getting real
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GETTING REAL. About S tudent E ducational and O ccupational P lanning ( SEOP’ s). PURPOSE OF PRESENTATION. To provide more awareness… Of what is happening in real world to understand importance to students of the SEOP process - PowerPoint PPT PresentationTRANSCRIPT
GETTING REAL
About Student Educational and Occupational
Planning (SEOP’s)
PURPOSE OF PRESENTATIONTo provide more awareness…
Of what is happening in real world to understand importance to students of the SEOP process
Of the need to help teachers understand why & how they can be involved in student career & educational planning
About why it is important for our students to have at least a tentative career & educational plan before registering for ninth grade, and an experienced plan when they graduate from high school
About the current Millennial Generation and its guidance needs
Current Student Responses When Asked about Their Post-
High School Plans
Do you now have a career goal? Most do not
Do you have a plan on how to prepare for your career?
Even fewer have a preparation plan
What experience have you had with your career that tells you that it will be right for you?
Hardly any can say they’ve had experience with their chosen career
Questions asked of students:
WHO IS PLANNING TO GO TO COLLEGE?
WHAT DOES COLLEGE MEAN
TO YOU?
COLLEGE TODAY MEANS ANY EDUCATION OR TRAINING AFTER
HIGH SCHOOL 1 or 2 years Community or Jr. College Business schools Technical schools, etc. Apprenticeships Military Not just 4 year or more
professional degrees!
Data from PROFILE OF AMERICAN HIGH SCHOOL SOPHOMORE IN 2002: FROM U.S. DEPT OF ED.
What does the data tell us about the
reality?
Gray & Herr, “Other Ways to Win”
20
66
44
2
2
College Graduates
High Skill - High WageOccupation
8
One more item:
60% of the successful graduates will later report that they would do something different if they could!
Gray, GETTING REAL, p. 66
Decide to live
Where are we going??
.
.
8 60Take extra time to complete degree
1 50Drop out
12 28Transfer colleges
1 16Fail a course
36 60Work in college
6 27Seek personal counseling
15 20Need tutoring
5 25Seek career guidance
12 65-85Change majors
70% 20%Be undecided
Expect Experience
Source: ACT/Educators Fall Workshop, 2001
Students who Expect & Experience Specific College
Outcomes
DETOUR
We are living through one of the great periods of societal
change in the history of humankind
There has been a fundamental shift in the way our society operates with a profound
impact on the career world.
COMMUNICATIONS REVOLUTION
We now know how to communicate • Almost anything• In almost any form• Almost instantly• To almost anyone
and that is changing the world more rapidly than anything in history
GLOBAL CONNECTIONGLOBAL ECONOMY
GLOBAL VILLAGE
Skills Needed for Success in Today’s World
SCANS SKILLSSecretary's Commission on Achieving Necessary Skills
1992
Basic Skills Reading Writing Math Speaking Listening
People Skills Social (relationship) Negotiation Leadership Teamwork Cultural Diversity
Personal Qualities Self-esteem Self-management Responsibility
Thinking Skills Creative thinking Problem-solving Decision making Visualization
The same skills are necessary for success in today’s world whether in
college, or in the workforce!
The Other Side Of Curriculum
The Curriculum Of The Past … An Information Curriculum
The Curriculum Of The Future … A Personal Development Curriculum
If our curriculum continues to be about information, kids don’t need us!
If it’s about personal development, they need us desperately!
DropoutsFew are failing academically
when they leave.Least likely to be employed.Least likely to have health
insurance.Most prison inmates are high
school dropouts.Most cited reason for leaving:
No connection between school and work
U.S. HAS ONE OF THE HIGHEST DROPOUT RATES AMONG INDUSTRIALIZED NATIONS OF
THE WORLD
There is a high school dropout epidemic in America. Each year, almost one third of all public high school students fail to graduate from public high school with their class. Many of these students abandon school with less than two years to complete their high school education.
For many students, school is irrelevant.
When asked what would have prevented their dropping out the most common response of students (81%) was opportunities for real-world learning to make the classroom more relevant.
A Nation At Risk:
The Imperative For Educational Reform
April 1983
A Nation At Risk:
The Imperative For Educational Reform
April 1983
Imperative for educational reform April 1983“Our once unchallenged preeminence in commerce,
industry, science, and technological innovation is being overtaken by competitors throughout the world.
…The educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people. What was unimaginable a generation ago has begun to occur--others are matching and surpassing our educational attainments.
If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves.”
No longer “A Nation at Risk;” now a nation way
behind
Documentary TWO MILLION MINUTES addresses the issue of
U.S. falling behind other nations in education and economic opportunity
Film crews recorded high school seniors in the U.S., India and China in 2005 and 2006. “What we saw and what the film portrays is that our culture has a highly developed athletic and extracurricular system but a deteriorating core academic system,” said Compton. “In 25 years, America has gone simply from being ‘A Nation at Risk’ to a nation way behind its largest future economic competitors – India and China.”
HOW TEACHERS CAN HELP Many students are taking classes simply to
fulfill graduation requirements rather than preparing for their planned future.
Teachers can help students understand how the courses that they’re taking from them apply to the real world, especially careers.
There are resources that will help them with this.
Career clusters and career pathways put education into a relevant context; they link
what learners acquire in school to the knowledge
and skills that are needed in the workplace.
SIXTEEN NATIONAL CAREER CLUSTERS
Skills for Lifelong Learning, Earning, and Living
33
Career Fields and Clusters Model
Skills for Lifelong Learning, Earning, and Living
34
A Closer Look at a Cluster
Health Science Career Cluster
Cluster
Pathway
Specialty
Clusters Slices – available for all 16 clusters
Skills for Lifelong Learning, Earning, and Living
HOLLAND CODES
36
Holland Codes, Utah CTE Pathways, National Career Cluster Crosswalk
U
T
A
H
CAREER CLUSTERS WEB SITE
http://www.careerclusters.org/
http://www.relevantclassroom.com/
Posters available at
UtahFutures UtahFutures is our career and education
information resource replacing the old Choices program.
It has many resources that teachers can use to help their students with career and educational planning.
INTRODUCTION TO UTAH FUTURES (Instructions you can give
to teachers)
Log on to your computers Get on the internet and go to
www.utahfutures.org Click on “Create New Account” Under “New Users” click on “create my
porfolio" Create your username and password
Finding Teacher Career Development Activities
On opening page click on Resources Classroom Resources Practical Learning Activities Activity Overview
Business-EconomicsEmployability SkillsFine ArtsForeign LanguageHealthLanguage ArtsMathScienceSocial StudiesTechnology
UTAH DEPT. OF WORKFORCE SERVICES FORCAST
Percent of Utah Jobs in 2014 requiring Bachelor’s Degree or Higher:
20.8 percent (Trendlines, Sept/Oct 2006, p. 14)
OUR STUDENTS OF TODAY MUST PREPARE FOR AN UNKNOWN FUTURE
Web designer Tissue Engineers Gene Programmers Data Miners Myotherapist relocation counselor retirement counselor robot technician Underwater archaeologist space mechanic
information broker job developer leisure consultant bionic electron
technician computational linguist fiber optic technician fusion engineer image consultant
Jobs unheard of a few years ago:
Projection Keyboard
Dave MasterGrew up in New York City
Taught art at Rowland High School, East L.A. for 18 years
Learned animation with his students
Connected with the professionals in the animation world (Bill Carter, Chuck Jones.etc)
His students were hired out of his high school program over students graduating from college in animation
DAVE MASTER Became director of artist
development and training for Warner Bros. Studios in Hollywood and London
Of all the resumes sent to Warner Bros. for employment, only one in a thousand qualified for employment
Dave says “more and more it is your portfolio that will get you the job, not your degree.”
Association for Career and Technical Education
55
THE MILLENIAL GENERATION
Optimistic, happy, confident Individualistic, yet group oriented Short – very short – attention span Busy, multi-tasking Achievement oriented Acknowledge and admire some authorities Conventional – get along well with parents Ambitious yet clueless
TODAY’S STUDENTS NEED INTERVENTION
Without intervention, most will not make an informed decision
Simply graduating from high school and going on to college is usually not an informed choice. It is the industrial age conveyer belt route
We tend to measure success by the numbers of students who graduate from high school and go on to college
Success can only be measured by the numbers of students who are in well-paying and satisfying careers
INTRUSIVENESS An effective Student Leadership
model should be on the constant lookout for students in need of help and guidance… learning to be naturally intrusive.
(from Beatty presentation Working with Millennials)
How can we help them succeed?
Important things must be made Mandatory and NOT Optional!
We should assign points to the activity.
Monitor their completion of tasks.
Rule 1: Life is not fair; get used to it. Rule 2: The world will not care about your
self-esteem. The world will expect you to accomplish something BEFORE you feel good about yourself.
Rule 3: The vast majority of students will not make $40,000 a year right out of high school. You won't be a vice president with a car phone until you earn both.
Rule 4: If you think your teachers are tough, wait until you get a boss. He doesn't have tenure.
Rule 5: Flipping burgers is not beneath your dignity. Your grandparents had a different word for burger flipping; they called it opportunity.
Rule 6: If you mess up, it's not your parents' fault, so don't whine about your mistakes; learn from them.
# 7: Your school may have done away with winners and losers but life has not. In some schools they have abolished failing grades and they'll give you as many times as you want to get the right answer. This doesn't bear the slightest resemblance to ANYTHING in real life!
Rule 8: Life is not divided into semesters. You don't get summers off and very few employers are interested in helping you "find yourself." Do that on your own time.
Rule 9: Television is not real life. In real life people actually have to leave the coffee shop and go to jobs.
Rule 10: Be nice to nerds. Chances are you'll end up working for one!
TOOLS FOR INTERVENTION
SEOP’s
UtahFutures
Work Based Learning
Academies
Moral Imperative for counselors and
all educators Get rid of the “students have the right to fail” attitude
through clear intervention strategies Present accurate, clear and informative data to students
and parents We are in the information age, ignorance is a choice, not a
given Insist on a tentative career plan before 9th grade by using
intervention tools as guides Challenge the One Way to Win mentality by asking why students are going to college Confront them with real world data to assure that they are making informed choices
REFERENCES
Kenneth Gray, Edwind Herr GETTING REAL, 2000 ed.
Kenneth Gray, OTHER WAYS TO WIN, be sure to get
the Feb, 2006 edition
Ken is Professor Emeritus of Education at Penn State University and has been researching workforce, education and career outcomes for 20 years
REFERENCES
DEl Beatty, Working withMillennials Director of Student
Involvement and University LeadershipSouthern Utah
REFERENCES Thomas Friedman, The World Is Flat
[Updated and Expanded]: A Brief History of the Twenty-first Century (April, 2006)
SHIFT HAPPENS!
What does the World Future Society predict about the Millennials?
1. They will have a huge impact on every aspect of society.
2. They are the next “great generation” of U.S. society exhibiting many of the heroic qualities of the WWII generation.
3. They have a strong entrepreneurial bent. Twice as many say they would prefer to own a business rather than be a top executive
4. Employers will need to adjust their policies to the values of this new generation
A message from the millenial generation
Video, Lost Generation