Elementary School Teachers, Counselors, and Career Education

As a teacher and advisor, we know that the elementary school is important. During the years of primary school to design, students visions of what they want to do in their lives, how they contribute to the workforce. With your help, your pupils open to new ideas and career opportunities. How do you work with the students, your students not ready to make decisions early career or career. For students, the school is a time to buildConsciousness.

How to encourage primary school teachers and counselors with training on self-esteem, developing decision making skills and strategies. Their activities are designed to self, family, school building, community and career awareness. It uses age-appropriate materials that match the development of the students. These activities put your students on a variety of different jobs, sources of career information and the reasons why people work.

Whenare ready to develop age-appropriate materials, products, tests and tools that you can career models, such as the National Guidelines for Career Development (NCDG). The National Guidelines for Career Development (NCDG) have domains, objectives and indicators. Each domain represents an area of ??development. In every area there are goals or skills. For each goal, indicators underline the necessary knowledge and skills to achieve the goal. The National Guidelines for Career Development (NCDG) prepares tomaterials that are suitable for your students.

As a elementary school counselors and teachers, you create individual career plans and portfolios. Individual career plans (ICP) -

Develop self-awareness
Identify initial career goals and educational plans
Increase employability and decision making skills

Individual career portfolios summarize career awareness activities and experiences that occur during the school year. In addition to individual career plans and portfolios, you use a variety of resources -

Career days
Career fairs
Community speakers
Field trips
Information interviewing
Literary works
Mentors
Collages, murals
Educational games
Job shadowing
Dramatic presentations

All of the career activities and tools combine academic work with career pathways. Career activities serve as foundations for future skills. As teachers and counselors, you help students build connections between academics and real life situations. You use career education activities to stress the importance of language arts, mathematics, social studies, and science.

You show students that Language Arts have many uses in the work force:

Reading
Writing
Listening skills

You provide examples that show how people solve problems when they use Mathematics. Different types of Mathematics include:

Addition
Subtraction
Multiplication
Division

In Social Studies, your students learn how skills that are necessary to be successful in the global marketplace. In Social Studies, your students learn about -

Countries
Languages
Cultures

Your students learn the importance of Science gaining skills to solve problems. You show your students how applications of Science are used in different industries, such as -

Food
Media
Agriculture
Automotive industry

The connections between academics and real life situations reinforce, develop, and expand previously learned skills. In summary, as a elementary school teachers and counselors, you help students:

Know and value self
Build self-esteem and confidence
Learn and apply the academic material
Identify interests and build relationships between the school environment and the work force
Build academic, communication, problem solving, and social skills
Increase awareness of the need for future jobs skills
See the connections between learning in school, academic skills, job related skills, and careers
See career possibilities
See themselves as a future contributor to the job force
Receive empowerment
Build self-determination

As counselors and teachers, you build self-awareness, family awareness, school awareness, community awareness, career/ work awareness, attitude development, skill development, decision making strategies, and self-worth. You use age-appropriate materials that match the developmental levels of the students. Examples of activities include individual career plans (ICP), individual career portfolios, career days, career fairs, field trips, information interviewing, and library book reports.

After completing career education activities, your students are prone to get higher grades, academic achievement, school involvement, and interpersonal skills. In addition, your students are more adept to complete more complex courses and have higher graduation rates from high school. As your students get older, they will achieve their career visions and goals.

References

1. American Counseling Association, Office of Public Policy and Legislation. (2007). Effectiveness of School Counseling. Alexandria, VA: Author.

2. Angel, N. Faye; Mooney, Marianne. (1996, December). Work-in-Progress: Career and Work Education for Elementary Students. (ED404516). Cincinnati, OH: Paper presented at the American Vocational Association Convention.

3. Benning, Cathleen; Bergt, Richard; Sausaman, Pamela. (2003, May). Improving Student Awareness of Careers through a Variety of Strategies. Thesis: Action Research Project. (ED481018). Chicago, Illinois: Saint Xavier University.

4. Career Tec. (2000). K-12 Career Awareness & Development Sequence [with Appendices, Executive and Implementation Guide]. (ED450219) .Springfield, Il: Author.

5. Carey, John. (2003, January). What are the Expected Benefits Associated with Implementing a Comprehensive Guidance Program. School counseling Research Brief 1.1. Amherst, MA: Fredrickson Center for School Counseling Outcome Research.

6. Dare, Donna E.; Maddy-Bernstein, Carolyn. (1999, September). Career Guidance Resource Guide for Elementary and Middle/Junior High School Educators. (ED434216). Berkeley, CA: National Center for Research in Vocational Education.

7. DuVall, Patricia. (1995).Let?s Get Serious about Career Education for Elementary Students. AACE Bonus Briefs. (ED386603). Hermosa Beach, CA: AACE Bonus Briefs.

8. Ediger, Marlow. (2000, July). Vocational Education in the Elementary School. (ED442979) Opinion Papers

9. Gerver, Miriam, Shanley, Judy, O Cummings, Mindee. (2/14/02). Answering the Question EMSTAC Extra Elementary and Middle Schools. Washington, DC: Technical Assistance Center, (EMSTAC).

10. Hurley, Dan, Ed.; Thorp, Jim, Ed. (2002, May). Decisions without Direction: Career Guidance and Decision-Making among American Youth. (ED465895). Grand Rapids, Michigan: Ferris State University Career Institute for Education and Workforce Development.

11. Maddy-Bernstein, Carolyn; Dare, Donna E. (1997,December).Career Guidance for Elementary and Middle School Students. Office of Student Services Brief, v9 n1. (ED415353). Berkeley, CA: National Center for Research in Vocational Education.

12. Ohio Department of Education, Division of Vocational and Career Education, Ohio Career Development Blueprint, Individual Career Plan, K to 5 (ED449322). Columbus, Ohio, 2000

13. Splete, Howard; Stewart, Amy. (1990). Competency-Based Career Development Strategies and the National Career Development Guidelines. Information Series No. 345. (ED327739). Columbus, Ohio: ERIC Clearinghouse on Education and Training for Employment & Ohio State University

14. U.S. Department of Education Office of Vocational and Adult Education. (1994, 2004). National Career Development Guidelines (NCDG). Washington, DC: Author.

15. Williams, Jean A., Ed. (1999, January). Elementary Career Awareness Guide: A Resource for Elementary School Counselors and Teachers. (ED445293). Raleigh, NC: NC Department of Public Instruction, NC Job Ready.

16. Woal, S. Theodore. (1995). Career Education?The Early Years. AACE Bonus Briefs. (ED386603). Hermosa Beach, CA: AACE Bonus Briefs.

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