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Broadcast Conference
Summary No. 2
March 9, 2004
PREVENTING COUNSELOR BURN-OUT
The Value of Helping Students Make Successful Career Decisions
A Middle/Jr. High School Perspective
A High School Perspective
A Rural Junior/Senior High School Perspective
Topic: The Value of Helping Students Make Successful Career Decisions
Presenter: Chuck Mollerup, Director, Idaho Career Information System, Boise
Tel: 208-334-3705
Summary:
Chuck addressed the question: What is the value of helping students make informed career decisions? He began by explaining why good information is important to making good decisions. Information comes from many sources: media, parents, internet, etc. But that information is frequently fragmented and difficult to use. In order to make informed choices, students need an organized system of career information – one that has links, related topics, is understandable, has compare/contrast options, and factual, current information. In Idaho we are fortunate to have such a system in the Idaho Career Information System. However, the best system is not a stand-alone product. Information is more useful in a broader context of career development. The best use of career information takes place in schools that have comprehensive career guidance programs.
Chuck explained that there is a significant difference between a hard-working counselor and a comprehensive guidance program. A program-- (1) is for ALL students in all grades. The counselor may manage the program but it is a district responsibility. (2) defines student competencies through multiple delivery systems. For example, it offers a guidance curriculum where counselors and teachers cooperate to provide career development activities for students. (3) has structural components (advisory committee, staff, budget, materials and equipment).
Norman Gysbers, University of Missouri, has conducted many studies on guidance programs. His results have repeatedly demonstrated positive results such as the following: 4 lower dropout rates 4 more students in AP courses 4 more females in math and science 4 high levels of satisfaction with school 4 increased attendance rates
Chuck closed with a provocative question: What if comprehensive career development was the norm? Then funding comprehensive guidance and career information system might be the most cost-effective strategy for preparing students for the 21st century work force!
For more complete information, visit the CIS website at http://www.cis.idaho.gov/informed.htm.
Under Study you will find the link to an article and the PowerPoint presentation.
Topic: A Middle/Junior High School Perspective
Presenter: Laurie Geren, Counselor and ISCA Counselor-of-the-Year, Vera O'Leary Junior High School, Twin Falls
Email: gerenla@tfsd.k12.id.us
Tel: 208-733-2155
Summary:
O’Leary Junior High has a strong comprehensive guidance model. Laurie and her colleagues have instituted several unique activities to help students meet achievement standards:
1. An After School Academy, which meets from 3:00-4:00 p.m. on Mondays, Tuesdays and Wednesdays. All 9th grade teachers stay after to help students who are lagging behind in a subject area. Students who have a mid-term grade of D or F in any subject are required to attend the academy. The After School Academy has been very successful. In the beginning 163 students were enrolled; the last count was 63. Grades are going up.
2. The Math teacher has a credit retrieval class for students who failed a math course.
3. There is also a Recovery English program for students who failed first
semester English.
4. In appreciate for their effort, teachers are honored with movie tickets, pizza parties, and other forms of recognition.
5. The District took the “four-year plan” a step farther by requiring students to have a SIX-year plan, which includes postsecondary programs as well. The plan is centered on career pathways and the Career Information System.
6. CIS is incorporated into all career classes.
Topic: A High School Perspective
Presenter: Debbie VanEngelen, Counselor, Twin Falls High School, Twin Falls
Email: vanengelende@tfsd.k12.id.us
Tel: 208-733-6551
Summary:
Debbie explained that her role as counselor has changed considerably in the past several years. She is also the High Schools That Work (HSTW) coordinator and has been involved in the District’s reform process. The Twin Falls High School staff voted to raise academic expectations. Staff was divided into teams to address various aspects of school reform, such as graduation requirements, school schedule, and parents and community involvement. As a result of the teams’ efforts, graduation requirements were raised (from 44 to 54 credits; 3 years Math; 3 years Science; U. S. History; and keyboarding). The schedule was changed from a traditional six period school day to a 4x4 schedule and an AB block schedule. They use HSTW network and professional development.
Twin Falls High School has 1,500 students in grades 10-12. Students weren’t connected well. Advisory committee members meet with students once a month – moving toward meeting more often. They have district support for school reform efforts. Every Friday, they have a “late start” where school starts at 9:00 a.m. Early Friday morning, staff work on school reform. Counselors developed the curriculum for advisory periods.
Parent involvement. There has been a significant increase in the number of parents involved. There are 70 advisory groups, each with a parent helper. Parents fill in as substitutes, provide lunches and snacks, work on school and class projects; and advertise school events. They collected and compiled an email address list for parents; etc. This has provided a great vehicle for communicating with parents. Specific information can be sent home to specific parent groups (e.g., sophomore, freshmen, etc.). Each student, along with their parent, is required to meet with an advisor before they register.
Topic: A Rural Junior-Senior High School Perspective
Presenter: Pam McGarry, Career Development Facilitator, Meadows Valley
Junior-Senior High School, New Meadows
Email: pamcgarry@sd011.k12.id.us
Tel: 208-347-2118
Summary:
Pam McGarry works in a one-building K-12 school with 210 students – which provides some unique opportunities. She has implemented a comprehensive career development program, including a Grade 6-12 curriculum. There is one classroom for each grade so she can easily visit each grade and provide career development. Grades 1-5 explore careers primarily through field trips. Then in sixth grade, students begin with a “ME FILE” in which they begin collecting information about themselves that they will be able to use for resume writing and other career activities. She also uses activities from the Blueprints CD. There is a progressive career development curriculum.
Many of the parents in New Meadows have not been to college. So when their students want to prepare for college, parents don’t know what to do to help them. Pam started a “Senior Prep Class” in which these students prepare a portfolio which includes, resume material, high school records, letters of application and recommendation, college application forms, community services projects, awards received, and samples of their work. In addition, students research schools and fill out financial aid forms.
Pam has seen noticeable differences in Meadows Valley students since they have been exposed to this career development curriculum (Excel 17K). Students see the connection between school and work. They are more motivated; they choose classes more carefully; and plan according to their goals. Occasionally when parents come to registration, they encourage their student to take a lighter course, and the students argue for more rigorous courses! When new students transfer in to Meadows Valley, Pam can tell a difference between those students and the ones who have gone through a career development process.
Meadows Valley supports ALL kids – they all have to be productive citizens. So, students who do not do well in school are not barred from taking field trips or from participating in career development activities. The Administration and School Board are very supportive of the comprehensive career development model.
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