INDIANA UNIVERSITY OF PENNSYLVANIA Career & Technical Education Leadership Development Program
Competency Guide Sheet
Name: ______Date: ______
Competency Number: 902
Competency Title: Develop a Career Guidance and Career Choice Program (Student Services) that Involves the Entire School and Other Community Participants
Revision: August 2008
Criteria Selection: Since previous competencies included various components applicable to those individual competency requirements, this must be a culminating activity.
Criteria: The “N/A” criteria will not be honored.
Background (Theory) Resources: For this competency you may wish to reconsider past documentation.
List of Key Points or Key Concepts: What in your reading did you find particularly important or valuable?
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Implementation Plan: Your implementation plan should reflect your key points and should be approved by your resource person(s) before you take any action.
Documentation: As you develop this competency, document your actions. This documentation could include, but is not limited to:
1. Copies of surveys, needs assessments (student, community, and employees) and other data gathered. 2. Notes from planning sessions and advisory committee meetings. 3. Promotional activities, publications and public relation materials. 4. Minutes from meeting used to establish guidance and job placement services. 5. Application of Dictionary of Occupational Title, Employment Statistics Quarterly, Occupational Handbook, O-NET and other relevant material. 6. Confidential records control procedures.
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COMPETENCY #900
LEADERSHIP PERFORMANCE ASSESSMENT FORM
Competency: Develop a Career Guidance and Career Choice Program (Student Services) that Involves the Entire School and Other Community Participants
LEVEL OF PERFORMANCE t d o e N n i e a n t i t a d A t t A Criteria: In establishing system-wide consensus on concepts, goals, and objectives of the student services program, the intern: 1. participated in institution, program, and community level planning sessions related to establishing the philosophy and goals of student services 2. inventoried student service activities that are provided or should be provided 3. developed a conceptual framework to arrange activities into related student services subsystems 4. promoted a common understanding of student services terms and concepts 5. provided exchange programs with business/industry and school personnel 6. designed a public relations program to stimulate community interest and support for the program 7. arranged for community referrals and other community participation in the program 8. organized staff meetings (including teachers, counselors, aides) to establish and maintain roles and responsibilities 9. arranged for the development and dissemination of program guides In managing the individual analysis service, the intern: 10. determined what information would be collected, when, how, and by whom 11. devised a secure and convenient data storage and retrieval system 12. assured compliance with local, state, and federal regulations in providing access to records and ensuring confidentiality
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LEVEL OF PERFORMANCE d d e e t n n o i i a a N t t t t A A
Since career guidance and choice is contingent upon the job market, the intern must project the employment needs of business and industry for a five year period. The intern must also consider the number and nature of: 13. new jobs likely to be created by new or expanded operations 14. job openings due to retirement of present employees 15. jobs which will be eliminated by new technology 16. jobs which will be eliminated by curtailed operations 17. jobs which might be created or lost based on employment trends 18. jobs expected to be created or eliminated based on projected population trends In assessing the supply of employment over a five year period, the leadership intern estimated the number of: 19. graduates and potential graduates from existing career and technical education programs from the public and private sector (secondary, postsecondary, adult, etc.) 20. qualified workers available to the labor market In assessing student interest in career and technical education, the leadership intern surveyed: 21. prospective career and technical education students currently in grades 8, 9, 10, and 11 22. other prospective sources of students who might enroll in the proposed program (private, parochial, intermediate units, adult, etc.) 23. reviewed student census data to identify projected school population trends Since special population students are prevalent in career and technical education schools and require enhanced career guidance and choice assistance, the intern must review the school’s procedures to determine the: 24. services to be provided for all students 25. populations to be served, including special needs, nontraditional, and multi-cultural 26. diversity of programs offered to serve all populations 27. recruitment strategies for special populations 28. ancillary student services to be provided for students to succeed 29. continuing education services for graduates
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LEVEL OF PERFORMANCE d d e e t n n o i i a a N t t t t A A
Since cooperative education may be the most critical culmination of the entire student service program, the intern must assure its quality. It is important to prepare multiple individuals since all schools may not have a full-time coordinator. With this in mind, the intern: 30. established criteria for selection of student learners 31. established criteria for evaluating the training station potential of a business or industry 32. established criteria to evaluate qualifications of prospective on- the-job instructors 33. established the cooperating employer’s qualifications for reimbursement for training a student learner 34. provided prospective student-learners with resource materials on occupational opportunities 35. administered occupational tests 36. gathered student-learner selection data 37. interviewed students and parents to obtain interest and aptitude information 38. identified a prospective student learner on the basis of selection criteria and data 39. assessed safety provisions of the prospective training station 40. conducted termination procedures for on-the-job training for the student-learner when conditions demand it 41. negotiated on-the-job training hours and wages 42. matched a student-learner’s unique characteristics with an appropriate training station 43. arranged with a union to make contract provisions 44. developed a training agreement between student-learner, parent, school, and cooperating employer 45. arranged school and work schedules 46. developed a systematic training plan with the cooperating employer and/or on-the-job instructor 47. assisted the cooperating employer in verifying the legality of employing a student-learner in hazardous occupation 48. sponsored an employer-employee appreciation event 49. analyzed follow-up studies of completers and non-completers to identify potential changes in the program and curriculum
______Intern’s Initials Date SLRP’s Initials Date FRP’s Initials Date - 5 -