1 / 42

It’s Their Future: Decisions with Direction

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:

tokala
Download Presentation

It’s Their Future: Decisions with Direction

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. It’s Their Future:Decisions with Direction DOL Educator Internship Program Presented by Sandra McGarraugh, The NET Project, University at Albany

  2. AGENDA • Introduction • Career decision making • CDOS and career planning • Resources

  3. 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

  4. How Do They Choose a Career? • Cultural messages • Family • Community • Media • Experiences • Skills and interests • Education • Self-concept • Personality • Information and exposure

  5. Who influences decisions? • Parents and family • Peers – friendship groups and cultural • Teachers • Counselors • Community-ethnic and religious factors • Mentors and role models • The media

  6. What are the messages? • College • 4-year + • Professions • Financial success • Brain vs. brawn • Gender • Technology/STEM Crisis

  7. “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

  8. 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

  9. 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% Interest over Opportunity

  10. “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%

  11. Year Skilled Unskilled Professional 1950 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. Job Skill Level Changes

  12. High School 1950 45% 2005 85% B.A/B.S + 1950 5% 2005 28% Education Levels: Comparison

  13. The Changing U.S. Workforce Unskilled 15% Skilled 20% Unskilled 60% Professional 20% Skilled 65% Professional 20% 1950 2005 National Summit on 21st Century Skills for 21st Century Jobs

  14. Worker Postsecondary Education Levels 4 + years 1- 3 years 1980 21% 17% 2000 30% 28% 2020 33% 30% Source: Aspen Institute 2003

  15. 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%)

  16. The Quiet Dilemma • “One way to win” paradigm • International shortage of technicians • Underemployment of college graduates • Reverse transfers Source: Kenneth Gray, 2006

  17. 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

  18. 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

  19. 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

  20. CDOS STANDARD 1 Career Development Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions

  21. CDOS STANDARD 2 Integrated Learning Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings

  22. CDOS STANDARD 3 a Universal Foundation Skills Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace

  23. 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 SCANS &CDOSSKILLS • Interpersonal Skills • Teaches Others • Serves Clients • Exercises Leadership • Negotiates • Works as a Member of a Team • Works with Diversity • Systems • Understands Systems • Improves and Designs Systems • Monitors and Corrects Performances • Thinking Skills • Can Think Creatively • Uses Decision Making Skills • Uses Problem Solving Skills • Can Visualize in One’s Mind • Knows How to Learn • Personal QualitiesDemonstrates: • Responsibility • Positive self-esteem • Self Management • Social Skills • Integrity/Honesty • Can Read • Can Write • Can Use Basic Math Skills • Listens Effectively • Speaks Clearly Basic Skills Monroe #1 SETRC

  24. CDOS STANDARD 3 b Career 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

  25. CAREER MAJOR AREAS Health Services Business/Information Systems Engineering/ Technologies Human and Public Services Natural and Agricultural Sciences Arts/Humanities

  26. 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

  27. CDOS --A Teaching Strategy knowledge application Content Context Learning Environment • Experiential Activities • Work Simulations • Field Trips Career Development and/or Academic Concepts Foundation Skills Identified and Developed in the Application Process skills

  28. Questions That Students Will Be Able to Answer knowledge application 1. 2. CAREER DEVELOPMENT INTEGRATED LEARNING self-knowledge: • “What am I learning?” • “Why am I learning it?” • “How can I use it?” • “Who am I?” career exploration: • “Where am I going?” career plan: • “How do I get there? 3a. UNIVERSAL FOUNDATION SKILLS (i.e., SCANS) • “What do I need to know?” • “What skills are important to me? skills

  29. Languages Other Than English English Language Arts The Arts Career Development & Occupational Studies Mathematics Science & Technology Social Studies Health, Physical Education, Family & Consumer Sciences

  30. 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

  31. 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

  32. 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.

  33. 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.

  34. 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.

  35. 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.

  36. Teachers report the Career Plan has had a positive impact on students' preparedness for the future, academic achievement and personal quality areas • 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.

  37. Impact of Career Planning: Ratings of High School Experience 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 Comparison of Project and Control Groups (Follow-up Study)

  38. Impact of Career Planning: Career Preparation and Employment 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 Comparison of Project and Control Groups (Follow-up Study)

  39. 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

  40. The Nontraditional Employment and Training Project, University at Albany www.TheNetProject.org

  41. Just because learners use a skill doesn’t mean they recognize what skills they’re using! They need time set aside regularly to reflect about and label the skills they are using. Monroe 1 BOCES and the Rochester Regional Transition Coordination Site

More Related