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An Approach to the Development of a CoMprehensiuk- Plan or Career Guidance for the Commonwealth, of ----..., 9Massadhusetts. --.* ".. '`--- -Massachusetts State Dept. of Education, Boston.

. '._. f_ ...:'Office of Career Guidance.' ' .. ..,Bureau of Occupational and Adult Education CDHEW)0Ej,....:::.Wasitington, D.C.mar '75,23p>. ---

MF'-$3,76 HC-$1.58 PLUS POSTAGE .

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Advispry Committees; *Career Educat-idriLEduca-tiD:DaiCoordination; *Educational Needs; -GuiAlante;...Orsbjeggives; Guidance ,programs.;--Giii,01.1.Des-;-.-. :-*Oecup,atior,a). Guidder'Piograme)Develo.pritelit;*Reqional 14anxing2;- States Prog-rams;*Statewide

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'':-Divistom or

OCCUPATIONAL EDUCATION41%

Dr. Patrick:I. WeagraffAssociate CommissionerDivision of Occupational Education182 Tremont StreetBoston, Massachusetts 02111:

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PROJECT E/D MODEL80 Boylston Str'eetSuite 310Bostdh, Massachusetts 02116

Febikary 14, 1975

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Dear Dr. Weagraff:

It gives me great pleasure to submit toli.,ou for your infcirmation and further action the report of the Ad Hoc.Career Guidance AdviiorY Committee which was appointed in November, 1974 by Acting Associate CommissionerDr. John F Majtning, to assist and advise the Division of Occupational Education in the development,of a coMpre-hensive plan for.career guidance in the Commonwealth.

During a series of six meetings bet-weep November 8,1974 and January 24,1975 the CoMmittee reviewed ..

previous efForts, both national and state, to define and,aevelop the concept of career guifiance.The Commisiteeassigned itself the task of distilling from these various sources those concepts that were relevant to the needs ofMassachusetts-and its local educational agencies, and developing a "plan to plan" which the Division could useas the foundation on which to build a comprehensive stoeplan.

The report addresses itself to the Committee's concerns as to the direction that the final planning effortshould take. It includes a statement of basic educational philosophy, a discussion of the broad goals" and objectivesOf career guidance as an integral part of an overall educatidnal program which would serve all age groups, andspecific recommendations on priorities for furtheraction at thestate level. A .

While recognizing the need for the development of a state plan that dill be responsive to local school andcom-munity concerns, the Committee has emphasized the necessity for, strong leadership, including the commitment offunds, by the State Department of Education in bringing together all state and local agencies and orggnizationswhose cooperitive efforts will be needed to design and develop a truly comprehensive plan for career guidance forthe Commonwealth. To this end, the Ad-Hoc Committee has recommended as its first priority the appointment ofa permanent Advisory Committees ith will include broad-based representation from throughout the state to assistand advise you in carrying this v41 planning effort forward.

In submitting this report to you, I wish to express my gratitude to all members of the Ad Hoc AdvisoryCommittee for taking time fitm their busy working schedules to make their individual and colleCtive contributions "to what each of them regards as a very important project. They are confident that you will wish to continue thework that they have begun. , 1 i =

Sincerely yours,

(Charles Brovelli

. Chairman,Ad Hoc Career GuidanceAdvisory Committee

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AN APPROACH TO THE DEVELOPMENT

OF A COMPREHENSIVE' PLAN

FOR CAIIEER GUIDANCE

FOR THEA s.

COMMONWEALTH OF MASSACHUSETTS

A Report Prepared

by the ,

Ad Hoc Career Guidance Advisory Committee

March 1975

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TABLE OFCONTENTS'

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I. INTRODUCTION , 1

II. . DEFINITIONS .? o 3 .

III. STATEMENT OF EDUCATIONAL:PHILOSOPHY

Generic Definition of C'areer Education . 4%.. Bask Concept'Assumptions of Career Education

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IV. THE GOALS AND OBJECTIVES OF CAREER GUIDANCE . 6

The Need for Career Guidance 6The Nature of Career Guidance 7Establishing Goals and Objectives ,

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V. PRIORITIES FOR PLANNING 10

A Model Car Or Guidance System for*Massachusetts 10State -Priorities 11

VI. THE NEED FOR FJJRTHER PLANNING 15

VII. REFERENCES 1,16

VIII. MEMBERSHIP OP THE ADVISORY COMMITTEE -17

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I. INTRODUCTION

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On Noveibber 8, 1974, the Massachusetts Department of Education's Division of OccupationalEducation brought together representatives of all guidance associatiohs and of otherconcerned institutionsand agencies in the ComMonwealth to form a working advisory committee to assist and advise the Divisionin the initial steps of the development of a comprehensive state plan for career guidance.

Addressing the first meeting of the advisory committee, Dr. John P. Manning, Acting AssociateCommissioner of the Division of OccUpational Educationustressed the importance of career guidance inassuring the goal of occupational competence Which had been established by Commissioner Anrig. Hi -

stated that the Divisibn was committed to the development of a career guidance plan which would beresponsive both to state concerns' and to local school needs. Such plan should be a comprehensive onethat would provide for all age gimps from kindergarten. though adul

Following its organizational meeting on Novembei 8, 1974, the Career Guidance Advisory Committee,under the chairmanship of Chailes Brovelli of the Office of Career Guidance,'hild four subsequeht meetingson NoVember 25 and December 9, 1974, dndJanuary 10 and 24, 1975. As a resultibf these meetings,4eCommittee agreed:

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1. To utilize and capitalize upon the considerable efforts which had been pended over thepast several years, both nationally and within the Commonwealth, to d fine and developthe concept of Career Education'and Career Guidance.

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2. To adopt the basic codept assumptions of Career Education as stated in the September,197' _policy paper of the LI.S.Pffice of Education' and to build upon these'assumptionsin a dressing the role of career guidance within an overall career education program.

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3. , To recommend That the definition ,of Career Guidance aslan Intervention Process, asstated in the joint, position paper of the National Vocational Guidance Association andthe American Vocational Association2, be adopted as the working definition to be utilized

-. for.pw-poses of 1eveloping a comprehensive plan for the Commonwealth., ,')-

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4. .That a comprehensive plan 'should encompass the substantive areas:

a. A statement of educational philosophy from,kinekergaiien through adult.

b. A discussictn of the goals_and objectives of career guidance within an overall educa-tional program.

c. A statement of planning$riorities for the Commonwealth.

The identification,of existing career guidance programs and practices within.),°

Massachusetts and in other states.

e. Recommendations for the development and funding of new demonstration andpilot progranis. =zr

f. Recommendations for the collection and dissemination of information on programdevelopment at the state and local levels.

g The design of evaluative methods for feeding program PerformanceSgformationback into the system for purposes of future planning.

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5. To concentrate on the first three areas in 4. above as the initial steps to be tale'dfiln the develop-ment of a comprehensive plan, for the Commonwealth.

The report which follows sets forth the Committee's recommendations fci a "plan to p hat isintended to provide the foundation upon which a comprehensive career guidance plan for the o mon-wealth may be built.

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II. DEFINITIONg'

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For the purposes of this report, the following definitions of terms apply:

.Work is the sum total of an individual's efforts to achieve his or her full potential, both for self andin ser.'ice to society.

Career is the sum total of work put forth by an individual during his or her lifetime.

Career Development is that life-long aspect of human development involved in an individual'slearning about himself and the world of work while preparing for, choosing, and benefitingfiom the series of work-related experiences knOwn as a career.

Career Education is the totali13, of experiences through which one learns about and p-reparegAoengage in work'as part of his, or her way of living.

Career Guidance is a developmental process whereby individuals are assisted.in career exploration,planning and decisidn-making; it facilitates career development and career education byenabling individuals to study different life-styles and to investigate educational, work andavocational alternatives.

Counseling is an interactive process which facilitates meaningful understanding of self and environ-ment and results in the establishment or clarification of goals and values for future behavior.

Placement is the assistance given.to individuals in the selection of an appropriate occupational oreducational situation and the actiorrs necessary to make the transition to,that situation.

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III, STATEMENT OF EDUCATIONAL PHILOSOPHY

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The Committee was.,unanimous in its belief that career guidance shouldte considered as an integralpart of an overall educational program, and that the goals and objectives of a'tomprehensive career guidanceplan should be developed from a compatible set of basic assumptions for career education from kinder-,garten through adulthood.

To achieve this common base, the Committee adopted as its working statement of educationalphilqsophy the following definition and basic,assumptions of career education as stated in the September1974 policy paper of the U.S. Office of Education. r

Generic Definition' of C reer Education

In a generic sense, t defi ition oftgreer education must_o iously be derived from definitionsassigned the 'vords career an uCation. For purposes of seeking a generic definition for career education,these two words are defined as follows:

Career is the sum total of work put forth by an individual dueng-his or her lifetime.i. -------

Education is the totality df experiences throug eh one learns.

r.----,,...,Based on these two definition's, career educa ton-is definedp.collows:'''.

Career educations the totality of experiences ihrough which one learns about and prepares toengage in work as part of her or his wapf living.

. f. sCareer, as defined here, is a development concept beginning in the very early years and continuing

well into the retirement years. Education, as defined here, obviously includes more than the formal educa-tion system. Thus, this generic definition of career education is purposely intended to be of a very broadand encompassing nature.fithe same time, it is intended to be considerably less than all of life or one'sreasons for living. -

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Basic Concept Assumptions of Career Ed tion

Based on the 'generic definition of T. ever education and its rationale as cited above, the career educa-tion movement has embraced a number basic assumptions. These assumptions are based on the followingbeliefs:

1. Since both one's career and oar's education extend from the preschool through the retirementyears, career education must lso span the entire life cycle.

The concept and measurement of productivity for the individual and society are central tothe definition of work and sb to*the entire concept of career education.

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3. Since work includes unpaid activities as well as paid employment, the concerns of careereducation, in addition to prime emphasis on paipil employment,sextenno the work of thestudent as a learner, to the growing numbers o(volunteer workers. in our Society, to thefull -time homemaker, and to work activities in which one engaged aspart of leisure and/orrecreational time. i

4. The cosmopolitan nature`a today's society demands that career education recognize multi-_ plicity of'work values as a means of helping each individual answer the question "Why should

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5. Both one's career, and One's e u lion are best viewed in a developmental rather. than in afragmented sense.

6. Career education is for all pe ons the yciung and the old; the mentally handicapped andthe intellectually gifted; the oor and the wealthy; males and females; students in elementarysc and in college and iversity graduate schools.

The societal objective reer education are to 'help all individuals to: a) want to work;b) acquire the skills nece ary ork in these times; and c) engage in work that is satisfyingto the individual and be eficial to soci

, 8. The individualistic goa s of career education are to work: a) possible; b) useful; andc) satisfying for each individual throughout his or her lifeti

Protection of the i i vidual's freedom to choose, and assistance in makcareer decisions, ar of central concern to career education.

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10. The expertise required for implementing career education is not limited to those employed°in formal ethicationaf settings but is to be found also in ether sectors of society.

'b tCareer education makes no pretense of picturing the a ove assumptions as anything more than the simplebeliefs they represent. Certainly, each is debatable, and none is yet sufficiently accepted so as to be regardedas an educational truism. However, the Committee believes that, taken as a whole, these ten assumptiOnscan be viewed as representing a philosophical base for future career educatiOn and career guidance effort.

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IV. THE GOALS AND OBJECTIVES OF CAREER GUIDANCE,Having agreed that a comprehensive plan for carver guidance for.the Commonwealth must be fully

integrated within an overall educational program, the Committee recognized the need tojelate suck ato'Commissioner AnAg's priority:goal of occupational cOmpetence. Furthermore, the Committee agreedthat any career guidance plan which is to be d diideveloped rtild be responsive to both state concerns and '44

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local needs.

In order to achieve these broad purposes, the Committee endorsed the statements on the'need for _

and the nature of career guidance as set forth in the joint position paper of the National Vocational Guid-ance Association and the American Vocational Association, as follows.

The NeAd for Cireer Guidance

Today there are many social factors which converge to Stimulate an interest in the career development -needs of persons of all ages, including the search for a set of values which will give meaning and usefulnessto a person's life. Some of the,se are as-follows: ,

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.1.. Growing complexity in the occupational and organizational structure of society whichmakesit difficult for a person to assimilate and organizeIt data necessary to formulatea career. ' ....

2. Ever more rapid technological change demandiig/human adaptability and responsiveness.

/'3. Increasing national concern with the need to develop all human talent regardless of sex,

age, religion or ethnic origin.

4. The need for specialized training to obtain entry level jobs.

5. The apparent disenchantment expressed by students who hive difficulty relating theireducation to theirlives.

Each of these social factors impinges on the individuIl in'ways that make achieving self-fulfillmentmore difficult.

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In the past, some managerial persohnel in business and industty-haye held a non-careerism attitudewhich viewed the typical job as an isolatedtventIn a person's life. Whether this attitude is tenable in thepOst-iridustrial period is seriously questioned today. The evolving view is that a job shouldbe consideredastage in an integrated, life-long career a step on a career lattice which involves both horizontal and..vertical dimensions. On the horizontal level, it involves patterns of chcke at one point in time, such as:"Should_Lcombine employment withstudy ?" "Should I engage in volunteer work along with my employ-merit?" Vertically, it inVolves choices along a time line, such as: "Nov do my options orbehavior at this`point relate to my,options or behavior in the near, intermediate, and distant future?" As new questionsare raised about the opportunities 'work prOvides for learning and self-development, the' need for expandedprograms of career guidance beconles apparent.

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The Natwe of ,Career` Guidance.

The nature of guidance for career development cannot be viewed as estatic, tradition based set ofrelated services that indiviguals in making simple occupational choices. The content of any careerguidance program must be developed from initial assessment of the present and future career developmentneeds of the individual; it must-also aCcount for impinging environmdntal factors that could affect thedevelopment and fulfillment of,scareer expectations. Career guidance content can be organized in many `.ways to facilitate the individual's development. Whatever its form, the Program ultimately shouleencouragethe individual to assume responibility for his or ker,own Career development.

A career guidancerogram shoal assist the individual to assimilate and tritegrate knoWledge, exper-ience and appreciations related to the following career development efforts:

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I. self-understatuling, which incluttts a person's relationship to his or her own characteristics ..and perceptions, and the relationship to others and tO the environment;

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2. an understanding of the work society and ,those factor4that affect its constant_ changing,chi .t,i

including worker attitudes disciplines; r ---,

3. an awareness of the part That leisure time, may play in a person's life;,

4. an understanding ofthe necessity for and the multitude of factors to be considered incareer planning; 'arid

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5. an understanding of the infornratron and skills necessary to achieve self-fulfillnient in work -

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A thorough exploration of the abolte content areas should include career guidance experiences toinsure that-each individuali /

1. gathers the kindypf data necessary tomake rational career deciSions;

2.' understands the necessary considerations, for making choices, andOcepts resPOnsibility forthe decisions made; le

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1. explbres the possible rewards and.ptisfayns associated with each career choice

4. develops thrOugh work the attitude that he or sie is a contributor to the life of thecommunity;

5. determines the'probabilities'of success and failure in,any occupatidnal area considered;

6. explores the possible work conditions associated with occupational options;

7. shows an understanding of the varied attitudes toward work and'workers held by himselfor herself and by others;

8. recognizes how workeis can bring dignity to all work;

9. considers the possible and even unpredictable value changes in society which could affecta person's life;

10. explores the interpersonal and basic employment skills necessary to achieve success inoccU))ationalareas under consideration;

11. classifies the different values and attitudes individuals may hold and the possible effectsthese may have on decisioniand.choices; . .

,12. understands that career development is life -long and is based on a sequential series of :f

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,. -- educational and occupational choices; c `\13.' determines the possible personal risk,'cost, and other-related consequences of each career

. decision, and is willing to assume responsibility for each consbqUence; .

14. systematically analyzes school and nonschOot experiencesras he or she plans and makescareer-related decisions; ..

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Is-15. identifies and makes use of a wide variety of resources in the school and community to Tof

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makunize career development potential; ,Ti-

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i1 . knowit and understands the entrance, transition decision point in education and thei ..

problems of adjustment that might occur in relation to these points; .,

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17. obtains necessary employable skills, and uses availble placement services to gain satisfactoryentry; Intottnployment in line with occupational aspirations and beginning competences.

18. recognize economic interrelationship between the employee's.productivity and theemploye success, and vice versa.

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1,1r.A.;*3.. ;Goals.are the reasonably long-range operational delineations of needs. They are more specific that"'

needs but still are too subject to other influences to serve as workable objectives for an overall guida#3,;,"program that will be responsive to both state and local needs. Goals represent rather large global atieastif

_achievement 'or development that lead meeting Specified needs, and provide..the.pojnt.of depattUrethe formulation of objectives.

Establishing Goals and Objectives

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The Committee formulated, its statement of the nature pf career guidande with the intent .Aat,this/statement should provide the broad goals for a statewide career guidance system. The dev9lerpmen:t ofobjectives for career guidance programs was seen ashe next sfep to be unde taken in conjunction andcooperation with local educational agencies after the identification and ana sis of regiorfal and local need.'In short, it is the responsibility of the state to develop broad goals and n to wott With local authoritiesto translatelhose goals into More specific goals and workable object es thal.,*ill serve the needs of corn-

. .-munities and individuals in the Commonwealth and provide the basis or a comprehensive, coordinatedstatewide career guidance system. , .'

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- The Committee was in agreiment that a, coiRrekenS'ive plan,fbr careerguidance for the COinmon,r

wealth should establishshort-terth, intermediate and IongTrangegoalst. and that planning priorities shouldbe 'stated inIterm s t these goals. - ; --, ' - .i.,,'"'

i ' - -

- .," .

As one toward defining goals for a comprehensive plan, the Committee attempted tOreach aconsensus on the fraftiewbfk of a model careeiguidithce system for the Cominonwealth. In des ribing thismodel system: it was the in on of the ommittee.that it be used as ,a template against whit current ,tprogram' and planned eft. Is could be eisUred, and as a Means of determ. ining what still ne ed to bedo'ne to,design and implement a co rehensive system which Would provide career guidance services to all

/reSiderfts of the COmmoriwealth. .2 i1- ., , ,:' ,J 4..

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A Model Career Guidance System for Massachusetts ,; i . - ..'- -

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V..: '-'. ,..5.-.?--''- . . 'e . . .Considerable effort has been expended durinithe,ipa4t two or three years by PrOfessional guidance?s. ., : ,,..,: ,.

personnel and organizations in developing model,pfograrnsand guidelines forc

career guidance systemboth...,

11'..in Massachusetts aritl_elsewhere.1\November of 1-03, reqetentatives from major guidance organizations,'lithe Commonweko4

bl. ishd and Oresented tii the' nepprtment of Education their recommended,1.,_

,Gui ings for GuiddrzcAssoci,nd the Nail'on Care0, 1Jlopnent an\Ca:reer Guidance More recently, the American Personnel and Guidance ASso-, A

1 : A'' .d Isry,qation has,de.yeloped its i e; or career guidance into legislitTn which was introdnced inip the 93rd,% -.-

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CongreSsbtoingressmen Perkinj of Kentucky and Qui, 4 innesota as The areer Guidance and . ,

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mmittee determined that ,a model caiper.guidancesysfer,niotthe ; 7.!

rograrns :m Career Education.' As referenced abovie, the American_Vdegional .-'al Vocational Guidance Association in 1973 published a joint positio,npaper

selinOct of 1'(H.R. 1/7"57-)..

.-Guided by the*oqe effort's, the)Comnipnivealth- sh'ould _Or4.Yide for arrd,eri, onipaSs.thelf61164ini,:elerbents: ! 1 --_- -`-----:'---",:-.- :,/ :-

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i. Ilb-irn-pro'vemefili?tle-i0* care-Fr,itilda.'ee,.-ilffOts ana the develoriment of.e.wcprfesst.a--- _,,.i -

, , t .. -:' /-.-',.....! :7:::----'career gniddnce and/coteling,piogiains andlenhces.

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2. The promotion-, of cateet.dev.eloymint:over the life-span of all individuals.' , - --.. ---......,,\---, ...-.1 ` I- f.- :. . ,

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3. The promOticrfrof,greater 'unde,rstanding of iedu cational ind,"4..:11:.,', -i:;;1ivit,i,;,,I.,'.;,, . .. - .,- .,-; , ,-, -

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'7.\,` 2,(.. y .: ./ / /, , , '-'.4' 1.--i'., \ 'r :1 /-,-.. ,/ ; 11,''" :i. '',1'..' The nrcoitsibn o 'nfograms tdo facilitate self-awareness and career awareness audexplo,ration: , ,A, .,.- , -

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4,-,? ,/ {;5',41 The prykisto Of careerk4unseling services for all individuals. ---- .-. ':-., /. .. i , -, r ,;,:,',. ,,, ,/,,,., , .....,;'-'-' .\'. c:1 / . /-/ , )/ / -, 7';1,4,'fj''. 4! ,,,i_ 'II-. ,-./ .,- . 1\,- --.1-7.,:.__. ..,..! 4 ,/ ,/, r ,'-' --, ' ./. .6 , *Ile iirovisiOrlof trainiWfor"all indi.V.kluals in career decision- making.;, ''"'' ...::-I.Zt. ,_/ , ,-,- . . /,/ , '.t..;._',....-14i'. ....., ,- --- - ;`, - , i , /' , .4. - .. ,.

7t- The improvement, pa nsi e. d,

_et iter4i nationof informAtion on educationa l And t

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,', ...:---'-t---- '- . , 8:; The provisiogioteducational and:dgreer;plagement services. -.. -' ,. -: -- ,

9. 'The design and-implementatjort91,kritzramslp ,S.erf6'the special counseling needs of secondcareerist&,:individnaIsifedun eeonbmiAally.denressed Comm cities, andearly retirees......x.4-.- . -.. - - . - .. -

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-11. The protisfOn'Orsupportive-media-equilifenlitiifiiiiiir .--' -.--,, -- .. - .,.,,:-. -----;- -..1 ,;...-.-,-.,..;_-__.-,- -,: __...-

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------':..12. -Tice provision-pi professional, trained for aSsignmentin,ovioll'career RiicIanoe---''.--:-- -----f ----pikitialm_I.coorilin..ation and fle-aOrsliipiun.:. cti.9ns-in loCal and stApie;-car_:- F,ei:educatiori atfritities.

-.,:-- -.",, ... % -. : -y,,.' -,. "z- .1 r -, - -kr'.,......- - . ,,- .. .; ,/

,i.. titc-Iiiiiiing and dtililafign of paraprofessional career g4ida.lice assigtants.' :;.,1-.\-----,. . .- . . a .

. ---- . . ,:-:. ,, f , . :: - _-; ' -:: 'il ''C'r 't

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14. The proyisuin of adequate leadership and fOr career guidAqc&iniplementation,At the ,The.

. ..: IN.,-)1:i,,:-,,:;t local an d-state leveig.,...'..., ;-;- ,-. 2-...:.,..': , , ;.., , s .

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. , , , -, ., 4A-15. The design and implementation of an Adequate system for' follow4pioaluation, and. fed: ."-,.,i'-:

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.back of in-forMation for use in themplanning and redesign of future\yeart programs. ) .. .. ''' ''',,.., . ,. .........:.1State Priiiritie§ .-

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.. . ,. I.In deg-Cribing a model career guidance'system for the Commonwealth the Coinmittee was awarethat \, ,.,

the State system must be flexible enough to permit, lbcai variances:The State systenAlberefore, should. :. ',, A. \\\ `:attempt to define the lYioail pirametersjiiihM 1010 local educational agencies should establish planning\ ,_. \ .,,- __ ..._.....

goal's-and:objectives-based-on locil needs. -_, s,\,,

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' ,The Committee recommended that Stara:guidelines for the development, of local cararguidance A.-'' --.sYSteMS contain the following mandatory. requirements: ., \\\., , :.',',

.4 r ?

1. 'Career defiefopment guleciance ankquinseling programs and services must be develOpentaland continuous, as y beginning in the elementary school, cPinitVkng

rSUCh progfanfiand ni must be 'vOrdinated with all other educational and manpoWer.porivonents; and 'I on altnimprehensive needs assessment of the total community.

through andravailable Wise by out-of-school individuals on Aries-neededbAsis.t

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2. Thefe must he kin:liteh statenient:9f goals andobjectives.hy the local educational agency', ; deVtloped-thilTuthuittek§;_invdpiezverif "Withsi u'a6-4% pare ills, Teachers,. d ini ni stra to rs

'sand other members o`rtlie 8iiiiifinaii.,rdelaitying thetO-alfirid-obcectrys of the careerN. develOpibenTinidaria:arid 030,rtselirtg.psogiarli:as-iii0-,relaretn_01-ngds,of,the individuals--_, -.. . --...._

,to be served and the community. This-stalezletfpy- ;,1c.r.al_gpaln3LobjectiveS-Will form the"-' ,basis for an annual-assessrinent-andlevaluation of-progranalefeornia-6-ce-.77---'

. ,

..

' 32- The basic-i5rOgr4m of guidatilerand counseling must make adequate provision for counselingand coordiiratingserviceskiatation,--information dissemination, appraisal, placement,

\\ referral, research and follow,41-&tivities. ------ . ,-\ .

\ ,

,---:

A: The basic program must provide evidence that it has been-.designed-lO be on-going, and that'' it is intended to be systematically-planned, impleMentetrandevaluated-ori an annual basis.i2.,.

-..--,

5. The program must be designed to facilitate each individual's career development phases of'readiness, awareness, exploration, planning, preparation, deCision-nraking, training, Career,entry and career growth. , ,. \

6. ,Each'iocal educational agency must coordinate its planned program with other agencies ateorgaiiiiations such as the local office o' Pthe State Employment Service, vocational rehabilita-tion services, community mental health centers, and other community -based resources inorder to provide assistance to all individuals-within the community regardless E sex, age,religion and ethnic origin. - - ..

.,'

. ,In re'Oommending the establishment of"State guidelines for a compreherisiv'e career guidance system

,for the Coinmonyiealth, the Committee assumed that the Department of Education is'prepared toiro'videthe necessary leadership and technical assistance to local-educational agenciesfor the design, implementa-,tion and annual evaluation of regional and local plans. ,

-- -.- , .

1 *. l' ,- . -

,' ;

`,

To this end, the Committee recommended the following,priorities for attion.at the state level:,,-

(t -- ,,, ,/,.

1. The reconAitution.of the Ad Hoc Career Guidance Advisory Committee to beconie a-standirig /;, ,Committee that wilLinclude representation froth business and industry, labor uniops, school/ '' °ON;

. administrators, guidance personnel, counselor training institutions, parents, stticiOnts(inc107 Phi'ing those in continuir4 and adult education programs), and community2based human seryjtes /4/agencies (including,manpoweitraining programs), The functions of this Advisory Committeeshall be to advise on general administrative policy and procedure, to provide'direction,iy(i. ;funding utilizatiOn, to assist in the review of local educational agency plansr4id.to.a91,iit in ,//developing evaluation protedureg. Since it is anticipSted-that similar-Advisory Cojriny'tteeswill be formed later in each of the six administrative regions of the Department'Of =atop, ,./,/;it is recommended that the membership of the StateAdvisory Commidrap be ptylsere n S4C4, i4a way as to insure geographic coverage of the entire state, with at least two nientber:s chosen, afrom each of the regions. Theseregional representatives would later form,t ttt'Cle.liswhich the future Regional Advisory Committees could be formed. .

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J4

e appointment ofj Career Guidance SpecialiSt in each of the. six regional offices of theDepartment. The function of the Career Guidance Specialist will tie to serve a a resourceperson for local educational agencies within the region and to provide them with technicalassistance in-planning, developing; implementing and evaluating local career guidanceprograms. (The Committee was aware that these positions hive been authorized and thatfunds to hire these personnel have been included in the FY1976 budget of the Division ofOccupational Education. The Committee recommended that the recruitment, trainingandtlacement of these personnel be expedited.)

3. The funding and development of in-service training proOrrls fore.e tlie retraining of currentschool personnel in the principles and practiCes of careet.developinent and career guidance.Such in-service training should be provided to school.administrators and teachers in additionto guidance personnel in order to expand and maximize all available resources for theimplementation of a comprehensive career guidance system.

. .

4. The collection, cataloging and dissemination of up-to-date information and materials retatingto career development and career guidance, and the development and staffing of regional andlocal Career Resource Centers through which these informational materials will be madeavailable to students and community residents. While the final decision on the establishmentof a lotal Career Resource Center was seen as a local planning option, the Committee urgedthat the Department of Education should strongly encourage the creation of such centersby local educational agencie%by providing techgicalessistance and, where necessary, fundingto cover start-Up costs. (The Committee noted that the. Commonwealth, through theExecutive Office of Manpower Affairs, was in the process of seeking funding from the U.S.Department of Labor for the development of an interactive computer-based OccupationalInformation System. If such a system were to be developed in the state, it would providea valuable fool for use in regional and local Career Resource Centers.)

5. A thorongh re-exaMinatioirof the roles and responsibilities of gdida'nce personnel in acomprehensive career guidance system. This would entail an exploration of the, differentia-tion of staff functions iiralLeffort to relieVe-trgessional guidance persOnnel of some oftheir current non-professional risi4Sib_ilities (salras.scheduling, information gatheringand dissemination, record-keeping, which could be performed by parapro-fessional or clerical staff, and thus make trill:1'6'44p slopl guidance counselors moreavailable th'promote and implement Career guidon t;24efiiitiejs for students and staff. There-examination of the role of professional guidance persontfeffould lead to the identifica-tion of the need for administrative and/or legislative action in changing the criteria for thetraining and certification of guidance counselors and support staft.---

6. As an outgrowth of the effort in "(5) above, the development of new, alternative curriculafor the pre-service training of professional and paraprofeSsional guidance and teachingpersonnel. This effort could best be carried out by curriculum specialists and the facultyof training institutions (public and private), but the responsibility for leadership in thismovement should' est with the Department of Education.

13P;4

in an effort to establishidentify planning priorities inpriorities listed above as shor

range priorities.

The Committee 1..vas'awainevitably would lead to highsome of the priorities listed areallocation of existing resouphase of impletnenting a com

.recommended as an additionaundertaken of all state resour

,.,

Lc,

ort-term, intermediate and long -range goals for'career guidance and toterms of those goals, the Committee saw the first and second actionterm, the third and fourth as intermediate, and the fifth and sixth as long-

e that its recominendFtions for action by the Department of Educationcosts than those of current educational and guidance programs. However,

ove could and should be achieved at no additional cost through theces. Theiefore, in order to hold extra costs to a minimum in the initialrehensive career guidance system for the Commonwealth, the Committeeand over-riding priority for the Department that a complete inventory bees currently committed to career development and career guidance programs,

and that these resources be re llocated to the extent possible in order to eliminate any existing duplicationof effort and to coordinate al1 current activities in such a way as to incorporate them into a future compre-hensive Statewide system.

4'

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41.

14 9

VI. THE NEED FOR FURTHER PLANNINGr

"1'

The report of the Committee, as stated above, constitutes a plan to plan which would providethe foundation upon which a,comprehensive plan for career guidance for the Commonwealth might bebuilt. 'The development of an actual plan remains to be undertaken. The Committee, however, hasattempted in this report to provide some of the guideposts that could lead the way in that-future effort.By its voluntary contribution of this initial blueprint, the Committee has demonstrated' that the humanresources and expertise are available to the Department of Education for carrying the effort forward andfor translating ideas into action.

Given the mature economy of Massachusetts and the problem of chronic unemployment in the state,the effort to link the Commonwealth's educational system more closely to the world of work is long over-due. The need for further planning to achie,ve this goal as soon as possible is urgent. Such an effort willrequire 'the goodwill and the cooperation of all human service agencies within the state in conjunc-.tion with business and labor, and the, Department of Education cannot be held responsible for contributing,any more than its share of the necessary task. However, the Committee was in agreement that the Depart-ment should provide the leadership in initiating the further cooperative planning that will be necessary ifall current and future residents of the Commonwealth are to have the benefits ofa comprehenOve careereducation, career development and career guidance system.

4 4

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.

4

VII. REFERENCES

1. Hoyt, Kenneth B., An Introduction to Cdreer Education, U.S. Office of Ethcation.September, 1974.

2. Career Development and Career Guidance. A joint position,paper of the National VocationalGuidance Association and the American Vocational Association. NVGA Newsletter, Vol. XIII,No. 1, October, 1973. 4,4

3. Massachusetts Guidelines for Guidance Programs in Career Education. A joint paper prepared bysix major guidance orga'nizationsin Massachusetts.Novembei,

4. The Career Guidance and Counsel(ng Act of 1975 (93rd Congress, H.R. 17575). See alioCongressional Record, page H 11360, December 5, 1974.

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to:

VIII. MEMBERSHIP OF THE ADVISORY COMMITTEE

Charles Brovelli, Chairperson .tDivision of Occupational EducationBoston, Massachusetts

. Carter CaudleQuincy, Massachusett

4

Joanne CoakleyArlington High School i 1`.

Arlington, Massachusetts

Ronald H. Fredrickson; Ph.D.Center for Humanistic Education/University of Massachusetts /Amherst, Massachusetts

Oscar KrichmarLexington High SchoolLexington, Massachusett

Martin MartinianDivision of Curricuhim and InstructionBoston, Massachusetts

William J. Mini /Malden School DepartmentMalden, Massachusetts

Mary D. MitchellActon, Massachusetts

Arthur MullaneyRandolph High School ,Randolph, Massachusetts

17

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Richard P. Pelo'siBlue Hills Regional Vocational Technical School

t Canton, Massachusetts

Bruce Perkins s -

Shawsheen Valley Regional Vocational technical SchoolBillerica, Massachusetts

Queenie, RaphaelianMemorial School.Framingham, Massac4etts

Carolyn B. RobinsonAmherstMassachusetts

Edward RuscittiHolliston, High School.Holliston, Massachusetts'

Vernon SkipperJohn Hancock Life Insurance CompanyBoston,Massachusetts

Robert WillisDivision of Employment SecurityBoston, Massachusetts

Adjunct Membership°

J. Leslie Firth, Ed.D.Guidance Specialist/Consultant Advisor to the Committee'Project E/D ModelBoston, Massachusetts

%Martin H. HuntDivision of Occupational EducationBoston, Massachusetts

`Mt

. Joseph W. MartoranaProject Director/Consultant to the CommitteePrOjeceE/D Model -

'Boston, Massachusetts

Contributing Associations

Greater Boston Personnel and Guidance AssociationMassachusetts Personnel aQd Guidance Association

- Massachusetts School Counselors AssociationMassachusetts Vocational Guidance AssociationMassachusetts Vocational and Technical School Counselbrs AssociationWestern Massachusetts Personnel and Guidance Associatia

18'