CAREER DEVELOMENT IN THE K TO 12 CURRICULUM Flordeliza posadas, Ph. D.

, RGC

The Imperative for K to 12 (Bro. Armin Luistro, 2012) Decongest the curriculum to improve mastery of basic competencies Ensure seamlessness of primary, secondary, and post-secondary competencies. Improve teaching through the use of enhanced pedagogies (e.g. spiral progression in Science and Math) and medium of instruction Expand job opportunities (by reducing job-skills mismatch) and provide better preparation for higher learning

K to 12 Curriculum Model
Grade 11-12 (New HS Year 5-6)

Science, Math, English, Contemporary Issues and Specializations Core Learning Areas plus TLE of the students choice Core Learning Areas and TLE Core Learning Areas; Mother Tongue until Grade 3; Science starting Grade 3; Edukasyong Pantahanan at Pangkabuhayan starting Grade 4 Learning Domains

Academic Speccialization TechnicalVocational Specialization

Grade 9-10 (New HS Year 5-6) Grade 7-8 (New HS Year 5-6) Grade 1-6 (New HS Year 5-6)

Sports and Arts Specialization

Kindergarten

Vision of a K-12 Graduate (Quijano, 2012) Graduates of K to 12 will be holistically-developed Filipinos with 21st Century Skills and are prepared for higher education, middle-level skills development, employment and entrepreneurship Aqcuire mastery of basic competencies Be emotionally mature Be socially aware, pro-active, involved in public and civic affairs Be adequately prepared for the world of work or entrepreneurship or higher education Be legally employable with potential for better earnings Be globally competitive

The Counselor in the K-12 Curriculum The K-12 provides opportunities for all students to develop to their fullest potentials and use education to engage in meaningful work Counselors must play a critical role in student academic career success: influence students at both individual and institutional levels Research however suggest that school counselor traditionally have not been the helpers in career education and often missed prime opportunities to assist students in career development and college issues (AAUW, 1999; ASCA, 2004). Profession is moving toward a comprehensive development approach to working with students focusing on three primary domains of growth and achievement: career, personal, social and academic. There are three standards for career development that can be delivered by school counselors through individual and group counseling as well as classroom guidance. Research has demonstrated the effectiveness of school counselors in assisting middle school children with career development, individual counseling being the most successful, followed by group counseling and classroom delivery (Whiston, Sexton & Lasoft, 1998), and improve the educational choices of eight grade students as they prepare for high school (Peterson, et. Al, 1999). Other studies (e.g. Schlossberg, Morris & Lieberman, 2001; Morey et. Al, 1993) present strong evidence of improved behavior and general attitudes towards school while addressing developmental needs thru developmental units presented in classrooms.

THREE PRIMARY DOMAINS OF GROWTH AND ACHIEVEMENT (ASCA) Academic Development Domain BIG IDEA: As of lifelong process, learning require skills, knowledge and an assumption that learning is inherent in life. A. Students will acquire the knowledge, attitudes, and interpresronal skills that contribute to effective learning. B. Students will complete school with the academic rigor and preparation essential to choose from a wide range of substantial postsecondary options, including college. Enduring Understanding: Education will increase my choices in life. C. Students will understand the relationship of academics to the world of work and to life in the home community.

Enduring Understanding: A positive attitude, solid knowledge base, and good interpersonal skills will help me all my life.

Enduring Understanding: My education is important to my future.

Personal/Social Development Domain BIG IDEA: Individual maturation in a complex and diverse society demands skilled interactions, understanding of self, empathy for others, and continuous reflection.

PERSONAL/SOCIAL STANDARDS A. Students will acquire the attitudes, knowledge and interpersonal skills to help understand and respect self and others. Enduring Understanding: It is essential that I learn how to develop good relationships with other in my life and to know and understand myself. B. Students will make decisions, set goals and take necessary action to achieve goals. C. Students will understand safety and survival skills.

Enduring Understanding: Planning increases the likelihood of success.

Enduring Understanding: Developing skills and the internal strength to cope with and manage my life will help me with all that I do.

Career Development Domain BIG IDEA: Our contribution to the world is dependent upon the connections we make among our personal attributes, our education, our skills, and our experiences.

CAREER STANDARDS A. Students will acquire the skills to investigate the world of work and to make informed career decisions . B. Students will employ strategies to achieve future career goals with success and satisfaction. C. Students will understand the relationship among personal qualities, education, training and the world of work. Enduring Understanding: The qualities I develop in myself and the skills I learn will help me be more successful in my future work.

Enduring Understanding: If I know how to find out about careers, I will make better decisions for my future.

Enduring Understanding: I will make better decisions for my future if I research and explore options available to me.

CAREER DEVELOPMENT STANDARDS (Great Falls Public School K-12 Counseling Curriculum) Career Development Standards A. Students will acquire the skills to investigate the world of work and to make informed career decesions. Enduring Understanding: If I know how to find out about careers, I will make better decisions for my future. BENCHMARKS GRADE 3 1. I can demonstrate an awareness of occupations in my extended family. ESSENTIAL QUESTION What are occupations that my family does?

BENCHMARKS GRADE 4-6 1. I can list personal strengths and interests I can list personal strengths ESSENTIAL QUESTION What are the careers that fit my strengths?

and interest in relation to the world of work I can list several careers that fit my strengths and interests 2. I can identify a career cluster that fits my strengths and interests 3. I can list several jobs that represents my strengths and interests BENCHMARKS GRADE 9-12 1. I will develop career awareness by applying skills to locate, evaluate and interpret career information & relate this to a variety of occupations. 2. I will develop employment readiness thus exploring the importance of responsibility, dependability, punctuality, integrity and effort. ESSENTIAL QUESTION How does ability to acquire information about post secondary options affect your future career choice?

B. Students will employ strategies to achieve future career goals with success and satisfaction. Enduring Understanding: I will make better decisions for my future if I research and explore options available to me. BENCHMARKS GRADE 4-6 1. I can use the internet to learn more about an interesting career. 2. I can identify my strengths and interests. I can list two career clusters that represent my strengths and interest. I can list several jobs that represent my strengths and interest. I can tell what work I might be doing in 10 years. ESSENTIAL QUESTION Why do you need to know your strengths and interests? Where will you find information that matches your strengths and interests?

BENCHMARKS GRADE 9-12 1. I will acquire career information through: Applying decision making skills to career planning, course selection and career transition. Identifying personal skills, interests & abilities and relating them to current career choices Learning to use the internet to access career information & post secondary training. I will identify career goals through demonstrating awareness of the education & training needed to achieve career goals & selecting course work that is related to career interest. ESSENTIAL QUESTION What tools/strategies have you used to help investigate career options?

What tools/strategies have you used to help investigate career options?

C. Students will understand the relationship among personal qualities, education, training and the world of work. Enduring Understanding: The qualities I develop in myself and the skills I learn will help me be more successful in my future work. BENCHMARKS GRADE 6 1. I will acquire knowledge to achieve career goals. I can list several jobs that represent my strengths and interests. I will apply skills to achieve career goals. ESSENTIAL QUESTION How will the skills and knowledge I acquire help me to achieve career goals?

BENCHMARKS GRADE 9-12 1. I will acquire knowledge to achieve career goals by: Understanding the relationship between educational achievement & career success. Identifying personal preferences & interests influencing my career choice & success. Understanding that the changing workplace requires life-long learning & acquisition of new skills. 2. I will apply skills to achieve career goals by applying academic & employment readiness skills in workbased learning situations such as internship, jobs shadowing and/or mentoring experiences. ESSENTIAL QUESTION How does what you are good at & what you like to do influence career choice? What opportunities relating to career choices have you taken advantage of in high school?

How does what you are good at & what you like to do influence career choice? What opportunities relating to career choices have you taken advantage of in high school?

III. A COLLABORATIVE MODEL FOR CAREER DEVELOPMENT (Tollerud T. 2012) Four (4) Phase Model for Development Phase Awareness Exploration Orientation Preparation Grade Level K-5 6-8 9-10 11-16

a. Model illustrates the comprehensive nature of career education and development by indicating its necessity and importance in all grade levels. b. Counselors must work collaboratively across the curriculum with other professionals to promote students development. Their role must become an integral part of the total

education system. Teachers and school counselors work together to address student career needs. c. Model is made operational in 2 dimensions: breadth and depth Death and Breadth of Comprehensive Career Education Programs Breadth Depth The School Career program occurs by meeting a goal or objective at all levels, where learning builds upon itself. This makes the program comprehensive, systematic and sequential. Classroom teachers teach relevancy so that students can see how their learning may address workplace skills & career interests. Career development is institutional for all students at every grade level. Everyone in the school is working collaboratively toward the same goal for students. Every grade level has identified student objectives addressed within that grade Every grade level has development & implemented activities that address student objectives in creative and meaningful ways. Every grade level creates a way to evaluate what the student has learned and its helpfulness in the students educational progress.

d. Classroom teachers and school counselors have complementary roles in achieving breadth and depth by considering career education and career counseling equitably. e. Career education activities are developed and accomplished thru classroom teachers. Without career education, students wont have access to accurate and honest information about the world or work. Career Education + Career Counseling = CAREER DEVELOPMENT EDUCATION and Counseling must be combined for effective career development for students. Most career education occurs in classrooms and should be integrated across the curriculum. School counselors, classroom teachers, career specialists, parents and community really all play a role.

EXAMPLES Career Education Classroom activities led by teachers that are connected to learning standards. Guest speakers from traditional & nonCareer Counseling Individual or small group sessions to discuss possible careers. Postsecondary planning, including college,

traditional careers. Research assignments and experts on career of interest to students & related to the curriculum. Career portfolio development Computerized software programs used within classroom work. In-school programs such as junior achievement. Community service activities done in a career area of interest.

vocational technology schools, apprenticeship. Integration career information into a meaningful packet, such as career portfolio, to assist in planning. Working with students and parents. Crisis counseling about the future. Career & College decision making advocating for lifelong learning Visiting community workface learners & linking education with business.

IV. APPLICATION OF A MODEL FOR CAREER DEVELOPMENT (BRAGG, JEANNIE 2008) Phase One: Career Awareness (Pre-Kindergarten Fifth Grades) To assist students in learning more about themselves, understand the world of work, and develop respect for all types of work. Fifth graders are at a critical point of their development and need to look at careers realistically. Activities: Academic/Career Education Curriculum Integration Science, Math and Technology Career Presentations/Guest Speakers Field Trips Career Fairs Career Games/Puzzles Role Playing Activities Career Family Activity Calendar Career Parent Involvement

Phase Two: Career Exploration (Sixth Eight Grades) To assist students in developing a greater knowledge and understanding of educational and career opportunities utilizing a self discovery approach to identify interests, talents and work values.

This provides the framework for students to make educated and meaningful career education choices through investigating occupations and understanding the relationship between academic school subjects and future career goals. Activities: Interest Assessment Speakers Career Day/Career Fairs Computerized Career Research Shadowing/Mentoring Career Interviews Career Planning Financial Aid Awareness

Pitfalls in the Exploration Phase: 1. Students need to know the importance of advance courses necessary for certain careers (e.g. ad). 2. Students should know more about career than salary: need to understand educational requirements possibilities and workplace skills. 3. Avoid telling students what they cannot do. 4. Students need to know about non-traditional career choices e.g. restricting career choices because of gender expectations. Phase Three: Career Orientation/Concentration (Ninth - Tenth Grades) To help students utilize all resources in the school, home, and community to research specific careers through a variety of methodologies. Students start developing a career specific skill portfolio in entry level Career and Technology courses which also includes transferable skills within the Career Pathway. Students experience rigor and relevance within their academic curriculum by making connections between academic courses and their career pathway. Counselors should encourage students to plan for future, not only college. Make students aware of his/her academic courses related to work e.g. classroom should highlight workplace skills and competencies.

Career Orientation/Concentration (Ninth Tenth Grades) Activities: Development of ICP

Career Technology Entry Level Classes Career Assessment Compuiter Career Research Career Guidance Lessons o Career Direction o Goal Setting, Decision Making, Active Listening o Employability Skills Development Shadowing/Mentors Tech Prep Courses Locally Articulated-Nationally Articulated Registration

Phase Four: Career Preparation/Concentration Specialty (eleventh Twelfth Grades) To help Students develop career specific skills to enhance their skill portfolio incorporating integrated academic and career curriculums. This process concentrates on building industry or postsecondary standards credentials including licensures, certifications and/or gaining articulated technical credit towards a desired degree. The result is providing the successful transition component from high school to post-secondary education and training. Helping student select electives that fir career goals. Activities: Enrollment in Specialized Courses Student Leadership Organization Leadership Responsibility Civic Activities Business Industry Internship Clinical Rotations Summer Employment Tech Prep Course Locally Articulated-Nationally Articulated CATEMA Registration Career Preparation Work based Internships College Night Financial Aids/Scholarships

V. New Counselor Roles 1. Role of school Counselors in career development is critical in promoting careers in various fields. 2. Career education must not be separated from the academic curriculum the norm should include teachers and counselors as collaborators who work together in the classroom and with business, industry and community partnership to make the curriculum come alive with relevance and possibilities. 3. Bolstering career education involves a unified effort from classroom teachers, administrators, parent and staff. School counselors hold up the other half of the

picture in the individual and group counseling work they do to assist students in career decision making, postsecondary training and career pathway planning. 4. Need to redefine the role of school counselors traditional roles must change. The new roles must: a. Include counselors within classrooms across all grade levels in career development. b. Foster effective Individual career planning for students as the responsibility of all educators on the school. c. Promote hands-on learning opportunities, such as job shadowing and internships. d. Build bridges with business and industry in the community. e. Intentionally integrate careers into the curriculum. f. Devise awareness, recruitment and retention strategies for students entering non-traditional careers. g. Educate students and their parents about the value of technical/vocational education and/or college education.

A DEVELOPMENTAL approach to Career development suggest that counselors be ACTIVE, COLLABORATIVE, and ACCOUNTABLE for the work they do in promoting academic, career and personal/social growth.