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Middle School Career Exploration “The Perfect Storm” Dan Blake, Career Development Specialist Sonoma County Office of Education. 3rd Annual Career Technical Education Conference Santa Clara County Office of Education September 29, 2011. What do we mean by “The Perfect Storm?”.
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Middle School Career Exploration “The Perfect Storm” Dan Blake, Career Development Specialist Sonoma County Office of Education 3rd Annual Career Technical Education Conference Santa Clara County Office of Education September 29, 2011
What do we mean by “The Perfect Storm?”
Four Converging Megatrends: Great Recession Changing Demographics Upskilling Of Jobs Unprepared Workforce Phil Jarvis, The National LifeWork Centre, Memramcook, New Brunswick
1 in 4 workers has been with their current employer less than one year & 1 in 2 has been with their current employer less than two years. According to the U.S. Department of Labor…
They estimate that today’s students will have 10-14 jobs …by the age of 38.
Key factors to consider: Latino students now make up the majority of K-12 students in California The racial/ethnic groups that are the least educated are the fastest growing. National Center for Public Policy and Higher Education
Job Market in 1960… Percentage of jobs requiring a 4-year degree = 20% Percentage of jobs requiring a 2-year degree or certificate =20% Percentage of jobs requiring minimal on-the-job training = 60%
Job Market Today… Percentage of jobs requiring a 4-year degree = 20% (no change) Percentage of jobs requiring a 2-year degree or certificate =65% (an increase of over 300%) Percentage of jobs requiring minimal on-the-job training = 15%
The in-demand jobs in 2010 …did not exist in 2004.
We are currently preparing students for jobs and technologies that don’t yet exist… in order to solve problems we don’t even know are problems yet.
According to a 2006 report… 70% of employers cite deficiencies among workers in the areas of professionalism, work ethic, & critical thinking 40%of employers say incoming employees are deficiently prepared for entry-level jobs
What are the ramifications of this “perfect storm” on the way we approach career development in the 21st Century?
The New Career Paradigm Old…New… Choosing Learning Occupation Skills & Character Work Life Information Creativity Lists Relationships Phil Jarvis, The National LifeWork Centre, Memramcook, New Brunswick
OLD: Choose a destination What will you be when…? NEW: Focus on the journey Who are you now? What are your special skills, abilities, talents, gifts (assets)? What will you do next (stepping stones)? What competencies will you work on? What does your future look & feel like?
What do you want to be when you grow up? We’re asking the wrong question…
Most of us acquired a superficial and narrow knowledge base of occupations while we were growing up. Our occupational knowledge reflected what we knew about our family members’ jobs, the jobs of our neighbors, and the people we came in contact with in our community on a regular basis. This natural occurrence tends to severely limit the career options that students see for themselves. It may explain why so many children mention the jobs of firefighter, police officer, nurse, or teacher when asked what they want to be when they grow up. These jobs are familiar to them in their daily lives.(Colussy, 1998)
Program Goals & Objectives Expand knowledge of career options
Program Goals & Objectives Expand knowledge of high school and post-secondary education/training options
Program Goals & Objectives Increase perception of post-secondary relevance (stress the importance of educational attainment)
Program Goals & Objectives Increase understanding of career goals, interests, and aspirations
Program Goals & Objectives Increase the number of students who develop integrated academic/career development plans, including course sequences that are consistent with career pathway options
Program Goals & Objectives Increase awareness of middle school staffs regarding career development resources and educational options
Program Coordinator Responsibilities • Program goals and direction • Site Coordinator recruitment and training • Research, acquisition, and dissemination of career awareness/exploration curriculum • Sponsor solicitation • Budget management • Liaison to professional organizations, CDE, and the State Legislature • Marketing and promotional event planning • Media and public relations • Program evaluation and revision • Overall program oversight and support
Site CoordinatorResponsibilities • Planning and implementation of program activities • Participation in program planning meetings and trainings • Recruit teachers/counselors for participation in career exploration activities • Solicit information and suggestions from teachers/counselors regarding program activities • Coach teachers/counselors on the implementation of career exploration activities • Communicate program goals & activities to administration, faculty, and parents/guardians • Assist Program Coordinator with the recruitment of business and community professionals to take part in school site’s career exploration activities • Liaison between the school site faculty and the Program Coordinator
Teacher & Counselor Responsibilities • Implement career awareness curriculum as part of regular classroom instruction and in student counseling sessions • Participate in trainings and workshops on career awareness/exploration as necessary
Site AdministrationResponsibilities • Provide general support for career awareness and exploration program • Meet regularly with Site Coordinator to discuss program goals & activities • Promote program to faculty and parents • Explore and support delivery methods to reach widest possible audience
The Real Game California Being implemented in a variety of ways: • Elective “wheel” or “rotation” (9-12 weeks straight) • Core curriculum for year-long Career Exploration course • Once-a-week over the course of year (e.g. every Friday) • After-school or summer enrichment class And by a number of disciplines: • Variety of elective teachers • English teachers • Math teachers • ELL teachers • AVID teachers • Special Education teachers
Step-Up Classes • 8 to 16 hour CTE “Mini-Courses” for middle school students at their partner high school • After-school (e.g., 5 consecutive Wednesdays) or summer (e.g., three hours per day for one week) • Benefits: • Opportunity for hands-on experience in high school pathway • Smoother transition from middle school to high school • Make connection to high school teacher • Recruitment/marketing opportunity for HS pathway programs
Career Day • OPTIONAL FORMATS/FEATURES: • Keynote Speaker + two breakout sessions • Three breakout sessions • Pre-Activities: • Use of career interest inventories to identify careers • Survey/menu of speakers • Lesson on appropriate/inappropriate questions to ask presenters • Career-themed poster contest • Post-Activities: • Thank you notes • Debrief/review of learning • Career report/presentation on career of choice
