Coaching Guidelines
I. Introduce yourself and briefly describe the Compass Guide program and resources, including the virtual locker II. Have students fill out an Information Form a. Thank them for filling it out b. Read over form to assess needs c. Make sure students are at least 13 years old III. EXPLAIN the CONSENT FORM IV. Ask students if they have ever worked with the Compass Guide program before. Where and when? V. Ask them specifically what type of information they are seeking a. Career Assessment i. Evaluate work interests, values, skills ii. Generate potential career choice ideas b. Career Research i. Occupational tasks and responsibilities ii. Typical earnings iii. Required education and training iv. Job outlook c. College Major Exploration i. Search for a major that is a good match ii. Learn about majors being considered d. College/Technical School/Apprenticeship Search i. Search for one that is a good match ii. Learn about school/programs being considered e. Learn About Financial Aid i. Application process ii. Local scholarship database iii. National scholarship database VI. Ask students how much time they would like to spend on the program today VII. If students are unsure about the type of information they are interested in, the following questions may be helpful: a. b. c. d. e. f. g. What are your plans for after high school? What is important to you in choosing a career/college/major? What careers/colleges/majors have you thought about so far? Do you have any restrictions on this decision (e.g. location, public school)? What are your favorite school subjects, leisure activities, hobbies, etc.? What would you like to be doing in 5 or 10 years? What would other people (i.e. family, friends) say would be a good career/college/major for you?
h. Who do you know who has a job they like? What do you think they like about it? Would you like that? i. What are your goals for the future? What do you need to do to reach those goals? j. What is something special about you that might qualify you for a scholarship (i.e. race/ethnicity, religion, grades, interests, community service)? VIII. Hand out a Compass Guide calendar IX. Introduce students to the Compass Guide website. a. Let them know it is for quick information b. Focus on type of education they are interested in (i.e. colleges, technical schools, apprenticeships) c. Help students conduct a search of the local scholarship database X. Introduce ECOS a. Help students open an account using the library member code i. Have them write their ID and password on a business card b. Show them the Portfolio module, including the Profile feature and the My Locker feature c. Help students navigate through the rest of the system (Career Assessment, College, Major, and Financial Aid modules) with an emphasis on the areas they expressed interest in on their Information Form i. Facilitate a College/Major/Scholarship Search ii. Encourage students to save items to their lockers d. Show students how to log off XI. Ask if there is anything else you can help them with today XII. Make closing remarks a. Encourage students to use the system again b. Give out extra business cards for their friends c. Specifically state when a coach will next be available at that library d. Ask if they found the information to be of value e. REMIND THEM TO RETURN THE CONSENT FORM ADDITIONAL TIPS Do not give advice; try to generate options and criteria for making decisions If you do not know the answers to their questions, help them locate resources where they can find the answers Suggest they start with the Career Assessment if they have very limited ideas about their career options Ask students about supportive people they have involved in their lives (i.e. parents, other relatives, neighbors, teachers, guidance counselors, clergymen). Encourage them to utilize their support systems as they go through the career decision-making process. Encourage them to ask questions if they do not understand anything you are explaining
Staff Coaching Guidelines - UPDATE September 12, 2002 By Kim Stezala XIII. For all coaching sessions beginning September 16, 2002, staff must review the revised “Information Form” and the new “Evaluation Consent Form.” These documents are an important part of our data collection and annual evaluation. Copies are attached. 1. Information Form a. In the right hand column, a question has been added about public assistance. The purpose is to find out if we are in fact helping low-income students. As always, students do not have to answer the question, but we hope that they do. b. A new section has been added for follow-up purposes. This was suggested by the Institutional Review Board here at UWM because we are dealing with minors. PLEASE encourage students to fill out this section and to tell their parents that you met. We ask if they would be willing to participate in a survey and if we can call their parents to follow-up. c. You will keep the information form as you have in the past, for our records. 2. Consent Form a. Please explain to the students that their opinion matters and we are constantly trying to improve the program. They can help by returning the consent form. b. This form is only required if the coaching participant is a MINOR (not yet 18 years of age). For adult coaching participants, we can take contact information off of the information form mentioned above. c. Our evaluator, Barbara Goldberg, cannot contact any student who has not returned a consent form. She cannot contact any parent who has not given permission. She cannot contact any adult coaching participant who has not answered “yes” on the information form under “would you be willing…?” It is important to encourage participation. Thank you for your dedication to the students and to our program goals! Let me know how these new procedures work: kimciz@uwm.edu or 229-6453.