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Structuring Effective Career
Counseling to Enhance the
Implementation for Programs of
Study: A National Perspective
Steve Frank
Texas High Schools That Work Coordinator
IPA, Office of Vocational and Adult Education
United States Department of Education
Education Open Source Conference
February 2, 2009
We believe that…
• We must work with all students
• Career awareness must start at an early age
• Career exploration must expose all students to all
opportunities available
• Career planning must make the career connection
students need
We believe that…
• All students must be prepared to transition
successfully to postsecondary education and the
world of work
• Systematic attention must be given to the
development of the whole individual
• The role of the counselor must focus on helping
students make career connections- all students will
work
We believe that…
• Programs of study are the centerpiece of the
counseling system
• Programs of study help align students to a
coherent educational path
Why is Career Development so
Important
• Profound social and economic changes have
significant implications for our education system
– Rapid change and technological advancements
– More flexible and complex job market
– More individual freedom to choose jobs
Why is Career Development so
Important
– Realization that career seeking and change last
a lifetime
– Individuals’ values and beliefs are also
changing
– Quest for educational excellence
– Thrust for program accountability
Essential Questions
• How can we get students ready to make long-
range plans and informed, good, education
decisions to maximize their potential ?
• How and why is the role of the counselor
changing to serve the best interest of the student
through federal legislation?
Solutions
• Implementing a comprehensive counseling
program is part of the solution.
– A counseling program that identifies student
competencies organized around three areas or
domains:
• Academic development
• Personal-Social development
• Career development
Solutions
• In particular, students achieve competencies in:
– Self assessment
– Decision making
– Goal setting
– Career planning
AND create a comprehensive education plan, a
program of study
Solutions
• Characteristics of a comprehensive career
counseling system:
– Integral part of the total educational program
(not an “add-on”)
– Outcome-based (specific competencies)
– Organized (goal oriented)
– Planned sequence of activities and experiences
(planned interventions at all developmental
stages)
Solutions
• Delivered by a team approach (staff, parents,
community, counselors)
• Expanded opportunities for professional
development (knowledge and skills)
• Uses variety of strategies and resources
• Accountable (measured effectiveness)
Career Planning
• Essential process in the understanding and a
connection to career clusters
• Helps students connect good career decisions
along with good, related postsecondary education
and training decisions
– Self assessment
– Career exploration
– Decision making
Career Planning
• Helps students find and use information
• Helps students make career connections
• Is essential in managing a program of study
• Guides students throughout school years and
beyond
• Prepares students for successful transitions to
postsecondary and careers
16 Career Clusters
Resources
• Available to counselors and others who help
students plan a coherent education plan or
program of study
– www.AchieveTexas.org
– www.acrnetwork.org
• National Career Development Guidelines
• Career Decision Making Tool
• Career Development Toolkit
• Evaluation Template
Resources
• www.careerclusters.org
– Plans of study
– Tour Guide Module 2 – implementation
– Interest survey activity
• www.schoolcounselor.org
– The ASCA National Model and its companion
workbook
– American School Counselor Association, 2005
– Aligned to the 2008 CTE Comprehensive
School Counseling Program Guide
Reaction
• Nationally, counseling professionals were
overwhelmingly positive about career pathways –
– 84% stated that organizing curricula around
career pathways is an effective way to deliver
counseling programs.
• High School Guidance Counseling, National Center
for Education Statistics, 2003
Career Counseling and Perkins IV
“Provide…career guidance and academic counseling
programs designed to promote improved career and
education decision-making …”
Perkins Act of 2006: The Official Guide
Career Counseling and Perkins IV
“Provide academic and career and technology
education teachers, faculty, administrators, and career
guidance and academic counselors with the
knowledge, skills and occupational information to
assist parents and students…with career
exploration…”
Perkins Act of 2006: The Official Guide
Career Counseling and Perkins IV
“Provide career guidance and academic
counseling…improves which may include the usage
of a graduation and career plans.
Perkins Act of 2006: The Official Guide
Career Counseling and Perkins IV
“Local education and business partnerships including
work-related experiences for students, such as
internships, cooperative education, school-based
enterprises, entrepreneurship, and job shadowing…”
Perkins Act of 2006: The Official Guide
Career Counseling and Perkins IV
“Describe how career guidance and academic
counseling will be provided to CTE students…”
(New Local Plans Requirements)
Perkins Act of 2006: The Official Guide
Career Counseling and Perkins IV
“Describe how comprehensive professional
development …of CTE, academic, guidance, and
administrative personnel, will be provided that…”
(New Local Plans Requirements)
Perkins Act of 2006: The Official Guide
Findings:
Students Who Received Career Development Counseling
Services While In High School:
• Had higher high school academic records
• Were more satisfied with their high school experiences
• Were more consistent with their career choices and
remained longer in their chosen areas after high school
• Made more progress in their chosen areas of
employment
• Were more likely to enter post-secondary education
and then graduate
• Were more satisfied with their post-secondary
education
• Reported greater satisfaction with their lives five years
out of high school
• Took part in more self-improvement activities in the
five years following high school graduation
• Expressed more positive attitudes about the counseling
they received while in high school
Gysbers, Norman, “College and Career Readiness for All Students: A Major Goal of Comprehensive School
Counseling Programs”, 9th Annual Transforming School Counseling Academy, June 5, 2008
In A Study Of 247 Out Of 252 Utah Public
Secondary School That Are Implementing
Comprehensive Counseling Programs, The
Following Positive Outcomes Were Identified:
• Comprehensive counseling has fostered more targeted
course selection for students and has resulted in more
students taking a greater number of higher-level
English, Science, Math, and CTE Courses
• Students in high-implementing comprehensive
counseling schools achieve higher levels of academic
achievement and make better decisions about
education and career planning than do students in
matched lower-implementing schools. The
importance of this finding cannot be overstressed.
Even more powerful is the fact that this same pattern
of results was evident in both the 1997 Utah
evaluation and the most recent study reported here.
Nelson, D.E., Fox, D.G., Haslan, M., & Gardner, J. (2007). An evaluation of Utah’s Comprehensive Counseling
and Guidance Program. Salt Lake City, UT: The Institute for Behavioral Research in Creativity.
Students (22,964) In 236 Small, Medium, And
Large Size High Schools In With More Fully
Implemented Counseling Systems As Judged By
School Counselors Reported That:
– They Had Earned Higher Grades
– Their Education Was Better Preparing Them For
The Future
– Their Schools Had A More Positive Climate
Lapan, R.T., Gysbers, N.C. & Sun, Y. (1997). The impact of more fully implemented guidance
programs on the school experiences of high school students: A statewide evaluation study.
Journal of Counseling & Development, 75, 292-302.
When Middle School Classroom Teachers (4868)
In 184 Small, Medium, And Large Size Middle
Schools Rated Counseling Systems In Their
Schools As More Fully Implemented, Seventh
Graders (22,601) In These Schools Reported That:
– They Had Earned Higher Grades
– Schools Was More Relevant For Them
– They Had Positive Relationships With Teachers
– They Were More Satisfied With Their Education
– They Felt Safer In School
Lapan, R.T., Gysbers, N.C. & Patroski, G. (2001). Helping 7thgraders be safe and academically
successful: A Statewide study of the impact of comprehensive guidance programs. Journal of
Counseling & Development, 79, 320-330.
When School Counselors Work In Schools That
Have More Fully Implemented Counseling
Systems, They Make Significant Contributions To
Overall Student Success Including Student
Academic Achievement.
– Students Had Higher 10th Grade Mathematics
Scores
– Students Had Higher 11th Grade Communication
Arts Scores
– More Students Are Likely To Attend School
– Fewer Students Have Discipline Problems
– Fewer Students Receive Out-Of School
Suspensions
Lapan, R.T., Gysbers, N.C. & Kayson, M. (2007). Missouri school counselors benefit all students:
How implementing comprehensive guidance programs improves academic achievement for all
Missouri students. Jefferson City, MO: Missouri Department of Elementary and Secondary
Education.
“The process of selecting individual
learning plans…helps engage students in
their own development, a critical
component in their success.”
Chait, R., Muller, R.D., Goldware, S., & Housman, N.G. (2007). Academic interventions to help
students meet rigorous standards: State policy options. Washington, DC: Institute for
Educational Leadership.
“Many students are unaware of how
critical this skill, goal setting and
planning, is to a full rewarding, and
successful life….goals give us our
bearing and point us in a purposeful
direction.”
Pellitteri, J., Stern, R., Shelton, C., & Muller-Ackerman, B. (Eds.) (2006). Emotionally intelligent school
counseling. Mahwah, NJ: Lawrence Erlbaum Associates.
How Personal Plans Work
Steps to Success
Employment: Career Advancement
Continuing Education and Lifelong Learning
Postsecondary: Career Specialization
Achieving credentials: college, certification, apprenticeship, military
9-12: Career Concentration
Academics and technical courses, intensive guidance, individual graduation plans
Grade 8: Transition
Choosing a career cluster and major (can change easily at any time later)
6-8: Career Exploration
Discovering interest areas
K-5: Career Awareness
Introduction to the world of careers
Perkins IV and the Future Direction
for Career Counseling
Whole School, Standards Based Curriculum:
Counseling is a whole-school, standards-based curriculum
that must involve teachers, administrators, career
specialists, parents, elected officials, and local workforce
representatives, and counseling staff.
Perkins IV and the Future Direction
for Career Counseling
Counselors as Managers:
Schools and school counselors themselves must
begin to see the school counselor as a manager of
comprehensive school guidance who specializes in
counseling.
Perkins IV and the Future Direction
for Career Counseling
Standards Based:
State models of career counseling should be standards-based
and based on the state’s comprehensive counseling standards.
The National Career Development Guidelines should be
considered.
Perkins IV and the Future Direction
for Career Counseling
Data Driven Accountability:
The state should implement a system of data
driven accountability that ensures that all students
are provided with career counseling in grades K-
12.
Perkins IV and the Future Direction
for Career Counseling
Alignment With School Efforts:
Counselor accountability should be aligned with
LEA school improvement plans, school report
cards, and AYP goals.
Perkins IV and the Future Direction
for Career Counseling
Data Management System:
All states should develop a comprehensive data
management system to provide stakeholders and
educational leaders with information on students’ career
and academic development. This system should provide
data to enable educators to study effectiveness of career
interventions and assessments as the basis of academic and
career planning.
Perkins IV and the Future Direction
for Career Counseling
Academic Planning Instrument:
All states should utilize an individual career and academic planning
instrument for all students that annotates K-16 career development
and academic planning and can be used by educators,
parents/family representatives, and the students. This document
should be the catalyst for academic and career decision making and
communications between the school and their students and their
parents/family representatives. Annual conferences for all students
and the student’s parent/family representative should be used to
review this document are essential.
Perkins IV and the Future Direction
for Career Counseling
Develop Programs of Study:
The LEAs should incorporate counseling staff in
advisory committees for programs of study.
Perkins IV and the Future Direction
for Career Counseling
Counselor and Teacher Prep Programs:
State leaders should work with counselor and teacher
education programs to ensure that preparation programs
prepare candidates for education careers by inserting in the
curriculum information on career clusters, programs of study,
national and state legislation, contextual learning, and career
development practices.
State
Legislation
and Policies
Local Partnerships
Implementation
Programs of Study
Secondary and postsecondary
education elements
Academic and technical Statewide
Evaluation/ standards
Articulation
Accountability
Dual or concurrent enrollment Agreements
Credential, certificate, or degree
Technical Career
Skills Counseling
Assessments and Academic
Advisement
Professional
Development
Example: Individual Learning Plan / Program of Study
Example: Individual Learning Plan / Program of Study
1. Nationally recognized
logos identify the Career
Cluster.
Example: Individual Learning Plan / Program of Study
2. Program of study names,
established in the State's Career
Cluster Initiative
(www.careerclusters.org ), head
each program of study. They focus
attention upon a career pathway
within a cluster.
Example: Individual Learning Plan / Program of Study
3. Cluster definitions. A
short definition with
identification and
objective of the
cluster.
Example: Individual Learning Plan / Program of Study
4. Sample career goals shown
here correlate with
occupational names and
O*NET codes used by the
Bureau of Labor Statistics (BLS).
The "goal" of programs of study
is to target high wage, high
skill, high-demand
occupations.
Example: Individual Learning Plan / Program of Study
5. Career Options provide
examples of contemporary
job titles currently
appearing in sources. Jobs
are correlated to the
postsecondary education
typically required for a
career.
Example: Individual Learning Plan / Program of Study
6. High School Suggested
Coursework highlights the
Academic and Technical
courses recommended to
prepare for a career goal.
Programs of Study are based on
a rigorous high school
graduation plan; such as State
Scholars or other state plans.
Example: Individual Learning Plan / Program of Study
7. Footnotes regarding
high school coursework
and credit substitutions
on all Programs of Study
in all clusters. Counseling
will be more meaningful
if these are kept
consistent with current
graduation
requirements.
Example: Individual Learning Plan / Program of Study
8. Certificates shown on the
Programs of Study are
associated with specific
courses. Use Certification
Finder at Career InfoNet
(www.acinet.org/acinet) to
investigate postsecondary
certifications.
Example: Individual Learning Plan / Program of Study
9. Work-Based Learning
(WBL) Experiences and
On-the-Job Training
(OJT) intersect when
students transition from
high school into the
work force. OTJ
suggests entry
experiences that may
be suitable for a high
school student
pursuing a particular
industry.
Example: Individual Learning Plan / Program of Study
10. Extended Learning
Experiences include Work-
Based Learning, Curricular,
and Extracurricular activities.
Participation in and support of
Career and Technology
Student Organizations is
especially important. While
campuses might modify their
list of Extracurricular and
Service Learning Experiences,
examples should always Students could record volunteer
cohesively extend meaningful service in their portfolios, or
learning in settings suitable participate in a program such as The
and safe for students within President's Volunteer Service Award
the cluster area. (http://www.presidentialserviceawar
ds.org/index.cfm) where school
groups may, likewise, record their
service hours. These experiences
should tie to the cluster area.
Perkins IV and the Future Direction
for Career Counseling
Extended Learning:
All students should engage in extended learning
opportunities to enhance understanding of one’s self,
academic learning, and careers. These opportunities should
begin in elementary grades and extend through post-
secondary. Extended learning opportunities include, but
are not limited to Capstone and Senior Projects, job
shadowing, career mentoring, internships, cooperative
education, apprenticeships, service learning, volunteering,
and CTSO and student organizational involvement.
Example: Individual Learning Plan / Program of Study
11. Professional Associations
are a good resource for
exploring a career. Many
associations allow pre-
professional memberships
while enrolled in a post-
secondary program.
Increasingly, their websites
provide career advice or
industry news.
Example: Individual Learning Plan / Program of Study
12. The file name in the
footer restates the
Career Cluster:
Program of Study
Group: Sample
Career Goal and
original publication
date.
Vocational Education Career & Technical Ed.
(past and present) (present and new)
•In Lieu of Academics •CTE Aligns/Supports Academics
•Academics Supports CTE
•For a Few Students •For All Students
•For a Few Jobs •For All Careers
•6 to 7 “Program Areas” •16 Career Clusters
•High School Focused •Partnerships (System)
The new CTE
NOW FUTURE
Technical skills in isolation Technical preparation supported by
Teachers focus on technical content rigorous academics and employability
skills
Preparation for a job Career preparation for lifelong
mobility and advancement starting
broad in secondary education
“It’s okay for your kid but not my kid” Dual preparation for college and
career. Going to school with purpose
is important for all students
Compliance driven, program focused, Performance driven,
instruction centered Industry focused, based on identified
essential knowledge and skills
Student centered
Perkins IV and the Future Direction
for Career Counseling
Counselor Duties:
Administrators should prioritize the counseling function to
maximize career awareness, investigation, and concentration.
LEAs should adapt the ASCA Models recommendations of
permissible and non-permissible duties for school counselor
allowing them to manage the school’s guidance program and to
provide quality career counseling.
ASCA Guidelines
Appropriate (counseling) activities:
• Designing individual student • Analyzing grade-point averages in
academic programs relationship to achievement
• Interpreting cognitive, aptitude and • Interpreting student records
• Providing teachers with
• achievement tests suggestions for better study hall
• Counseling students with management
excessive tardiness or absenteeism • Ensuring student records are
maintained in accordance with
• Counseling students with state and federal regulations
disciplinary problems • Assisting the school principal with
• Counseling students about identifying and resolving student
issues, needs and problems
appropriate school dress • Collaborating with teachers to
• Collaborating with teachers to present proactive, prevention-
present guidance curriculum based guidance curriculum lessons
lessons
ASCA Guidelines
Inappropriate (non-counseling) activities:
• Registering and scheduling all new • Performing disciplinary actions
students • Sending home students who are
• Administering cognitive, aptitude not appropriately dressed
and achievement tests • Teaching classes when teachers
• Signing excuses for students who are absent
are tardy or absent • Computing grade-point averages
• Assisting with duties in the • Maintaining student records
principal’s office
• Supervising study halls
• Working with one student at a time
in a therapeutic, clinical mode • Clerical record keeping
Perkins IV and the Future Direction
for Career Counseling
Lesson Plans:
Counseling staff should be provided with standards-based career
lesson plans that promote career development in both group and
individual settings. These lesson plans should facilitate the grade
level themes of career awareness (grades PK-5), career
exploration (grades 6-8), and career concentration (grades 9-12).
Perkins IV and the Future Direction
for Career Counseling
Elementary Grades:
Career awareness must be heavily emphasized in
grades K-5 for the programs of study to be most
effective.
Perkins IV and the Future Direction
for Career Counseling
Parental Involvement:
All LEAs should develop a parental involvement
component to educate parents/family representative on the
necessity of career research in a global society. LEA’s
should develop plans to empower parents/family
representative with career information and the career
decision making process to support their child’s career
development.
Counseling Model “Parental Involvement”
• Beginning in early in the o What career guidance is (and
elementary years, it is critical is not.)
to educate the parents to be o Their district’s plan to deliver
good consumer advocates for K-12 career guidance.
their students’ career o The parents’ role to monitor
counseling K-12…explain to progress.
o How K-5 career awareness
all K-5 parents:
provides a foundation for the
6-12 career guidance years
o Standards
o Workplace issues that will
affect the job market their
children will be entering
Perkins IV and the Future Direction
for Career Counseling
Multiple Assessments:
LEAs should provide all students with multiple reliable
and valid career assessments throughout K-12 to enable
them to develop and clarify their career self-concept. The
results of these assessments should be used to support
academic and career planning and create a strong
foundation for lifelong career decision making.
Perkins IV and the Future Direction
for Career Counseling
Comprehensive Online Software Systems:
All students should have technology driven access to career
information delivery systems and computerized-assisted
career guidance systems that provide career awareness,
college and career exploration, and career preparation
through career assessments, labor market information, and
virtual learning.
Perkins IV and the Future Direction
for Career Counseling
Professional Development:
Counseling staff should be provided with high
quality professional development to empower
them to deliver appropriate interventions, quality
career counseling, and current information and
resources to support all students in career
development.
The importance of an early start…
• The American School Counselor Association
policy statement on career guidance (1984) cited
the elementary school years as a period during
which a child should begin developing awareness
of self and careers.
American School Counselor Association. The role of the school counselor in career
guidance: Expectation and responsibilities. The ASCA Counselor, 21(5), 8-10, 1984.
The importance of an early start…
• “As children move toward adolescence, they must
accomplish four major career development tasks.
Specifically, they must (a) become concerned
about the future, (b) increase personal control over
their lives, (c) convince themselves to achieve in
school and at work, and (d) develop competent
work habits and attributes.”
Super, Savickas, & Savickas (1996). The life-span, life space approach to careers.
In D. Brown & L.Brooks (eds.).
Questions?
Contact
• Steve Frank
– Steve.frank@esc13.txed.net
– (512) 919-5221
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