planning Design a career center plan for ways to improve existing services or start a new program Design a personal and organizational action plan to use your new knowledge once you have completed the CDF training

Career Action Planning (CAPS)
Establishes written goals & a plan of study for each student Records improvement in achieving the education/skills needed to succeed Provides follow-up and evaluation for parent and student Informs students of career opportunities, job availability, job duties & responsibilities, education and training required, pay & growth potential, availability of secondary and post-secondary education/training.

Career Action Plan Training DVD & CD
Module 1 Components of a CAP Program Module 2 Benefits, Buy-in and Communication Module 3 CAP Activities Module 4 Career Development Portfolios Module 5 CAP Resources Module 6 Collaboration-Working Together

Conclusion to Program Activities
Perkins funds are available for improvement activities that may include the purchase of equipment above minimum requirements Training may be available to improve knowledge and abilities Related programs, organizations, and staff are willing to provide assistance

OFFICE OF CAREER GUIDANCE, EXPLORATION, AND PREPARATION

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