it’s their future: decisions with direction
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It’s Their Future: Decisions with Direction. DOL Educator Internship Program Presented by Sandra McGarraugh, The NET Project, University at Albany. AGENDA. Introduction Career decision making CDOS and career planning Resources. In the U.S. today:. For every 100 9 th graders: - PowerPoint PPT PresentationTRANSCRIPT
It’s Their Future:Decisions with Direction
DOL Educator Internship Program
Presented by Sandra McGarraugh, The NET Project, University at Albany
AGENDA
Introduction
Career decision making
CDOS and career planning
Resources
In the U.S. today:
For every 100 9th graders: 80 expect to complete a 4-year degree
Yet, in reality: 68 graduate from high school on time 40 enroll immediately in college 27 still enrolled in sophomore year 18 graduate from college “on time”
Two-year colleges within 3 years Four-year colleges within 6 years
Nearly all will someday go to work…
Source: National Center for Public Policy and Higher Education, 2004
How Do They Choose a Career?
Cultural messages Family Community Media
Experiences Skills and interests Education
Self-concept Personality Information and exposure
Who influences decisions?
Parents and family Peers – friendship groups and cultural Teachers Counselors Community-ethnic and religious factors Mentors and role models The media
What are the messages?
College 4-year + Professions
Financial success Brain vs. brawn Gender Technology/STEM Crisis
“On Their Own” Career Guidance
Survey of HS students in 2002 found:
51% reported no help from school 10% credited teacher/counselor 78% cited parents as adult influence 68% plan four-year college 6% plan technical career
Source: Ferris State University 2002
Interest Over Opportunity
Technology remains a low priority “32% say computers offer the greatest
career opportunities; 6% will prepare for a career in a computer field; none of these were female”
Majority of parents unaware of benefits of vocational and technical programs at both high school and two-year college levels
Source: Ferris State University, 2002
Interest over Opportunity
Select for own career Computers 6.8% Medical
21% Teaching 9.4% Business 4.7% Engineering 3.2% Science 4.0% Automotive 2.7%
Source: Ferris State University 2002
Good career opportunity Computers 47.6% Medical 51.1% Teaching 24.3% Business 16.8% Engineering 8.7% Science 6.9% Automotive 3.4%
“Just a Feeling….”
Primary reason for career choice Something I like 33% Personal growth 22% I am good at this 21% Always been interested 13% Good money 3.7% Good field for job 2.5%
Job Skill Level Changes
Year Skilled Unskilled Professional1950 20% 60% 20%1991 45% 35% 20%2005 65% 15% 20%
Unskilled: High school or less with no technical training
Skilled: Post-secondary training, but less than a baccalaureate degree. Includes associate degrees, vocational-technical schools, apprenticeship training, and military.
Professional: Baccalaureate degree or more.
Education Levels: Comparison
High School
1950 45%
2005 85%
B.A/B.S +
1950 5%
2005 28%
The Changing U.S. Workforce
UnskilledUnskilled
60%60%
SkilledSkilled
20%20%
ProfessionalProfessional
20%20%
SkilledSkilled
65%65%
UnskilledUnskilled
15%15%
ProfessionalProfessional
20%20%
1950 2005
National Summit on 21st Century Skills for 21st Century Jobs
Worker Postsecondary Education Levels
4 + years 1- 3 years
1980 21% 17%
2000 30% 28%
2020 33% 30%
Source: Aspen Institute 2003
Education Pays
Nine out of ten of the fastest growing jobs require at least one year of college
Median weekly earnings in 2006: $595 for high school diploma $721 for associate degree $962 for bachelor’s degree $1,140 for master’s degree $1,441 for doctorate degree $1,474 for a professional degree
Unemployment rates 2x higher without diploma (6.8%) than for 2+ years of college (3.0%)
The Quiet Dilemma
“One way to win” paradigm International shortage of technicians Underemployment of college
graduates Reverse transfers
Source: Kenneth Gray, 2006
Gender and career choice
Gender role stereotypes What is female What is male
Traditional family role expectations Father and “bread winner” Mother and housewife
Occupational segregation Nurses, secretaries, teachers Engineers, dentists, police
Still Pink and Blue in 2005:Enrollments in CTE Courses
In courses leading to traditional occupations for females: 87% females 13% males
In courses leading to traditional occupations for males: 15% females 85% males
Source: National Women’s Law Center, 2005
Critical points in education
Middle school transition Peer pressure Course selection/”opt out“ factor Career exploration
High school Family and culture Career majors Career planning
Freshman year of college Educational preparation Academic expectations Career goals
CDOS STANDARD 1Career Development
Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future
career decisions
CDOS STANDARD 2Integrated Learning
Students will demonstrate how academic knowledge and skills are applied in the workplace and other
settings
CDOS STANDARD 3 aUniversal Foundation Skills
Students will demonstrate mastery of the foundation skills and
competencies essential for success in the workplace
SCANS &CDOSSKILLS
Acquires/Evaluates Information
Organizes/Maintains Information
Interprets/Commun-icates Information
Uses computers to process
Managing Information Managing Resources
Understands how to use:•Time•Money•Materials•Facilities•Human Resources
Technology
•Awareness of types of technology•Selects and Applies Technology•Understands effect of technology on society
Systems•Understands Systems•Improves and Designs Systems•Monitors and Corrects Performances
Personal Qualities
Demonstrates:
•Responsibility•Positive self-esteem•Self Management•Social Skills•Integrity/Honesty
Thinking Skills•Can Think Creatively•Uses Decision Making Skills•Uses Problem Solving Skills•Can Visualize in One’s Mind•Knows How to Learn
•Can Read•Can Write•Can Use Basic Math Skills•Listens Effectively•Speaks Clearly
Basic Skills
Interpersonal Skills
•Teaches Others•Serves Clients•Exercises Leadership•Negotiates•Works as a Member of a Team•Works with Diversity
Monroe #1 SETRC
CDOS STANDARD 3 bCareer Majors
Students who choose a career major will acquire the career-specific technical
knowledge/skills necessary to progress toward gainful employment, career
advancement, and success in postsecondary programs
CAREER MAJOR AREAS
Business/InformationSystems Engineering/
Technologies
Human andPublic
Services
Natural andAgricultural
SciencesArts/Humanities
HealthServices
Meeting the Standards
is NOT an issue of
WHAT we teach students
but HOW we teach students.
Monroe 1 BOCES and the Rochester Regional Transition Coordination Site
CDOS --CDOS --A Teaching StrategyA Teaching Strategy
ContentCareer Development
and/or
Academic Concepts
Context
Foundation Skills
Learning Environment
Experiential Activities
Work Simulations
Field Trips
Identified and Developed
in the Application Process
skills
applicationknowledge
Questions That Students Will Be Able Questions That Students Will Be Able to Answerto Answer
1. 2.
3a.
CAREER DEVELOPMENTself-knowledge:
“Who am I?”career exploration:
career plan: “Where am I going?”
“How do I get there?
INTEGRATED LEARNING
UNIVERSAL FOUNDATIONSKILLS (i.e., SCANS)
“What am I learning?”
“Why am I learning it?”
“How can I use it?”
“What do I need to know?”
“What skills are important to me?
skills
applicationknowledge
Languages OtherThan English
TheArts
SocialStudies
Health, PhysicalEducation, Family &Consumer Sciences
MathematicsScience &
Technology
EnglishLanguage
Arts
CareerDevelopment &
OccupationalStudies
Career Development Stages
Awareness: Who Am I? Assessment (formal and informal)
Exploration: Where Am I Going? Career information Exploration activities
Planning: How Will I Get There? Education and training Work experience and training
Career Development ComponentsProportions by Development Level
K-1
G2-3
G4 +
Int.
Comm.
Adult
0 20 40 60 80 100 120
AwarenessExplorationPlanning
Why Career Planning ?
Students participating in Career Plan: Had better school attendance Spent more time doing homework Saw their homework as more relevant Were less bored, and Liked going to school more Career Plan Training Initiative: Final Evaluation Report, Magi
Educational Services, Inc., 2002
Students participating in the Career Plan reported greater interest in school than their
peers
•Career Plan participants spent more time on homework each day than non-participants.
•Participating students also reported feeling bored at school less frequently than non-participants.
Interest in School: Comparison of Career Plan Students
and a Control Group, Grade 6-10
42%
56%
39%32%
64%
30%
0%
20%
40%
60%
80%
100%
Career Plan Students (N=725)
Control Group (N=589)
Spent 2 or more hours per day on
homework
Frequently bored at school
Like going to school "most of the time"
Pe r
cen t
of s
tude
n ts
resp
ondi
ng
Findings reflect three years of Career Plan evaluation data: 1999-00 (Pilot phase), 2001-02, and 2002-03.
Career Plan students discussed important issues with parents more often than their
peers•Career Plan students were more likely to talk to their parents about their grades, and what they were learning in school.
•Participants were also more likely to discuss personal issues and future plans with their parents.
65%
57%
49%
37%
34%
31%
50%
41%
37%
23%
21%
20%
0% 20% 40% 60% 80%
CP Students (N=725)
Control Group (N=589)
Grades
Possible careers
Options after high school
Issues studied in class
Selecting courses/programs
Personal concerns
Percent of Students who "Often" DiscussSchool and Career Issues with Parents:
Comparison of Career Plan Students and a Control Group, Grade 6-10
Findings reflect three years of Career Plan evaluation data: 1999-00 (Pilot phase), 2001-02, and 2002-03.
Career Plan students have spent more time than their peers thinking about their future
plans•Career Plan students were more likely to have spent “considerable” time thinking about life after high school.
•Participants at the middle school level were also more likely to have given serious thought to a future career.
80%76%
71%67%
0%
20%
40%
60%
80%
100%
CP Students (N=725)
Control Group (N=589)
Have spent considerable time thinking about life after high school
Have given serious thought to type of
job/career to pursue
Reflecting on the Future: Comparison of Career Plan Students
and a Control Group, Grade 6-10
Findings reflect three years of Career Plan evaluation data: 1999-00 (Pilot phase), 2001-02, and 2002-03.
Parents report that the Career Plan has benefited students academically as well as
personally•The majority of parents report that the Career Plan has improved their child’s attitude toward school, and has contributed to better grades.
•Many parents also report that because of the program, students possess a better understanding of self.
Parent Perception of Impact of Career Plan on Students' Academic and Personal Quality Areas
(N=68)
79%
79%
61%
58%
0% 20% 40% 60% 80% 100%
Has a better sense of connection between school and workplace
Has a better attitude toward school
Has a better understanding of himself/herself
Has gotten better grades in school
Percent responding "strongly agree" or "agree"
Findings reflect data collected in 2002-03
•The vast majority of teachers report the Career Plan has increased students’ knowledge of careers, as well as their level of interest in preparing for the future.
•The majority of teachers also report that the program has impacted students’ attainment of state standards.
Teachers report the Career Plan has had a positive impact on students' preparedness for the future, academic achievement and personal quality areas
90%
81%
75%
65%
64%
0% 20% 40% 60% 80% 100%
Teacher Perception of Impact of Career Plan on Students' Academic and Personal Quality Areas
(N=49)
Knowledge about future jobs/careers
Interest in preparing for future careers
Self-understanding
Attainment of state's learning standards
Attitude toward school
Percent responding "considerable" or "some" impact
Findings reflect data collected in 2002-03
Career Plan graduates gave higher ratings to important aspects of their high school experience than high school graduates with little or no career planning experience
Impact of Career Planning: Ratings of High School Experience
35% 38%34%
27%
55%
25%
35%
8%4%
48%
0%
20%
40%
60%
80%
100%
CP Students (N=82)Control Group (N=89)
Per
cent
of S
t ud e
n ts
Res
pond
ing
"Exc
elle
n t"
Quality of Instruction*
Teacher Interest
*Statistically Significant at .05 level
Preparation to Make Career
Decision**
Preparation for Good Jobs**
Preparation for College
**Statistically Significant at .001 level
Comparison of Project and Control Groups (Follow-up Study)
Career Plan graduates are more certain of their career directions and more confident in their ability to secure meaningful employment in their fields of interest than high school graduates with little or no career planning exposure
Impact of Career Planning: Career Preparation and Employment
Comparison of Project and Control Groups (Follow-up Study)
77%
92%
27%21%
66%
77%
17% 17%
0%
20%
40%
60%
80%
100%
CP Students (N=82)Control Group (N=89)
Per
cent
of
Stud
ent s
Res
pond
ing
Definite about career
direction*
Confidence in ability to
find employment*
*Statistically Significant at .05 level
Current job related to
postsecondary program of
study
Current Job related
to long range career
plan
Additional Online Resources
Academic Innovations - Activities www.academicinnovations.org
Career Cruising – Job profiles www.careercruising.com
Career Cornerstone Center - STEM www.careercornerstone.org
Career Pro News – Bridges Transitions, Inc. http://careerpronews.bridges.com
Career Voyages – In Demand Magazine www.careervoyages.gov
Center on Education and Work – CDOS curriculum www.cew.wisc.edu
Quintessential Careers – College info www.quintcareers.com
The Nontraditional Employment and Training Project, University at Albany
www.TheNetProject.org
Just because learners use Just because learners use a skill doesn’t mean they recognize a skill doesn’t mean they recognize
what skills they’re using!what skills they’re using!
They need time set aside They need time set aside regularly to regularly to reflectreflect about and label about and label
the skills they are using.the skills they are using.
Monroe 1 BOCES and the Rochester Regional Transition Coordination Site