Monday, March 10, 2014 School Counselor: Steven Ono (Intern) Lesson Content Area: College/Career Unit Theme: Career Pathways (3 Lessons) Grade: 11 th Grade, Advisory Class Guidance Lesson Objectives: A group of 17 students in advisory will discover career goals and pathways through personal research, small group collaboration and large group discussion. Students will be given a pretest to measure their pathways knowledge and a posttest to measure their pathways knowledge after the guidance lessons. Students will be able to discuss their career goals and know post secondary education pathways and personal timelines (what steps to take to get there), if asked. They will also know their counselor and where to find them when in need of assistance.
Lesson Sequence within Unit: Lesson 1 Activity: Introduction, Ice Breaker, and Post-Secondary Goals & Pathways Unit Objective(s): - Students will describe their career goals - Students will learn the pathways to their specific career goals - Students will get to know counselors and each other based on future plans
1. Essential Academic Learning Requirements (EALRs) a. Reading i. 2. The student understands the meaning of what is read. 2.1. Comprehend important ideas and details. 2.2. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas. b. Communication i. 1. The student uses listening and observation skills to gain understanding. 1.1 Focus attention. 1.2 Listen and observe to gain and interpret information. 1.3 Check for understanding by asking questions and paraphrasing. ii. 3. The student uses communication strategies and skills to work effectively with others. 3.1. Use language to interact effectively and responsibly with others. COUN 556: Guidance Lesson Steven Ono 3.2. Work cooperatively as a member of a group. 3.3. Seek agreement and solutions through discussion. 2. ASCA Student Competencies and Indicators a. A:A1 Improve Academic Self-concept i. A:A1.1 Articulate feelings of competence and confidence as learners ii. A:A1.2 Display a positive interest in learning iii. A:A1.3 Take pride in work and achievement b. A:A3 Achieve School Success i. A:A3.2 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students ii. A:A3.3 Develop a broad range of interests and abilities iii. A.A3.5 Share knowledge c. A.B2 Plan to Achieve Goals i. Identify post-secondary options consistent with interests, achievement, aptitude and abilities d. C:A1 Develop Career Awareness i. C:A1.2 Learn about the variety of traditional and nontraditional occupations ii. C:A1.3 Develop an awareness of personal abilities, skills, interests and motivations e. C:B1 Acquire Career Information i. C:B1.3 Demonstrate knowledge of the career-planning process ii. C:B1.4 Know the various ways in which occupations can be classified iii. C:B1.5 Use research and information resources to obtain career information iv. C:B1.6 Learn to use the internet to access career-planning information v. C:B1.7 Describe traditional and non-traditional career choices and how they relate to career choice f. C:B2 Identify Career Goals i. C:B2.1 Demonstrate awareness of the education and training needed to achieve goals g. C:C1 Acquire Knowledge to Achieve Career Goals i. C:C1.1 Understand the relationship between educational achievement and career success ii. C:C1.3 Identify personal preferences and interests influencing career choice and success 3. Scholarly Literature a. Castro, E. L. (2013). Racialized Readiness for College and Career Toward an Equity-Grounded Social Science of Intervention Programming. Community College Review, 41(4), 292-310. b. Lapan, R. T., Whitcomb, S. A., & Aleman, N. M. (2012). Connecticut professional school counselors: College and career counseling services and smaller ratios benefit students. Professional School Counseling, 16(2), 117-124.
Materials: COUN 556: Guidance Lesson Steven Ono - Pre-Lesson survey - College planning spiral - An Investment in the Future handout (page 3) (WA OSPI) - Post-Lesson survey to be given to instructor and collected at a later date. Lesson Outline/Procedure: 30 Minutes 1. Counselor Introductions and College Bios (5 Minutes) 2. Icebreaker (5 Minutes) 3. Career interests small groups- to discuss career goals and work together to explore pathways (10 Minutes) 4. Small group leaders present to class 1 career and what they will need (education steps) to go to get to that career (10 Minutes) Lesson Rationale
a) Connection to School Improvement Plan Mt. Rainier High School is in the process of developing guidance curriculum lessons addressing the three ASCA domains: Academic, Career, and Social/Personal. Within the Career domain, students are taught to obtain skills needed to relate their academic work to the working world, leading to a college/career path. Connection to School Improvement Plan Highline School District began a 4 year plan on achieving a 95% graduation rate by 2017. This endeavor has begun with the freshmen class at MRHS, however, college/career readiness curriculum is given to teachers for advisory, where most are not utilized by this advisory model. Although above the average graduation rate compared to the district, Mt. Rainier High School is also working hard to achieve this goal with the rest of the district.
b) Connecting to Data Driven Decision-Making Needs Assessment By utilizing counselors to teach this unit on college/career via the advisory class, students can gain both knowledge of their own college/career pathway as well as build a relationship with counselors outside the counseling office, where most students do not go to, unless instructed to. Research Literature By looking into small group (classroom advisory) setting, impact on college and career guidance lesson tend to strongly realign student knowledge on college and career readiness when teaching in an environment where students know each other (students are in advisory cohort for all four high school years) and have developed a sense of unity and identity within the advisory classroom. This is affirmed in research by Lapan, Whitcomb and Aleman (2012) and Castro (2013).
Evaluation/Assessment
- The presenters will distribute a pre and post survey to be completed by students during the first and last 5 minutes of the guidance lesson. In addition, presenters will take notice of responses made within the small and large group discussion COUN 556: Guidance Lesson Steven Ono
Lesson Sequence within Unit: Lesson 2 Activity: Administer the Career Pathway Questionnaire Unit Objective(s): - Students will describe their career goals - Students will learn the pathways to their specific career goals - Students will get to know counselors and each other based on future plans
1. Essential Academic Learning Requirements (EALRs) a. Reading i. 2. The student understands the meaning of what is read. 1. 2.1. Comprehend important ideas and details. 2. 2.2. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas. b. Communication i. 1. The student uses listening and observation skills to gain understanding. 1. 1.1 Focus attention. 2. 1.2 Listen and observe to gain and interpret information. 3. 1.3 Check for understanding by asking questions and paraphrasing. ii. 3. The student uses communication strategies and skills to work effectively with others. 1. 3.1. Use language to interact effectively and responsibly with others. 2. 3.2. Work cooperatively as a member of a group. 3. 3.3. Seek agreement and solutions through discussion. 2. ASCA Student Competencies and Indicators a. A:A1 Improve Academic Self-concept i. A:A1.1 Articulate feelings of competence and confidence as learners ii. A:A1.2 Display a positive interest in learning iii. A:A1.3 Take pride in work and achievement b. A:A3 Achieve School Success i. A:A3.2 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students ii. A:A3.3 Develop a broad range of interests and abilities iii. A.A3.5 Share knowledge c. A.B2 Plan to Achieve Goals i. Identify post-secondary options consistent with interests, achievement, aptitude and abilities d. C:A1 Develop Career Awareness i. C:A1.2 Learn about the variety of traditional and nontraditional occupations COUN 556: Guidance Lesson Steven Ono ii. C:A1.3 Develop an awareness of personal abilities, skills, interests and motivations e. C:B1 Acquire Career Information i. C:B1.3 Demonstrate knowledge of the career-planning process ii. C:B1.4 Know the various ways in which occupations can be classified iii. C:B1.5 Use research and information resources to obtain career information iv. C:B1.6 Learn to use the internet to access career-planning information v. C:B1.7 Describe traditional and non-traditional career choices and how they relate to career choice f. C:B2 Identify Career Goals i. C:B2.1 Demonstrate awareness of the education and training needed to achieve goals g. C:C1 Acquire Knowledge to Achieve Career Goals i. C:C1.1 Understand the relationship between educational achievement and career success ii. C:C1.3 Identify personal preferences and interests influencing career choice and success 3. Scholarly Literature a. Castro, E. L. (2013). Racialized Readiness for College and Career Toward an Equity-Grounded Social Science of Intervention Programming. Community College Review, 41(4), 292-310. b. Lapan, R. T., Whitcomb, S. A., & Aleman, N. M. (2012). Connecticut professional school counselors: College and career counseling services and smaller ratios benefit students. Professional School Counseling, 16(2), 117-124. Materials: - Career Pathway Survey - Pencils Lesson Outline/Procedure: 30 Minutes 5. Icebreaker: Name, Alliteration Game (10 Minutes) 6. Administer Career Pathway Questionnaire (20 Minutes) Lesson Rationale
c) Connection to School Improvement Plan Highline School District began a 4 year plan on achieving a 95% graduation rate by 2017. This endeavor has begun with the freshmen class at MRHS, however, college/career readiness curriculum is given to teachers for advisory, where most are not utilized by this advisory model. Although above the average graduation rate compared to the district, Mt. Rainier High School is also working hard to achieve this goal with the rest of the district. The questionnaire is used to direct students into career interests that will help guide them towards a pathway that hopefully will be connected to their interests, skills and COUN 556: Guidance Lesson Steven Ono aptitudes. Students can then collect data on their personal/social development in order to see where their pathway will be geared towards.
d) Connecting to Data Driven Decision-Making Needs Assessment By utilizing counselors to teach this unit on college/career via the advisory class, students can gain both knowledge of their own college/career pathway as well as build a relationship with counselors outside the counseling office, where most students do not go to, unless instructed to. Research Literature By looking into small group (classroom advisory) setting, impact on college and career guidance lesson tend to strongly realign student knowledge on college and career readiness when teaching in an environment where students know each other (students are in advisory cohort for all four high school years) and have developed a sense of unity and identity within the advisory classroom. This is affirmed in research by Lapan, Whitcomb and Aleman (2012) and Castro (2013).
Evaluation/Assessment
- The presenters will distribute a pre and post survey to be completed by students during the first and last 5 minutes of the guidance lesson. In addition, presenters will take notice of responses made within the small and large group discussion
Lesson Sequence within Unit: Lesson 3 Activity: Debrief Career Pathway Questionnaire, Group Discussion Questions, Post-Test Survey Unit Objective(s): - Students will discuss their career goals - Students will define the pathways to their specific career goals - Students will be able to articulate their goals for future career/college pathways
1. Essential Academic Learning Requirements (EALRs) a. Reading i. 2. The student understands the meaning of what is read. 1. 2.1. Comprehend important ideas and details. 2. 2.2. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas. b. Communication i. 1. The student uses listening and observation skills to gain understanding. 1. 1.1 Focus attention. 2. 1.2 Listen and observe to gain and interpret information. 3. 1.3 Check for understanding by asking questions and paraphrasing. ii. 3. The student uses communication strategies and skills to work effectively with others. COUN 556: Guidance Lesson Steven Ono 1. 3.1. Use language to interact effectively and responsibly with others. 2. 3.2. Work cooperatively as a member of a group. 3. 3.3. Seek agreement and solutions through discussion. 2. ASCA Student Competencies and Indicators a. A:A1 Improve Academic Self-concept i. A:A1.1 Articulate feelings of competence and confidence as learners ii. A:A1.2 Display a positive interest in learning iii. A:A1.3 Take pride in work and achievement b. A:A3 Achieve School Success i. A:A3.2 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students ii. A:A3.3 Develop a broad range of interests and abilities iii. A.A3.5 Share knowledge c. A.B2 Plan to Achieve Goals i. Identify post-secondary options consistent with interests, achievement, aptitude and abilities d. C:A1 Develop Career Awareness i. C:A1.2 Learn about the variety of traditional and nontraditional occupations ii. C:A1.3 Develop an awareness of personal abilities, skills, interests and motivations e. C:B1 Acquire Career Information i. C:B1.3 Demonstrate knowledge of the career-planning process ii. C:B1.4 Know the various ways in which occupations can be classified iii. C:B1.5 Use research and information resources to obtain career information iv. C:B1.6 Learn to use the internet to access career-planning information v. C:B1.7 Describe traditional and non-traditional career choices and how they relate to career choice f. C:B2 Identify Career Goals i. C:B2.1 Demonstrate awareness of the education and training needed to achieve goals g. C:C1 Acquire Knowledge to Achieve Career Goals i. C:C1.1 Understand the relationship between educational achievement and career success ii. C:C1.3 Identify personal preferences and interests influencing career choice and success 3. Scholarly Literature a. Castro, E. L. (2013). Racialized Readiness for College and Career Toward an Equity-Grounded Social Science of Intervention Programming. Community College Review, 41(4), 292-310. b. Lapan, R. T., Whitcomb, S. A., & Aleman, N. M. (2012). Connecticut professional school counselors: College and career counseling services and smaller ratios benefit students. Professional School Counseling, 16(2), 117-124. COUN 556: Guidance Lesson Steven Ono Materials: - Career/College Questionnaire Results - Color Markers - Post-It Note Posters - Post-Lesson survey Lesson Outline/Procedure: 30 Minutes 7. Icebreaker: Rhythm, follow the leader (5 Minutes) 8. Career interests small groups- working together to develop a poster with answers from questions given to students, in regards to their career interest/questionnaire results. 9. Large group discussion, debrief on what they have gained, learned from this unit. How can they utilize what they learned about their career pathway that will now direct their post-secondary education.
Lesson Rationale
e) Connection to School Improvement Plan Highline School District began a 4 year plan on achieving a 95% graduation rate by 2017. This endeavor has begun with the freshmen class at MRHS, however, college/career readiness curriculum is given to teachers for advisory, where most are not utilized by this advisory model. Although above the average graduation rate compared to the district, Mt. Rainier High School is also working hard to achieve this goal with the rest of the district.
f) Connecting to Data Driven Decision-Making Needs Assessment By utilizing counselors to teach this unit on college/career via the advisory class, students can gain both knowledge of their own college/career pathway as well as build a relationship with counselors outside the counseling office, where most students do not go to, unless instructed to. Research Literature By looking into small group (classroom advisory) setting, impact on college and career guidance lesson tend to strongly realign student knowledge on college and career readiness when teaching in an environment where students know each other (students are in advisory cohort for all four high school years) and have developed a sense of unity and identity within the advisory classroom. This is affirmed in research by Lapan, Whitcomb and Aleman (2012) and Castro (2013).
Evaluation/Assessment
- The presenters will distribute a pre and post survey to be completed by students during the first and last 5 minutes of the guidance lesson. In addition, presenters will take notice of responses made within the small and large group discussion
COUN 556: Guidance Lesson Steven Ono Pre-Lesson Survey
Please circle the answer that best describes your opinion:
1. I will graduate from high school:
a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree
2. I know where to find information about college/career at MRHS:
a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree
3. I will connect with a teacher or counselor about college/career pathways:
a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree
4. I will attend a post-secondary school (tech school, community college, 2 year college, 4 year college/university):
a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree
Comments:
Post-Lesson Survey
Please circle the answer that best describes your opinion:
1. This lesson was useful to me:
a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree
2. I have learned something new/engaging from the activity/presentation:
a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree
4. I know my next steps towards my pathway for college/career:
a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree
Comments:
COUN 556: Guidance Lesson Steven Ono
Career Pathway Questionnaire (Instrument): http://www.fcps.org
Do you already know what job you would like to have when you grow up?
Yes What is it? _______________________________
No Well, thats perfectly ok. You are about to have a chance to discover some of your options.
Whether you know what you want to do or not, please take the career interest inventory below. By answering the next 60 questions, you will be able to either confirm your idea or identify some possible jobs for you based on your interests.
Whats your career interest area?
For each item listed below, choose the activity you would rather do. It does not matter if you love them both or hate them both you still must pick the one you would rather do, then circle it.
WOULD YOU RATHER:
1. B. study the weather E. coach basketball
2. J. write a book about something you like H. find out why someone is sick and take care of them
3. G. keep business records for a company B. solve pollution problems
4. A. design an office building C. work on a farm
5. D. fight fires G. use a calculator to add up how much a company makes each day
6. G. help customers in a bank A. assemble or repair a car or the space shuttle COUN 556: Guidance Lesson Steven Ono
7. G. run a telephone switchboard H. help people decide where to go on vacation
8. E. scout baseball players for a minor league team G. deliver and distribute mail
9. A. drive a truck/operate a forklift D. solve a burglary
10. C. be in charge of replanting a forest D. supervise police officers
11. G. create letters and spreadsheets for the president of a company H. cut and style hair
12. A. assemble electronic parts for computers E. run a tennis camp
13. K. teach school G. sell TV, radio or newspaper ads
14. E. be in charge of timers at a track meet D. guard prisoners
15. J. teach drama B. conduct chemistry experiments to test the strength of plastics
16. C. train dogs D. be in charge of security for a company
17. A. operate a bulldozer or other heavy equipment I. repair computers
18. F. help someone unemployed find a job H. greet and help hotel guests
19. H. be the host/hostess in a restaurant F. work with people in a mental health clinic
20. I. write a computer program E. keep score for a sporting event
21. C. manage a cattle ranch J. teach art
COUN 556: Guidance Lesson Steven Ono 22. B. do DNA testing on blood D. give traffic tickets to law violators
23. A. prepare drawings using computer aided drafting (CAD) G. show and sell houses and land
24. A. design mechanical and electrical systems for airplanes G. sell cars
25. H. work as a flight attendant for an airline K. hire people for a company
26. 26. J. design a poster using a computer D. guard money in an armored car
27. C. do surgery to cure a sick animal B. do tests on blood in a medical laboratory
28. G. sell clothes or sporting goods A. build a stereo from a blueprint
29. K. argue cases in front of a judge I. develop a web page
30. H. collect tickets at a movie or play E. referee a sporting event
31. A. weld parts together to build a missile I. set up computer systems
32. K. be a TV newscaster J. play a musical instrument
33. B. fill prescriptions in a pharmacy F. help take care of elderly people
34. G. sell supplies to doctors K. raise money for charity
35. D. enforce fish and game laws K. work to get someone elected
36. F. take care of children at a day care center E. teach aerobics
37. J. take pictures for a newspaper or magazine COUN 556: Guidance Lesson Steven Ono A. use a machine to make a rocket part
38. B. determine the age of fossils A. test and check products to make sure they were made correctly
39. B. calculate the time it takes to fly to Mars I. test new computer programs
40. H. do ladies nails D. be someones bodyguard
41. F. help someone with a personal problem H. serve meals to customers
42. B. design medical equipment for a hospital I. design computer systems
43. J. write for a newspaper K. buy/sell stocks in the stock market
44. C. take care of animals F. help the disabled
45. H. help people loose weight F. be an emergency medical technician (EMT)
46. I. link computers in an office B. study the planets
47. K. run a department in a large company C. manage a fish hatchery
48. J. model for an artist or photographer E. teach ice-skating
49. I. surf the Internet J. design a new product that will be made in a factory
50. K. coach a high school sports team E. teach swimming
51. F. help feed people in a hospital H. drive a taxi
52. B. test people to see if they need glasses C. do experiments with plants and animals
COUN 556: Guidance Lesson Steven Ono 53. I. teach computer classes K. be a politician
54. D. check buildings for fire hazards F. run a health program
55. C. operate a lawn care service D. make an arrest
56. E. teach people to ski F. help patients make injured arms and legs stronger
57. C. plant and trim trees E. operate a bowling alley
58. K. line up concerts for the Von Braun Center (VBC) I. troubleshoot computer problems
59. J. draw and paint signs and billboards H. drive a limousine
60. J. pick and announce the music for a radio station I. determine what computers a company should buy
COUN 556: Guidance Lesson Steven Ono
CAREER INTEREST AREAS
The Career Interest Areas listed below can help you match your interest with possible careers. Each Career Interest Area has hundreds of occupations, some of which are listed in more specific categories within the area. Browse through them and see if anything interests you. For more information or a complete listing of occupations, refer to an Occupational Outlook Handbook. (See your counselor or librarian.)
MECHANICAL/INDUSTRIAL - Any career involved in the process of inventing and/or creating a product from raw material
HUMANITARIAN Any career in which one cares for another person by assisting them either physically, emotionally or mentally
Medical doctor, nurse, emergency medical technician, physical therapy Social Services counselor, sociologist, day care worker, minister
COUN 556: Guidance Lesson Steven Ono BUSINESS Those careers that are necessary in all companies to manage money, hire staff, buy supplies, etc.
Operations human resources, accounting, purchasing Retail/Wholesale customer service rep, stocker, visual merchandiser
ACCOMMODATING Any career in which you meet a personal need, provide a service for or are willing to help others
Food & Lodging chef, waiter/waitress, host/hostess, concierge, caterer Special Event Planners travel agent, convention/visitors bureau Personal Services cosmetologist, manicurist, flight attendant
COMPUTER/INFORMATION TECHNOLGY Any career in which you create or maintain computer hardware or software
Programmer software engineer, website developer, graphic artist Network systems analyst, network administrator
ARTISTIC - Any career involving the use of creative juices to convey a message through picture, song or action
Art painting, sculpting, photography Performing Arts dance, music, acting Computer related graphic artist, website developer
LEADING/INFLUENCING Any career in which you affect how people vote, learn, spend, invest and live
Law lawyer, paralegal, judge Financial banker, stock broker Government politician, lobbyist Education teacher, administrator, counselor Non-Profit agencies fund raiser, event planner, marketing (Red Cross, United Way, Chamber of Commerce, Economic Development)
A Mechanical/Industrial B Scientific C Plants/Animals D Protective E Physical/Performing F Humanitarian COUN 556: Guidance Lesson Steven Ono G Business H Accommodating I Computer/Information J Artistic K Leading/Influencing STEP 1: Did you answer yes on page one (1) that you know what job you would like to have?
Yes. Go to Step 2. No. Go to Step 3.
STEP 2: Does your career on page one (1) match your Career Interest Inventory?
No. Go to Step 4. Yes. Go to Step 5.
STEP 3: Based on the results chart above, locate your top interest area on page 5 or 6 and check the box that interests you the most. Go to Step 5 and write in your selection.
STEP 4: Based on the results chart above, locate your top interest area on page 5 or 6 and check the box that interests you the most. What is it? ________________________ What job did you say you wanted on page one (1)? ___________________________ Between the two jobs you just listed, which one would you rather tour/shadow? Go to Step 5 and write in your selection.
STEP 5: What is your career choice? ________________________
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