Running head: CAREER CENTER

Career Center Assignment

University of New Mexico

Laura Richter

Counseling 513

FUTURE DREAMS OF NEW MEXICO CAREER CENTER

Mission Statement: Future Dreams believes that each student should have an opportunity to realize his or her potential or dream regarding capabilities, interests, and aptitudes. Only then can a student make a proper career and personal choice that will satisfy his or her role as a future participant in this world.

Business card statement: “LET YOUR POTENTIAL BECOME YOUR DREAMS”

Name of Center

Future Dreams of New Mexico will originally provide career-counseling services to approximately 3000 6^th grade students within the Albuquerque region with future intentions of expanding the program to other outlying areas and all middle school grade levels. Presently, a contract will be established to provide career-counseling opportunities to sixth graders with the APS system. Type of services will include familiarizing sixth graders with potential careers, explore educational paths as well as plan their future academic coursework. Importantly, the students will explore their preferences towards their personal career direction and development. Career counselors will travel to participating middle schools, and teach sixth graders, who are taking a study skills class as an elective. Career counselors will provide a well-rounded exposure to career choices and development. Importantly the counselors will incorporate outside resources, such as guest speakers from “real world” work fields to promote a career focus point for students. A school counselor for each individual school will be consulted to maximize results, and as well, as learn about the potential culturally different dimensions of each school.

The tools and teaching methods will include:

1) Career assessments

2) Career preparation activities:

-A career development portfolio (career inventories and assessments, career exploration assignments, etc.)

-Career role-playing and job simulations

-Exploration of career topics using internet sources. Example Bridges CX (www.bridges.com/us/home.html)

-Utilization of *Junior Achievement (www.ja.org)

-Guest speakers

-career field trips

-Board games (Career odyssey explores career may be good matches for talents and interests).

-*School to World field trip (offered only in March)

-Videos on career development and choices

- Handout-Employability Skills

The teaching tools described will promote exploration of how lives and work interact in their environment, help recognize their own interests, aptitudes, and abilities, and broaden their view of career opportunities.

Client Assessment

Sixth grade middle students (ages 10 – 11) who are enrolled in a 9-week logical thinking or study skills course at an Albuquerque Public School. According to Career Development Interventions in the 21^st Century, it is important to middle school/high school students to acquire necessary knowledge, skills, and understanding for career development. Interventions should combine psycho educational activities and experiential tasks that are helpful for students coping with career development. Examples of experiential tasks include job shadowing, attending job fairs and engaging in activities that clarify interests, values, and skills. Importantly, at this developmental level curiosity levels must be stimulated regarding career interventions (Niles, 2005).

Specifically around the ages of 10 to 11, sixth graders enter a unique stage of development and growth, and are beginning to establish a sense of self and independent identity. Intellectual developments for a 6^th grader include:

-Wide range of individual intellectual development as the mind experiences transitions

from a concrete-manipulatory stage to an ability to abstract though processes.

-May prefer active over passive learning

-Favors interaction with peers.

-Strong willingness to learn things considered useful.

-Enjoys solving real life problems using skills

-Egocentric

-Academic goals are a secondary level of priority

-Personal-social concerns become important

-Experiences the phenomenon of metacognition.

-Is intellectually at risk; academic values may have lifelong consequences depending on

The decisions made.

(Lohwasser, T., 2003)

Counselors must challenge students in becoming active agents in their career developmental process. Understanding the student’s career developmental status is important (Niles, 2005). At the sixth grade level, the goal should be not to choose a career for the students, but to expose them instead to different career choices. Another important component at this age is to help make a connection between what they are learning in school and possible career choices. Parental involvement will be an important component to the career development process for the sixth graders. Involvement can be promoted by evening classes and discussions developed by Future Dreams of New Mexico.

Key concepts for career development for Middle School student according to the National Career Development Guidelines (NOICC) include:

1) Self-Knowledge development

2)Educational and Occupational Exploration

3) Career planning

(Nile, 2005)

Center Assessment

Staffing:

-Four full-time career counselors

-Office manager

-Secretary

-Volunteers

Types of Services

Four counselors will travel to individual schools to provide a direct career counseling service to the 6^th grade students in a classroom setting. No services offered in the office.

Space and Location of the Career Center

Marble Plaza

6101 Marble Street

*1000 square feet office building

Rent $875/month, all utilities paid

Equipment

Furniture will consist of desks for four counselors, office manager, secretary and large conference table with chairs, small kitchen with microwave, refrigerator and other kitchen necessities. Computers, telephones and other office material for each individual.

Hours of Operation

8 a.m. to 5 p.m. Monday through Friday

Types of career values and career assessments (3 possibilities)

*These assessment tools have not actually been analyzed as to their applicability for use. These types of assessments “seem” to be appropriate for sixth graders because of the potential exploration capability regarding the assessment process.

1) Career for Me, Plus

Expanding on the concept of the original Careers For Me, the Plus version is a 24-page consumable booklet, which goes into more depth about clusters. The assessment probes more about the student’s skills as well as interests. In addition, the student is asked to do more detailed research than what the younger versions ask of the user. Valuable career information is included to aid with the research, which contributes to this assessment as being a “keeper” for the student. Careers for Me Plus carries with it the same style of graphic imagery, activities (at the proper age level) and the interesting facts that you find in the original version.

(0btained from http://www.careercc.com/shopmall/html/careers_for_me_plus.shtml)

2)

2) Career and Life Explorer

Reading Level 6

Interest level: middle school and high school

· Identify key values, interests, abilities, and more.

· Explore more than 250 major job titles.

· Students define ideal jobs; plan high school courses and activities; consider education, training, and work options after high school.

Career & Life Explorer uses bright colors, appealing graphics, and easy-to-follow instructions to get young people thinking about their futures and their careers while encouraging them to stay in school, explore their options, and dream big.

Users Create Stunning "Ideal Job Posters"! Culminates in a stunning "ideal job poster" on which students note key thoughts that came from using the instrument, including top interest groups, possible jobs, skills and values, and education level considered. On the poster, an action plan worksheet allows students to list classes to take in high school, extracurricular activities and part-time work to pursue, and additional research desired. An information source list directs students to good career research material. Students can hang the poster in their rooms, store it in portfolios, and share it with parents. This all-in-one inventory and career explorer is less expensive than competing products for young people.

Career & Life Explorer includes both an interest inventory AND a career explorer in just one, self-scored, self-interpreted piece.

http://www.careercc.com/shopmall/html/career_and_life_explorer.shtml

3)Ideas
IDEAS: Interest Determination, Exploration and Assessment System

• Familiarize themselves with careers and the world of work
• Explore career paths that match their interests and aptitudes
• Explore higher education alternatives
• Plan their high school coursework
• Develop an awareness of personal likes and dislikes that can have a bearing on career development and direction

The IDEAS test has 16 Basic Scales that are organized according to the widely accepted RIASEC themes their own age. Descriptive paragraphs and references to the Dictionary of Occupational Titles (DOT) and the Occupational Outlook Handbook (OOH) are also included in the test booklet. The IDEAS manual provides additional information about how to interpret an individual's score based on the six RIASEC themes.

Obtained from http://www.pearsonassessments.com/tests/ideas.htm

Resources

Internet resources

America’s Career Info Net http://www.acinet.org/acinet/default.asp

Bridge’s Transition Online Educational Planning www.bridges.com/us/home.html

Junior Achievement www.ja.org

American School Counseling Association http://www.schoolcounselor.org/

School to World http://schooltoworld.org/

Santa Fe One Stop Career Center http://www.dol.state.nm.us/wdc15.htm

Books for Counselor References and Student Information

Young Person’s Occupational Outlook Handbook 2005 Edited by Lori Cates (2005, JIST Works, 19.95)

Adolescent Career Development: Classroom, Group, and Individual Guidance Activities Edited by Patricia del Valle, Ph.D. (2005, Educational Media, 29.95)

Young Person's Occupational Outlook Handbook Activities JIST Editors (16 pages, softcover, ©2003, JIST Works)

America's Top 101 Jobs for People Without a Four-Year Degree: Detailed Information on Good Jobs in Major Fields and Industries, 7th Edition Michael Farr (368 pages, softcover, ©2004, JIST Works)
Identify and explore top careers that do not require a four-year degree, plus get proven job search advice--all-in-one resource! This fully updated edition features thorough, current, and interesting descriptions for over 100 major jobs in convenient alphabetical order.

Videos

Video Guide for Occupational Exploration, 16-video series for students of many ages, First time job seekers, adults, supports School-to-career, introduces a cast of hundreds (interviews or real people at real jobs).

http://www.careercc.com/shopmall/html/videoguideforoccupation.shtml

Budget

Future Dreams will be a non-profit career center offering educational information for sixth graders in the Albuquerque region. Future Dreams will not profit from the business, but instead will utilize all revenue obtained in service for public interest. Future Dreams will be an incorporated non-profit educational promoting organization. Future Dreams will employ paid and volunteer employees. Potential funds to sustain the career center will be solicited from the following sources:

Academic Improvement and Teacher Quality Programs

Program Type: Formula Grant

Program Description: The 21^st CCLC Program is a key component of President Bush’s NO CHILD LEFT BEHIND ACT. It is an opportunity for students and their families to continue to learn new skills and discover new abilities after the school as ended. Congress as appropriated $991.07 million for after school programs. The program will provide programs to expand academic enrichment possibilities for children attending low performing schools, youth development activities, drug and violence prevention programs, technology education programs, art, music, counseling and character education.

Range of Awards: $ 325,729 - $136,981,161

Eligibility: Formula grants are awarded to State educational agencies, which in turn mange statewide competitions and award grants to eligible entities. For this program, eligible entity means a local educational agency, community-based organization, another private or public entity or a consortium of two or more of such agencies, organizations, or entities.

Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP)

Program Type: Grants Notice

Program Description: Gear up supports early college preparation and awareness activities for low-income students.

Eligibility: (1) A state (2) a partnership consisting of (A) one or more local educational agencies acting on behalf of (i) one or more elementary school or secondary schools, (ii) the secondary schools that students from the schools described in (I) (B) community organizations or entities.

Other funds needed for Future Dreams donated from local business communities such as Sandia Labs and other entities.

Proposed 2006 Budget (initial costs)

Salaries

Counselors (3) $40,000 each $120,000.00

Office Manager $ 35,000.00

Secretary $ 25,000.00

Office expenses

Rent for 500 sq. ft office/year $ 12,000.00

Telephone ($50x12 months) $ 600.00

Internet hook-up ($40x12 months) $ 480.00

Weekly office cleaning $ 600.00

Insurance and other fees

Liability Insurance $ 4,000.00

Accounting Fees $ 6,000.00

Supplies

Books $ 1,000.00

Desks (4) $ 2,000.00

Chairs (4) $ 800.00

Table $ 1,000.00

Chairs $ 800,00

Computer (4) $ 6,000.00

Misc. $ 1,000.00

Supplies for the students

Career and Life Explorer

For students (3000 handouts) $ 4,000.00

Videos ($850x4 sets) $ 3,450.00

Misc. Supplies 1,000.00

Total $ 224,730.00

Amount requested from Grants $ 224,730.00

Budget narrative

Staffing budget is for the hiring of certified/trained career counselors, office manager to help organize and maintain the office, and a secretary to manage the day-to-day activities for the organization. Office expenses are needed to maintain an office in a full working condition. Liability insurance needed since it is technically a “counseling” service. Accounting fees will go to pay an accountant to manage the account for the non-profit organization. Supplies are only needed for the initial start up cost for the office. Supplies for students will be needed on a yearly basis with an expected increase throughout the years to come.

Special Considerations

APS has a very culturally diverse student population. Extreme concern as well as sensitivity towards multicultural and economically diverse students must be addressed regarding career counseling. Contextual factors must be considered before any career counseling classes are administered.

2003-2004 Ethnicity Breakdown for APS

Anglo 35.9%

African American 3.8%

Hispanic 52.1%

Native American 4.8%

Asian 2.1%

Other 1.6%

2003-2005 Economic Diversity

51.3% of middle school students receive free or reduced lunches

Data obtained from http://ww2.aps.edu/ APS website

*Other considerations- Children with special needs. Variety of resources and teaching methods must be incorporated.

Ethical Consideration

Future Dreams of New Mexico will adhere to the relevant ethical codes provided by the NCDA, ACA, APA and IAEVG as well as rules and regulations within the APS system. Career counselors must adhere to the ethical and legal rules practiced by all counselors. Any ethical or legal questions should be discussed with other counselors (peers) to solidify a proper resolution of any problems that may arise.

Important ethical considerations must be followed especially in the area of “value assumptions” regarding career development interventions. Counselors must become informed about variety of values held in society as well be aware of own personal values. Value options must be presented to clients from an unbiased manner taking in the consideration the clients’ (students) freedom of choice. (Niles, 2005)

Evaluation Methods

Future Dreams of NM budget will be almost solely dependent on grants and donations so an appropriate evaluation method will be a priority.

1) Seeking input from parents, students, school administrators, counselors consisting of data that can be quantitative or qualitative. Methods may include questionnaires and interviews pertaining to the services received. Evaluations may also include before and after the program questions that measure any differences and learning curves that the students may have experienced during the nine-week class.

2) A summative evaluation, which will determine if the outcome and the cost was worth the expenditure.

3) Evaluation of the students to determine of they have learned specific knowledge, information and skills regarding career development. This type of evaluation may involve the use of tests or quizzes. Results can be applied to goals established at the beginning of the program as a benchmark.

Every nine weeks a task force consisting of the three counselors, business manager and accountant will meet to discuss the evaluation results. Key concerns regarding the project will include:

1) Is the project meeting their objectives?

2) What kind of aspects can be improved to make the project more successful?

3) Can the project provide enough data to justify the program?

4) Do the outcomes justify the cost?

The program must constantly be evaluated and re-evaluated by qualitative and quantitative methods to justify the program. Evaluations are not only important to the career center, but also to the grant providers and to APS. If APS does not see a value in the career-promoting program, they will not continue to hire an outside source.

References

Lohwasser, T., (2003) Standards and Curriculum Overview-Sixth Grade, Dixie School District. Obtained from http://dixiesd.marin.k12.ca.us/Overview%206th%2003-04.pdf

on March 29^th, 2005

Niles, S., Bowlsbey, J., (2005). Career Development Interventions in the 21^st Century, New Jersey: Pearson.