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The STC activities coordinated by the LP can serve as models for the types of activities that could later be organized and implemented by districts or schools. Providing Professional Development and Technical Assistance Most, if not all LPs, have offered professional development opportunities to key stakeholders (primarily teachers, administrators, guidance counselors, and employers) to deepen their understanding of STC and to equip them with the specific knowledge and skills needed to implement various STC activities and efforts.
In addition, many LP directors and their operational staff have made themselves available to assist schools as needed with implementation of specific STC activities and programs. They have responded to requests for information, materials, and general guidance. Oversight and Evaluation Activities LPs monitor STC implementation efforts across their LPs to ensure that key partners are fulfilling their buy literature review paper responsibilities.
Many also assume primary responsibility for fulfilling the various STC reporting requirements associated with their state or federal STC implementation grants. They gather and document the required information and submit reports to the State. Additionally, a number of LPs, including the 13 that conducted case studies, have either formally or informally evaluated their STC implementation efforts in an attempt to assess the impact of their work, identify best practices, and find ways to improve, refine, and sustain, their efforts over time. It is important to note that while many non-case study LPs praised the lAP for the support they did provide, buy literature review paper some also reported deficiencies in the support network, most notably the apparent lack of coordination among the three lAP agencies. In addition, some LPs believe that it would be helpful for these agencies to take an even more active role in promoting STC and encouraging participation by all stakeholders. In addition, several LPs reported that the CCCCO provided valuable information by keeping the LP apprised of postsecondary opportunities and grants. California Department of Education (CDE) Several non-case study LPs report that a variety of CDE-sponsored events (e. In addition, several non-case study LPs report that CDE staff have advised them on funding opportunities and provided general consultation and direction as needed (on request). Employment Development Department (EDD) Overall, non-case study LPs credit EDD staff for helping to set up evaluations, providing very helpful technical assistance and program support when needed (especially related to budget and data collection issues), serving on advisory committees, and suggesting strategies for sustainability.
O 45 21 CHAPTER IV CAREER DEVELOPMENT ACTIVITIES AND PROGRAMS The first major research question that guided this evaluation was: What is the status of STC implementation in California? To address this question in part, we sought to detemaine the degree to which schools in case study LPs are offering Various types of career development activities and programs. In the section on career awareness, we discuss the prevalence of low-intensity STC activities such as career fairs, college visits, and field trips to businesses. These types of activities provide students with brief exposure to postsecondary education and employment options. Section two of this chapter discusses WBL, which is a form of career exploration. The overall goal of WBL is to provide students with the opportunity to go out into the workplace to explore various career options. WBL varies in buy literature review paper form thesis publishing and intensity, ranging fi"om brief visits to work sites — with very little connection to what students are learning in school — to paid youth apprenticeships that are the culmination of a coherent sequence of career-related coursework.
Typically, students enrolled in these types of programs select an area of focus (e.
Also included in this section is a discussion about the progression of activities across grade levels and barriers that inhibit the implementation of career development activities and programs. Moreover, these activities can be a crucial first step in helping students to set future goals. An examination of these patterns related to career awareness activities suggests that teachers at the elementary level may be capitalizing on relationships with individual employers to deliver career awareness information (e.
It is important to note that not all schools within each LP responded to the Administrator Survey.
Therefore, percentages in tables related to this survey are based on the schools that responded. For each LP, the number of schools responding (N) is provided. Outside speakers, career self- exploration, teacher- or counselor-facilitated career exploration, and curriculum units about one or more industries or occupations were more commonplace at this level than watching films about careers, field trips to work sites, or career fairs.
Moreover, when examining data related to activities that are offered at all three levels (e. Some WBL activities involve one-day site visits to businesses, while others require participating in activities at a work- site over an extended period of time. In some instances, WBL activities are tied directly to what a student is learning in school, while in other cases, there is no link to the curriculum. Box II below provides some examples of strategies that LPs have used to create WBL opportunities for students. The program includes two key components: an annual job shadow event and a summer internship program. The LP partners with Junior Achievement to organize Groundhog Job Shadow Day.
Last year the LP had over 3000 students who job shadowed in 80 different companies. The LP also recruits companies willing to host student internships. In 1999 and 2000, the LP was able to offer 400 and 500 internships respectively. In 2001, they were only able to offer 375 internships, probably due to the downturn in the economy. These are similar to career days, but each focuses on a particular industry. Prior to each industry day, schools identify students interested in careers within the industry. On the industry day, the selected students go to someone write my paper workshops where they hear various speakers who work within the industry.
They attend a Ixmcheon where they have an opportunity to talk with professionals in the industry. Then they visit a work site where they get to learn more about the specific careers within the industry. Because funds are no longer available to transport students to job shadow locations, one LP in the Los Angeles area (East San Gabriel) is now connecting students and employers via e-mail for virtual job shadow experiences. The employers involved in the virtual job shadow experiences often become mentors to the students. WestEd and MPR Associates, White Paper, June 23, 2000, p. The next section of this report will discuss the prevalence of career-focused curricula in case study LPs. Career Academies The major goal of a career academy (which is one form of career-focused curricula), is to provide a learning environment that institutionalizes comprehensive STC activities and exposes students to career-related coursework and work experience — without reducing exposure to academic core courses.