CAREER COUNSELING Ruth Asawa School of CORE CURRICULUM the Arts - PowerPoint PPT Presentation

CAREER COUNSELING Ruth Asawa School of CORE CURRICULUM the Arts LESSON Sabrina Briceño-Roth

CONTENT ASCA COUNSELING CURRICULUM DATA COLLECTION RESULTS LIMITATIONS SUGGESTION FOR STANDARDS AND CONTENT CURRICULUM COMPETENCIES IMPROVEMENT

Academic and Career Development Mindset Standards: • Understanding that postsecondary education and life-long learning are necessary for long-term career success. Self-confidence in ability to succeed • Behavior Standards: Learning Strategies: • Identify long- and short-term academic, career, and ASCA MINDSETS social/emotional goals. AND Gather evidence and consider multiple perspectives to make • informed decisions COMPETENCIES Behavior Standards: Self-Management Skills: • Demonstrate perseverance to achieve long- and short-term goals • Demonstrate abilities to overcome barriers to learning

• Introduction to Career / Pathways • Administer Pre-test • Describe RIASEC Assessment and Process • Discuss RIASEC Model CURRICULUM • Discuss Career Options and CONTENT Career / Education Pathways • Large Group Discussion of Results & Possible Pathways • Q&A • Administer Post-test

CAREER COUNSELING Ruth Asawa School of CORE CURRICULUM the Arts LESSON: PRESENTATION Sabrina Briceño-Roth

CHOOSING A CAREER PATHWAY SABRINA BRICEÑO-ROTH

• PRE-TEST • PERSONALITY ASSESSMENT • TAKE ASSESSMENT AGENDA • BROWSE WEBSITES • PAIR SHARE • RIASEC MODEL • CAREER + EDUCATION PATHWAYS • LARGE GROUP DISCUSSION / Q&A • POST -TEST

• GO TO: http://www.mynextmove.org/explore • COMPLETE ASSESSMENT & LOOK AT PERSONALITY + CAREER RESULTS PATHWAY • BROWSE WEBSITE AND CONSIDER CAREER PATHWAYS THAT MAY INTEREST YOU • WRITE A LIST OF TOP 3 CAREERS YOU COULD SEE YOURSELF IN • PAIR SHARE WITH A NEIGHBOR ABOUT YOUR FINDINGS

R E A L I S T I C I N V E S T I G AT I V E The “Do-ers” The “Thinkers” People who have athletic or mechanical abilities, prefer to People who like to observe, learn, investigate, analyze, work with objects, machines, tools, plants, animals or to be evaluate or solve problems. outdoors. Physicians Psychologists Mechanics Engineers* Medical Lab Technologists Software Engineers Carpenters Woodworkers Computer Programmers Engineers* Radiologic Technologists Drafters Management Consultants College Professors Corrections/Police Officers Electricians A RT I S T I C C O N V E N T I O N A L The “Creators” The “Organizers” Taken from SDS, Holland, You and Your Career People who have artistic, innovating or intuitional abilities and like to work in unstructured settings using their People who like to work with data, have imagination and creativity. clerical or numerical ability, carry out tasks in detail or follow-through on others’ Advertising Executives Journalists instructions. Architects Dancers Copywriters Actors/Actresses Accountants Actuaries Landscape Architects Attorneys Bookkeepers Computer Operators Museum Curators Librarians Data Processors Medical Records Technicians Graphic Designers Writers/Editors Paralegals Insurance Adjusters/ Technical Writers Translators E N T E R P R I S I N G S O C I A L The “Persuaders” The “Helpers” People who like to work with people, influencing, persuading, performing, leading or managing for organizational goals or People who like to work with people to enlighten, economic gain. help, train or cure them, or are skilled with words. Real Estate Agents Politicians Counselors* Teachers Travel Agents Food Service Managers Ministers/Chaplains Dieticians Financial Planners Sales Representatives Social Workers Trainers Managers/CEOs* Bartenders Speech Pathologists Nurses Stockbrokers Human Resources

CHOOSING A DIRECTION • Choosing a Direction Career vs. a Specific Career • Choosing a Major/Focus • Pathways • First-hand Story

• References: • My Next Move. (n.d.). Retrieved from https://www.mynextmove.org/explore/ip • Indiana University Student Engagement and Success Career Services. RIASEC and Holland Codes [Graph Illustration of RIASEC codes]. THANK YOU! (n.d.) Retrieved March 30, 2019 from https://students.iusb.edu/career- services/resources/rsrc-holland.html Complete Post-test • Federal Student Aid. My future my way: First steps toward college. [PDF document]. Retrieved from https://studentaid.ed.gov/sa/sites/default/files/ my-future-my-way.pdf

DATA COLLECTION Process, Perception, and Outcome Data

Who: • 16 students; 9 th grade What: • Introduce Career Counseling Core Curriculum Lesson through RIASEC PROCESS DATA Interest Assessment, Exploration, and Group Discussion When: • Conducting during a 9 th grade course when teacher requested last-minute substitute How: • Through assessment, presentation, and small / large group discussion

• Administer pre- / post-tests • Questions: • List one interest area used in determining a career path? • List one resource you can use to help you determine what interest area you fall into? PERCEPTION DATA • Competency checklist: • I feel prepared to make an informed decision on what type of career best fits my interests. (Circle one) • Yes, Somewhat, No

• Qualitative Evaluation of engagement during: • Self-guided research post-assessment • Small-group discussion OUTCOME DATA • RIASEC / Career / Pathways presentation • Participation in sharing individual results • Discussing individual, unique pathways

RESULTS Pre- / Post-test Comparison

I feel prepared to make an informed decision on what type of career fits my interests 9 8 8 7 7 6 6 6 COMPETENCY CHECKLIST NUMBER OF STUDENTS 5 Q: I feel prepared to make an informed 4 4 decision on what type of career best fits my interests. 3 (Circle one) 2 2 Yes Somewhat No 1 0 Yes Somewhat No Pre-test Post-Test

Competency Checklist Comparison Pre-/Post-Test Yes to Somewhat 13% COMPETENCY CHECKLIST Improved 50% Number of Improved/Same/No Change Responses Q: I feel prepared to make an informed decision on what type of career best fits my interests. Same Reponse 37% (Circle one) Yes Somewhat No Improved Same Reponse Yes to Somewhat

Area of Interest 16 15 14 12 INCREASED INTEREST 10 AREAS NUMBER OF STUDENTS 8 Q: List one interest area used in determining a career path? 6 Determinants: • More specific 4 • Increased number of interests 3 • Fewer / no “?” 2 • New interests • More personalized responses 0 Pre-test Post-test

Named Resources 16 14 14 12 INCREASE IN UTILIZABLE RESOURCES 10 NUMBER OF STUDENTS 8 Q: List one resource you can use to help you determine what interest area you fall into? 6 Determinants: 4 • More specific 4 • Increased number of resources listed 2 • Fewer / no “?” • New resources 0 Pre-test Post-test

Qualitative Evaluation of engagement during: • Self-guided research post-assessmen t • More than approx. 80% of students were actively engaged • Of those not engaged, the lack of engagement of sporadic and typically involved discussing results with peers in a humorous manner • Small-group discussion • All students engaged in small-group discussions with peers OUTCOME DATA RESULTS regarding their results • RIASEC / Career / Pathways presentation • Most students were engaged in the presentation and shared their RIASEC results with whole group • Participation in sharing individual results • More than 1 out of 2 students wanted to share their specific results, reflections, and careers they were interested in pursuing • Discussing individual, unique pathways • Students were more unsure of what pathways they could take in order to pursue their desired careers • Nearly all students were engaged during individual discussion of differing career pathways

Effects on Engagement • Entering 3 rd period when students were already aware there was a substitute teacher in class • T echnological difficulties LIMITATIONS Results • Students on varying ends of spectrum (future plans) • Students less engaged in post-test than pre-test • Content triggers anxiety – long-term planning

• Conduct with larger population to control for nuances in data / results • Preparation – have all materials on- hand, in their seats, and presentation SUGGESTIONS FOR ready before they arrive CURRICULUM IMPROVEMENTS • Avoid use of smart phones / personal electronics to control for distractions • Control for technical difficulties

Q&A Thank you!