# data[].attributes.headline
ASCA: School Counselor and Career Development

# data[].attributes.subject
ASCA: School Counselor and Career Development

# data[].attributes.body
School counselors deliver programs that have an impact on student growth in three domain areas: career development, academic development and social/emotional development (ASCA, 2019).

# data[].attributes.attachment_link.readable_text
(Adopted 2017)

ASCA Position

School counselors deliver programs that have an impact on student growth in three domain areas: career development, academic development and social/emotional development (ASCA, 2019). School counselors recognize students should demonstrate growth in these domains equally to be successful. School counselors understand these domains are not considered separate but are intertwined, each affecting the other (Schenck, Anctil, & Smith, 2010). Although this statement focuses on career development it is understood academic development and social/emotional development need to be considered with equal diligence.

The Rationale

Workforce projections call for graduating secondary students to have at the least some postsecondary education to fulfill the demands of work (Carnevale, Smith, & Strohl, 2010). School counselors recognize that each student, regardless of background, possesses unique interests, abilities and goals, which will lead to future opportunities. Collaborating with students, families, educational staff and the community, the school counselor works to ensure all students select a postsecondary path to productive citizenry (e.g. military, career technical certificate or two-/four-year degree program) appropriate for the student.

ASCA recognizes career education begins in kindergarten and is exemplified by students who are knowledgeable about options and are prepared to enroll and succeed in any postsecondary experience without the need for remediation. ASCA recognizes all students possess the skills and knowledge needed to qualify for and succeed in their chosen field (Conley, 2013).

The School Counselor's Role

School counselors play a critical role in students' career development by:

Introducing careers and the world of work beginning in lower elementary grades (pre-K-3)

Providing opportunities to engage students in "life roles including learner and worker" (Gysbers, 2013)

Providing learning and experiential opportunities for students to acquire behaviors and skills for career readiness (Gysbers, 2013)

Working with students to identify their interests, abilities, specific career clusters (Stipanovic, 2010) and postsecondary plans (many states mandate an academic/career action plan as a graduation requirement)

Helping students understand the connection between school and the world of work

Helping students plan the transition from school to postsecondary education and/or the world of work (ASCA, 2014)

Advising students on multiple postsecondary pathways (e.g., college, career-specific credentials and certifications, apprenticeships, military, service-year programs, full-time employment with a family-supporting wage) (Chicago Public Schools Multiple Postsecondary Pathways Framework)

Connecting students to early college programs (e.g., dual credit/dual enrollment).

Collaborating with administration, teachers, staff and decision makers to create a postsecondary-readiness and collegegoing culture

Providing and advocating for individual pre-K through postsecondary students' college and career awareness through exploration and postsecondary planning and decision making, which supports students' right to choose from the wide array of options after completing secondary education

Identifying gaps in college and career access and the implications of such data for addressing both intentional and unintentional biases related to college and career counseling

Working with teachers to integrate career education learning in the curricula

Providing opportunities for all students to develop the mindsets and behaviors necessary to learn work-related skills, resilience, perseverance, an understanding of lifelong learning as a part of long-term career success, a positive attitude toward learning and a strong work ethic

Recognizing and supporting essential developmental factors key to future successes, such as self-efficacy and identity, motivation and perseverance (Savitz-Romer & Bouffard, 2013)

Summary

School counseling has seen many evolution changes to initiatives in career development. School counselors understand students should demonstrate growth in the career, academic and social/emotional domains equally to be successful. School counseling programs should strive to implement comprehensive, developmental programming addressing student needs. These programs should seek a balance in delivering instruction, appraisal and advisement and counseling enhancing the three domains.

References

American School Counselor Association. (2019). ASCA National Model: A framework for school counseling programs (4th ed.). Alexandria, VA: Author.

American School Counselor Association. (2016). Ethical standards for school counselors. Alexandria, VA: Author.

American School Counselor Association. (2014). Mindsets and behaviors for student success: K-12 college- and careerreadiness standards for every student. Alexandria, VA: Author.

Carnevale, A. P., Smith, N., & Strohl, J. (2010). Help wanted: Projections of jobs and education requirements through 2018. Washington DC: Georgetown University Center on Education and the Workforce. Retrieved from https://cew.georgetown. edu/wp-content/uploads/2014/12/fullreport.pdf

Conley, D. (2013). Getting ready for college, careers, and the Common Core: What every educator needs to know. San Francisco: Jossey-Bass.

Gysbers, N.C. (2013). Career-ready students: A goal of comprehensive school counseling programs. The Career Development Quarterly 61(3), 283-288.

Savitz-Romer, M., & Boufford, S.M. (2013). Ready, willing, and able: A developmental approach to college access and success. Cambridge, MA: Harvard Education Press.

Schenck, P., Anctil, T., & Smith, C.K. (2010). Career counseling identity of professional school counselors. Career Developments, 26, 16-17.

Stipanovic, N. (2010). Providing comprehensive career guidance services through a career pathways framework. Techniques, 85(7), 32-35.

Resources
Anctil, T.M., Smith, C.K., Schenck, P., & Dahir, C. (2012). Professional school counselors' career development practices and continuing education needs. The Career Development Quarterly, 60(2), 109-121.

Dahir, C. A., Burnham, J. J., Stone, C. B., & Cobb, N. (2010). Principals as partners: Counselors as collaborators. National Association of Secondary School Principals Bulletin, 94(4), 286-305. Retrieved from https://cochise.idm.oclc.org/login?url=http://search.proquest.com/docview/863827836?accountid=7278

Lapan, R.T., Whitcomb, S.A., & Aleman, N.M. (2012). Connecticut professional school counselors: College and career counseling services and smaller ratios benefit students. Professional School Counseling, 16(2), 117-124.

Morgan, L.W., Greenwaldt, M.E., & Gosselin, K.P. (2014). School counselors' perceptions of competency in career counseling. The Professional Counselor, 4(5), 481-496.

Rowell, L., & Hong, E. (2013). Academic motivation: Concepts, strategies, and counseling approaches. Professional School Counseling, 16(3), 158-171. Retrieved from https://cochise.idm.oclc.org/login?url=http://search.proquest.com/docview/1368152287?accountid=7278

Schmidt, C.D., Hardinge, G.B., & Rokutani, L.J. (2012). Expanding the school counselor repertoire through STEM-focused career development. The Career Development Quarterly, 60(1), 25-35.

Schenck, P. M., Anctil, T. M., Smith-Klose, C., & Dahir, C. (2012). Coming full circle: Reoccurring career development trends in schools. The Career Development Quarterly, 60(3), 221-230.

Turner, S.L., & Conkel Ziebell, J.L. (2011). The career beliefs of inner-city adolescents. Professional School Counseling, 15(1), 1-14.

# data[].attributes.attachment_link.title
The School Counselor and Career Development

# data[].attributes.attachment_link.description
(Adopted 2017) School counselors deliver programs that have an impact on student growth in three domain areas: career development, academic development and social/emotional development (ASCA, 2019). School counselors recognize students should demonstrate growth in these domains equally to be successful.

# data[].attributes.body
Preparing high school counselors to support
college and career readiness for all.

# data[].attributes.body
This Getting Started with Linked Learning guide provides a vision and concrete
steps to design and implement high-quality college and career pathways using the
Linked Learning approach. I

# data[].attributes.body
A Conceptual Framework for Integrated Student Supports
within Linked Learning Pathways

# data[].attributes.body
FREE access to lessons and resources to use with parents

# data[].attributes.attachment_link.readable_text
"My Overcoming Obstacles" is our unique online platform that gives you the ability to truly make Overcoming Obstacles your own. With our easy-to-use tools, you can customize every part of an Overcoming Obstacles lesson, down to each word.

Maybe you want to change a starter activity, so it ties into something unique about your school? Or perhaps you want to take one of our decision making lessons and align it with an historical event that your students are learning? Whatever you need, "My Overcoming Obstacles" is here for you to use however and whenever you want. It's simple, intuitive, and-like all of our other resources-100% free.

Click Here To Try It Out!

# data[].attributes.attachment_link.title
Overcoming Obstacles - Overcoming Obstacles - Free K-12 Life Skills Curriculum

# data[].attributes.attachment_link.description
Overcoming Obstacles is a free, award-winning, and research-based curriculum for Elementary, Middle & High School Students. Learn More & Download for Free.

# data[].attributes.headline
LL Integrated Student Supports Framework

# data[].attributes.subject
LL Integrated Student Supports Framework

# data[].attributes.attachment_link.readable_text
Equitable access to high quality career-themed high school pathways requires that school staff and all pathway partners work in concert to address each student's developmental needs, skills, strengths, interests, and aspirations. To this end, effective student supports are designed to reach beyond the academic domain, to meet all students where they are, scaffold their engagement with a standards-based curriculum, and address their learning and personal youth development needs. This guidebook continues an exploration of integrated student supports for universal college and career readiness that we began in Equitable Access by Design (2016). That report introduced a conceptual framework for implementing a system of comprehensive and integrated student supports that provides equitable access to a coherent, student-centered program of learning via Linked Learning pathways in high schools. This work is intended as a companion to Marisa Saunders' Linked Learning: A Guide for Making High School Work, published by the University of California, Los Angeles in 2013. The chapters in this guidebook offer seven illustrative profiles of educators and their partners in California high schools who are working collaboratively to develop comprehensive student supports that "link together" a rigorous academic curriculum, technical education, and workplace opportunities into a coherent learning experience for every youth in their school.

Chapter 1: Introduction
A conceptual framework for implementing a system of comprehensive and integrated student supports that provides equitable access to a coherent, student-centered program of learning

Chapter 2: Employer Partners
Fostering career competencies, youth development, and academic mastery via workplace learning experiences.

Chapter 3: Community Based Partners
Reconceiving the roles of teachers, counselors, and community-based partners as coaches for student success.

Chapter 4: Counselors
Preparing high school counselors to support college and career readiness for all.

Chapter 5: Families and Youth
Engaging family, youth, and community members as champions for equity and college and career readiness.

Chapter 6: The District Role
Aligning school-level student supports with district-wide strategies and standards for student learning.

Chapter 7: Continuation High Schools
Building college and career knowledge in continuation high schools for youth vulnerable to dropping out of high school.

Chapter 8: Postsecondary Engagement
Uniting K-12 and postsecondary leaders to help students persist and succeed.

Chapter 9: Lessons from the Field
Summing up: what we are learning about integrated student supports for college and career readiness.

# data[].attributes.attachment_link.title
A Guide to Integrated Student Supports for College and Career Pathways: Lessons from Linked Learning High Schools

# data[].attributes.attachment_link.description
Equitable access to high quality career-themed high school pathways requires that school staff and all pathway partners work in concert to address each student's developmental needs, skills, strengths, interests, and aspirations.

# data[].attributes.body
Hear from Jorge Ruiz de Velasco, Deputy Director at the John Gardner Center at Stanford University, and Marisa Saunders, Associate Director for Research at the UCLA Center for Community Schooling, as they describe how to weave the interventions and supports available in a school into a coherent, personalized educational experience for all youth.

# data[].attributes.attachment_link.readable_text
Hear from Jorge Ruiz de Velasco, Deputy Director at the John Gardner Center at Stanford University, and Marisa Saunders, Associate Director for Research at the UCLA Center for Community Schooling, as they describe how to weave the interventions and supports available in a school into a coherent, personalized educational experience for all youth.

# data[].attributes.attachment_link.description
Hear from Jorge Ruiz de Velasco, Deputy Director at the John Gardner Center at Stanford University, and Marisa Saunders, Associate Director for Research at the UCLA Center for Community Schooling, as they describe how to weave the interventions and supports available in a school into a coherent,...

# data[].attributes.headline
Student Supports SEL Webinar Slides 2020

# data[].attributes.subject
Student Supports SEL Webinar Slides 2020

# data[].attributes.attachment_link.title
Attending To Student Supports And Social And Emotional Learning...

# data[].attributes.attachment_link.description
Slides from the November 18, 2020 webinar Attending to Student Supports and Social Emotional Learning During COVID-19

# data[].attributes.headline
Master Scheduling for Student Cohorts Webinar

# data[].attributes.subject
Master Scheduling for Student Cohorts Webinar

# data[].attributes.attachment_link.title
Master Scheduling: Planning for Student Cohorts Webinar Recording

# data[].attributes.attachment_link.description
Recording of the May 13th Master Scheduling webinar