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

CAREER COUNSELING CORE CURRICULUM LESSON

Ruth Asawa School of the Arts Sabrina Briceño-Roth

CONTENT

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

ASCA MINDSETS AND COMPETENCIES 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

social/emotional goals.

• Gather evidence and consider multiple perspectives to make

informed decisions Behavior Standards: Self-Management Skills:

• Demonstrate perseverance to achieve long- and short-term

goals

• Demonstrate abilities to overcome barriers to learning

CURRICULUM CONTENT

• Introduction to Career / Pathways
• Administer Pre-test
• Describe RIASEC Assessment and

Process

• Discuss RIASEC Model
• Discuss Career Options and

Career / Education Pathways

• Large Group Discussion of Results

& Possible Pathways

• Q&A
• Administer Post-test

CAREER COUNSELING CORE CURRICULUM LESSON: PRESENTATION

Ruth Asawa School of the Arts Sabrina Briceño-Roth

CHOOSING A CAREER PATHWAY

SABRINA BRICEÑO-ROTH

AGENDA

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

PERSONALITY + CAREER PATHWAY

• GO TO:

http://www.mynextmove.org/explore

• COMPLETE ASSESSMENT & LOOK AT

RESULTS

• 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

People who like to work with data, have clerical or numerical ability, carry out tasks in detail or follow-through on others’ instructions. Accountants Actuaries Bookkeepers Computer Operators Data Processors Medical Records Technicians Paralegals Insurance Adjusters/ People who like to observe, learn, investigate, analyze, evaluate or solve problems. Physicians Psychologists Medical Lab Technologists Software Engineers Computer Programmers Engineers* Management Consultants College Professors

S O C I A L

The “Helpers”

C O N V E N T I O N A L

The “Organizers”

E N T E R P R I S I N G

The “Persuaders”

People who have athletic or mechanical abilities, prefer to work with objects, machines, tools, plants, animals or to be

• utdoors.

Mechanics Engineers* Carpenters Woodworkers Radiologic Technologists Drafters Corrections/Police Officers Electricians

R E A L I S T I C

The “Do-ers”

Taken from SDS, Holland, You and Your Career

People who like to work with people, influencing, persuading, performing, leading or managing for organizational goals or economic gain. Real Estate Agents Politicians Travel Agents Food Service Managers Financial Planners Sales Representatives Managers/CEOs* Bartenders Stockbrokers People who like to work with people to enlighten, help, train or cure them, or are skilled with words. Counselors* Teachers Ministers/Chaplains Dieticians Social Workers Trainers Speech Pathologists Nurses Human Resources People who have artistic, innovating

• r intuitional abilities and like to work

in unstructured settings using their imagination and creativity. Advertising Executives Journalists Architects Dancers Copywriters Actors/Actresses Landscape Architects Attorneys Museum Curators Librarians Graphic Designers Writers/Editors Technical Writers Translators

A RT I S T I C

The “Creators”

I N V E S T I G AT I V E

The “Thinkers”

CHOOSING A DIRECTION

• Choosing a Direction Career vs. a

Specific Career

• Choosing a Major/Focus
• Pathways
• First-hand Story

THANK YOU!

• 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]. (n.d.) Retrieved March 30, 2019 from https://students.iusb.edu/career- services/resources/rsrc-holland.html

• 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

Complete Post-test

DATA COLLECTION

Process, Perception, and Outcome Data

PROCESS DATA

Who:

• 16 students; 9th grade

What:

• Introduce Career Counseling Core

Curriculum Lesson through RIASEC Interest Assessment, Exploration, and Group Discussion

When:

• Conducting during a 9th grade course

when teacher requested last-minute substitute

How:

• Through assessment, presentation, and

small / large group discussion

PERCEPTION DATA

• 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?

• Competency checklist:
• I feel prepared to make an informed decision
• n what type of career best fits my interests.

(Circle one)

• Yes, Somewhat, No

OUTCOME DATA

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

RESULTS

Pre- / Post-test Comparison

COMPETENCY CHECKLIST

Q: I feel prepared to make an informed decision on what type of career best fits my interests. (Circle one) Yes Somewhat No

4 7 6 8 6 2 1 2 3 4 5 6 7 8 9 Yes Somewhat No NUMBER OF STUDENTS

I feel prepared to make an informed decision on what type of career fits my interests

Pre-test Post-Test

COMPETENCY CHECKLIST

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. (Circle one) Yes Somewhat No

Improved 50% Same Reponse 37% Yes to Somewhat 13%

Competency Checklist Comparison Pre-/Post-Test

Improved Same Reponse Yes to Somewhat

INCREASED INTEREST AREAS

Q: List one interest area used in determining a career path? Determinants:

• More specific
• Increased number of interests
• Fewer / no “?”
• New interests
• More personalized responses

3 15 2 4 6 8 10 12 14 16 Pre-test Post-test NUMBER OF STUDENTS

Area of Interest

INCREASE IN UTILIZABLE RESOURCES

Q: List one resource you can use to help you determine what interest area you fall into?

Determinants:

• More specific
• Increased number of resources listed
• Fewer / no “?”
• New resources

4 14 2 4 6 8 10 12 14 16 Pre-test Post-test NUMBER OF STUDENTS

Named Resources

OUTCOME DATA RESULTS

Qualitative Evaluation of engagement during:

• Self-guided research post-assessment
• 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

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
• f differing career pathways

LIMITATIONS

Effects on Engagement

• Entering 3rd period when students were

already aware there was a substitute teacher in class

• T

echnological difficulties Results

• Students on varying ends of spectrum

(future plans)

• Students less engaged in post-test than

pre-test

• Content triggers anxiety – long-term

planning

SUGGESTIONS FOR CURRICULUM IMPROVEMENTS

• Conduct with larger population to

control for nuances in data / results

• Preparation – have all materials on-

hand, in their seats, and presentation ready before they arrive

• Avoid use of smart phones / personal

electronics to control for distractions

• Control for technical difficulties

Q&A

Thank you!