American Samoa DOE

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American Samoa DOEs Comprehensive Career
Guidance and Counseling Program

• Maria Salevao Director
• Minnie Talataina High School
• Wendy Malepeai Elementary
• CETA, Inc. Consultants Harry Drier
• Jessie Teddlie and others

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Welcome to your careerdevelopment process!

• This presentation will give you an overview of
  the career development process.
• Career development is a lifelong process in which
  individuals come to understand themselves as they
  relate to the world of work, their community
  interaction, leisure, and their role in each.

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Terminology

• CAREER
• A series of occupational/employment and
  educational experiences throughout ones
  lifetime.
• The jobs, occupations and educational experiences
  that share common interests, knowledge, training,
  and experience.

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Terminology

• JOB
• A certain task or group of tasks that a worker
  performs in an occupation. Any work that a
  person does for money.
• (Teacher) (Principal) (Counselor)

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Terminology

• OCCUPATION
• A set of specific job titles and tasks that a
  worker performs to complete his/her work that are
  put together by an employer for an individual.
• (Educator worker in education)

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Terminology

• Career is what one does throughout their lifetime
• Ones career represents all their career-related
  choices including education and training and
  outcomes.

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Career Development

• A human growth and development process by which
  individuals develop and identify their life roles
  and go through a continuum of career awareness,
  career exploration, work exposure, and
  educational activities that helps them to discern
  their own career path and life plan.

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Terminology

• Career Counseling
• Individual and customized communication that
  takes place between counselor and student on
  issues of career preferences, competency needs,
  interests, achievement, self-esteem, and other
  factors that will help the student with his/her
  personal planning.
• Can be discussions in groups, but that would be
  guidance while individually, one gets
  counseling.

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Terminology

• CAREER GUIDANCE
• A specific emphasis and set of interventions that
  assists individuals to manage their career
  development within a schools total guidance
  program.
• It consists of support services that help
  individuals to
• gain an understanding of their social,
  intellectual, and emotional development
• become knowledgeable about educational, career,
  and social opportunities
• learn decision-making and planning skills and
• develop a plan of action for their lives.

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Career Development

• A life-long process with various stages. The
  process includes
•  
• Grades K-6 (career awareness) Students are
  gaining new awareness of themselves as they
  interact with others. They are beginning to
  understand the role of work and have some general
  knowledge of different occupations.
• Grades 7-8 (career orientation) - Self-awareness
  and knowledge of occupations is strengthened
  through more actual interventions with work and
  workers.

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Career Development

• Grades 9-10 (career exploration) Students are
  able to match interests to occupations and
  develop entry level work skills in their high
  school and post-secondary plans of study.
•  
• Grades 11-12 (specialty) Students have made a
  career choice based on their interests and
  abilities. Their career plans include
  preparation for work and post-secondary training
  and education.

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CAREER DEVELOPMENT MODEL CAREER PATHWAYS TO
SUCCESS!
Academics
Academic Performance Standards
Career Technical Ed.
Life Long Learning
Dual Enrollment Opportunities
K 1 2 3 4 5 6
7 8
9 10
11 12
13 14
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A r t I c u l a t I o n
COMPREHENSIVE GUIDANCE PROGRAM Career
Orientation Exploration Awarenes
s Planning/
All Aspects of
Industry INDIVIDUALIZED CAREER PLAN
Four-Year Degree
Associate Degree
WORK
Elementary Guidance Grant
ARRA Career Awareness Grant
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Career Development Model
Career Awareness Processes National ASCA
Standards and Competencies National Career
Development Competencies Career Infusion (Career
Curriculum) Hands-On Experiences (Kits) In-Class
Speakers (Employer Partners) Role-Playing
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CAREER DEVELOPMENT MODEL
Graduation Plan with continued guidance
Success in the workplace
Academic CORE Career Awareness
Academic CORE Career Orientation
Academic CORE Career Exploration
Academic CORE Career Specialty
Academics Technical Education
Career Orientation Helps students develop
knowledge and understanding of career and
technical education options necessary in making
informed
Hands-on Kits Mentoring Careers
Curriculum Career Fairs/Days Job
Shadowing School-Based Enterprises Service
Learning In-Class Speakers
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CAREER DEVELOPMENT MODEL
Graduation Plan with continued guidance
Success in the workplace
Academic CORE Career Awareness K - 6
Academic CORE Career Orientation 7 - 8
Academic CORE Career Exploration 9 - 10
Academic CORE Career Specialty 11 - 12
Academics Technical Education 13 14
Career Exploration Helps students have
opportunities to investigate occupational
interest areas often through real or simulated
job experience.
Hands-on Kits Mentoring Career
Curriculum Career Fairs/Days Job
Shadowing School-Based Enterprises Service
Learning In-Class Speakers
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CAREER DEVELOPMENT MODEL
Graduation Plan with continued guidance
Success in the workplace
Academic CORE Career Awareness K - 6
Academic CORE Career Orientation 7 - 8
Academic CORE Career Exploration 9 - 10
Academic CORE Career Specialty 11 - 12
Academics Technical Education 13 14
Career Specialty Helps students enter into
Career Technology courses for training in their
chosen career pathway based on 16 career clusters
and these courses help students to improve skills
necessary for a successful transition to
postsecondary education or work and a desire for
life-long learning in a global society. CTE
programs also build critical thinking and
communication skills valued by employers through
hands-on technical training with real world
equipment.
Hands-on Kits Mentoring Specific Career
Technology Courses Career Fairs/Days Summer Work
Programs CTE Clubs School-Based
Enterprises Job Placement
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Career Pathway

• A coherent, articulated sequence of rigorous
  academic and career/technical courses, commencing
  in the ninth grade and leading to an associate
  degree, baccalaureate degree and beyond, an
  industry recognized certificate, and/or
  licensure.
• The Career Pathway is developed, implemented, and
  maintained in partnership among secondary and
  postsecondary education, business, and employers.
  
• Career Pathways are available to all students,
  including adult learners, and lead to rewarding
  careers.

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Must Have a Plan! A Career Pathway 2 2 2 and
Beyond
Doctor of Psychiatry usually takes 2 more years!
2-years beyond 4-year degree for school counselor
or psychologists certification! Higher level
employment while continuing to the Doctorate
level of Psychiatrist!
4-year degree in teaching - higher level
employment while continuing to the
psychologist/psychiatrist degree!
2-year certificate/degree as teacher/teacher aid
- employment in schools while taking next steps!
High School Career Technical Education Courses
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Terminology

• Career Cluster groups of similar occupations and
  industries.
• They were developed by the U.S. Department of
  Education as a way to organize career planning.

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16 Career Clusters
Agriculture, Food and Natural Resources Hospitality Tourism
Architecture Construction Human Services
Arts, Audio/Video Technology Communication Information Services
Business, Management Administration Law, Public Safety Security
Education and Training Manufacturing
Finance Marketing, Sales Service
Government Public Administration Science, Engineering, Technology and Math (STEM)
Health Science Transportation, Distribution and Logistics
See http//www.careerclusters.org/16clusters.cfm
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American Samoas Choices
Health Science
Agriculture, Food and Resources
Business, Management Technology
Arts, Audio/Video Technology Communication
Science, Technology, Engineering Math (STEM)
Human Services
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Career Development Steps

• American Samoas Comprehensive Career Guidance
  and Counseling Program
• Guided by counselors with the help of all
  stakeholders
• Career Development for all Students!

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Topics We Will Cover

• 1. Self-Assessment
• Skills Values
• Interests Personality
• 2. Occupational Exploration
• Job Responsibilities/Descriptions
• Informational Interviews
• 3. Decision-Making
• 4. Developing an Career Plan
• 5. Job Search Activities
• Resumes Internships
• Interviewing Jobs

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Self-Assessment

• Before you know what kind of work/career is right
  for you, you need to discover who you are!
• What are your skills, interests, values, and
  personality type? These are all important pieces
  when considering different careers.
• Review the following Self-Assessment descriptions
  and access the on-line links for assistance with
  self-exploration.

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Self-AssessmentSkills - What do you do well?

• To determine your skills, explore your past jobs,
  volunteer positions, academic history,
  and personal activities.
• Do not underestimate your skills - you probably
  have more than you realize!
• For instance, if you ever worked in a restaurant,
  you may have developed strong customer service
  skills, the ability to work well under pressure,
  and impressive sales skills. These are all
  excellent transferable skills that many employers
  want in an employee.

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Self-AssessmentInterests - What do you enjoy
doing?

• Working full-time, you may work over 2,000 hours
  per year. Wouldnt you prefer to spend your time
  doing something you enjoy?
• Imagine what your ideal work day would look like
• Do you prefer to work with people, data, things,
  or ideas?
• Do you want to use your creative talents and work
  in an artistic environment?
• Do you prefer tasks that require attention to
  detail and accuracy, and you can imagine yourself
  in an office environment?

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Self-Assessment Interests

• Holland Codes are usually referred to by their
  first letters RIASEC.
• Doer (Realistic)
• Thinker (Investigative)
• Creator (Artistic)
• Helper (Social)
• Persuader (Enterprising)
• Organizer (Conventional

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Interests and Aptitudes

• The RIASEC
• This assessment identifies your Holland Code
  based on your interests and offers associated
  occupations.
• March to Success Program
• ASVAB (aptitudes and abilities)
• Others

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Self-AssessmentValues - What is important to you?

• Most people who are in occupations that are
  compatible with their values feel successful. If
  people complain that "something is missing" from
  their jobs, it may be that they are not
  respecting/considering their values.
• Is it important to you to help society and make a
  difference in peoples' lives?
• Do you want a career that offers recognition,
  status, and independence?
• Is living by the ocean and having free-time not a
  hope but a necessity?

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Self-AssessmentValues

• Work Lifestyle Values
• Clarify your values which are grouped into
  several clusters.
• Values Self-Assessment
• Review this list of common values to help you
  identify your own values.
• After clarifying your values, use this
  information to consider, select, and discard
  various occupations.

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Self-AssessmentPersonality - Who are you now?

• Personality is a key element in determining your
  satisfaction and success in an occupation. Your
  personality defines your preference for
  characteristics of a specific work environment.
• Are you always on-the-go and prefer a
  fast-paced environment? Or do you prefer to work
  more methodically and dont like a lot of
  surprises?
• You will excel in environments that are
  compatible with your personality, so consider and
  be honest about who you are now, as opposed to
  who you think you should be.

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Self-AssessmentPersonality Assessments

• Personality type is just one factor to consider
  when selecting a career. Keep in mind that all
  Types are found in all occupations!

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Occupational Exploration

• Once you have clarified your interests, values,
  skills and personality type, you have a better
  awareness of yourself.
• The next step would be researching careers of
  interest. What are the job responsibilities,
  salary, educational requirements, and future
  outlook of potential careers?
• Career Clusters 16 Nationally Identified
  Clusters tell the occupations and requirements
  for jobs in those areas.

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Occupational ExplorationJob Responsibilities/Desc
riptions

• Determine the main responsibilities and functions
  of a job.
• Find information about day to day job duties,
  general expectations, overall job descriptions
  and required abilities and knowledge.
• Determine what kind of personal characteristics
  are suited to your profession. What kind of work
  environment should you expect?
• For example, if you work more efficiently on your
  own, try to find professions that allow you to
  work more often on individual projects rather
  than group projects. Evaluate your own skill
  level to see if you meet job requirements and
  demands.

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Occupational Exploration Job Responsibilities/Des
criptions

• Occupational Outlook Handbook
• Read descriptions of daily responsibilities of
  employees in a wide range of occupations.
• Find out about working conditions and what kind
  of training and education is needed. You can also
  learn about salaries and expected job prospects.
• ONET
• This database provides information on more than
  950 occupations. Find out which abilities, work
  activities and interests are related to specific
  jobs.
• You can also learn about skills requirements, and
  identify what kind of work values are needed to
  be successful in specific occupations.

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Occupational ExplorationInformational Interviews

• Informational interviews enable you to obtain
  information about a career by interviewing
  professionals in the field.
• Learn firsthand information from someone who can
  provide insight and advice about their job.
• The purpose is to talk to people who have jobs
  that interest you.
• Find out the impressions and experiences of a
  professional in your occupation of interest.
• Find out what personal qualities are important to
  be successful in the job.

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Decision Making

• While completing your self assessment and
  exploring possible occupations, youve made a
  number of decisions. Perhaps youve eliminated
  some majors or careers, or maybe you have several
  youd like to explore further.
• You are now ready to generate a list of the
  majors or careers you are seriously considering.
  After listing your options, list the
  consequences, both positive and negative, of
  various decisions. Do your selections support
  your values?

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Decision Making (cont.)

• If you feel stuck and are having difficulty
  making a decision and moving forward, ask
  yourself the following
• Do I have an understanding of my skills,
  personality, values and interests, or do I need
  further exploration in one (or more) of these
  areas?
• Do I have an understanding of occupations that
  are a good match based on my self-assessment, or
  am I uncertain about possible careers?
• If you are still feeling stuck, another option is
  to make an appointment with a Counselor who can
  assist you to identify the barriers that are
  preventing your from moving forward, and help you
  find ways to move past these barriers.

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Developing an Career Plan

• Now that you have identified some possible majors
  and/or careers, you are ready to create your
  Career Plan. This Plan will include your overall
  goal(s), objectives, and strategies.
• First specify your goal. Your overall goal may be
  To decide whether I want to pursue a career in
  Public Relations. If you are considering other
  careers, then you will prepare goals for those
  careers as well.

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Developing an Career Plan (cont.)

• Next define your objective(s) which will help you
  reach your goal. An example of an objective is
  To conduct two information interviews with
  Public Relations Representatives by June 1.
• After defining your objective(s), identify the
  strategies needed to achieve your objective(s).
  Your strategies will be specific, measurable
  steps you will take to reach your objective. Be
  specific with what you will do, when you will do
  it by, and how you will do it.

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Developing an Career Plan (cont.)

• Examples of strategies for the objective, To
  conduct two information interviews with Public
  Relations Representatives
• Ask the Career Center and business instructors
  for referrals to Public Relations Representatives
  by April 1.
• Prepare questions for the interviews by
  researching the Career Centers on-line links
  regarding information interviews by April 15.
• Call Public Relations Representatives by April 21
  to schedule meetings. (Allow enough time as they
  may not be able to schedule an appointment with
  you for a few weeks.)
• If youre having difficulty identifying your
  objectives and strategies, make an appointment
  with a Counselor to clarify your next steps.

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Career Plan is a

• What to take in high school
• What to take in postsecondary training or
  educational institution
• Where to learn the skills necessary for your
  goal career pathway!

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Additional Topics Offered

• SCANS (soft skills and transferrable skills)
• Resumes
• Job Search
• College Access
• Applications
• Interviewing
• Portfolio Development

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Comprehensive

• A complete k 12 program in partnership with the
  community college, employers, parents and
  universities with possibilities of
  apprenticeships and other advanced training.

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A Necessary Component

• This grant for High School Awareness will help us
  to develop a careers curriculum for the high
  schools.
• Provide training on how to use the curriculum for
  counselors and teachers.
• You will be receiving the curriculum and training
  later in the year, but some sample lessons will
  be sent over the next 2 weeks for you to pilot.
• Hands-on Kits and Training

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Career Curriculum

• When done by teachers - Be integrated use these
  lessons to replace some similar lessons you
  already do
• When done by teachers set aside one portion of
  a class period or 1 day every week or two weeks
  to teach one of these lessons
• Important to the future of these kids

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Careers Curriculum

• When done by Counselor
• Classroom presentations
• Large Group Sessions
• In partnership as a guest presenter based on
  lesson the teacher is having that day
• Counselors can be of great help when partnering
  with classroom teachers to ensure students are
  relating academics to their future real world.

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More to come .