Georgias Teachers-As-Advisors Program (TAA) Making Education Work for

Georgias Teachers-As-Advisors Program (TAA) Making Education Work for

Georgias Teachers-As-Advisors Program (TAA) Making Education Work for All Georgians Vivian Snyder Career Development Coordinator Georgia Department of Education Career, Technical and Agricultural Education (CTAE) [email protected] Delivering BRIDGE Legislation 6-12 ADVISEMENT:

Mandates 6-12 system of advisement for ALL students through a systematic, comprehensive and developmental advisement process Mandates 6-8 educational and career planning to result in an individual graduation plan synonymous with the Georgia Pathway Programs of Study prior to the end of the second semester of the 8th grade Mandates continued annual advisement 9-12 02/08/20 2

STUDENT ADVISEMENT Advisement is (new DOE Board Policy in process to reflect BRIDGE language): a comprehensive process to provide students with skills and knowledge to make informed decisions about their education and career plan; a plan to aid students in developing self-awareness, define and re-define options, and make informed decisions; a process to help each student improve his/her chances for long-term employment

3 The individual graduation plan will include: (1) Include rigorous academic core subjects and focused course work in mathematics and science or in humanities, fine arts, and foreign language or sequenced career pathway course work; (2) Incorporate provisions of a student's Individualized Education Program (IEP), where applicable; (3) Align educational and broad career goals and a student's course of study; (4) Be based on the student's selected academic and career focus area as approved by the student's parent or guardian;

(5) Include experience based, career oriented learning experiences which may include, but not be limited to, internships, apprenticeships, mentoring, co-op education, and service learning; (6) Include opportunities for postsecondary studies through articulation, dual enrollment, and joint enrollment; (7) Be flexible to allow change in the course of study but be sufficiently structured to meet graduation requirements and qualify the student for admission to postsecondary education; and (8) Be approved by the student and the student's parent or guardian with guidance from the student's school counselor or teacher adviser. An individual graduation plan shall be reviewed annually, and revised, if appropriate, upon approval by the student and the student's parent or guardian with guidance from the student's school counselor or teacher adviser. An individual graduation plan may be changed at any time

throughout a student's high school career upon approval. Effective advisement will be measured by the utilization of the systems selected Career Information System in the following areas for middle schools: % OF 6th graders who create electronic portfolio account % OF 6th graders who take a career-related assessment % OF 7th graders who take a career-related assessment % OF 7th graders who explore at least three careers concentrations/clusters and save the career clusters/concentrations in their portfolios % OF 8th graders who take a career-related assessment

% OF 8th graders who explore at least three careers prior to the transitional parent/student conference or student led conference % of 8th graders who complete a plan of study/individual graduation plan Effective advisement will be measured by the utilization of the systems selected Career Information System in the following areas for high schools: % OF 9th graders who investigate and record in their portfolio at least three additional occupations prior to the annual student/family conference % OF 10th graders who are aware of College Credit Now programs (dual enrollment opportunities) by April 1 % OF 11th graders who make the connection between school and work

by exploring and saving in their portfolios at least three possible choices of postsecondary institutions that match their Individual Graduation Plan % OF 12th graders who identify their next step after graduation in their electronic portfolio: 4-year institute, 2-year institute, apprenticeship, military, technical college, special purpose [vocational] school, or workforce Its aa question question of: of: Its

How many opportunities do ALL Georgia students have to explore the world of work? To understand the connection between school work and their future career? To assess their individual interests and aptitudes? To assess their work values and preferences? To assess their individual learning, collaboration, and problemsolving styles? To develop a plan of action to reach their educational and career goals? The New 3 Rs What is TAA? A systemic, systematic method of delivery wherein an

entire student population (grades 6-12) is assigned, in small groups, to a trained, caring adult advisor who both advocates for his or her advisees and facilitates sessions focused on: 1.Career Management: Awareness, Exploration, and Planning 2.Academic Achievement, Educational Attainment and Lifelong Learning: Academic Development 3.Life Skills: Personal and Social Development The TAA 10-Step Model 1.

Establishing Need and Gaining Awareness of Data 2. The Educational and Career Planning Process 3. Articulating a Statement of Purpose 4.

Strategic Planning for Parent/Family Involvement 5. Achieving Consensus on Organization and Logistics 6. Designing Framework-Based Content for Delivery 7.

Understanding and Fully Utilizing Assessment Results 8. Determining the Level of Leader Involvement and Support 9. Professional Learning and Ongoing Support 10. Assessing the Effectiveness of a TAA Program

GSO: Limited Online Resources Link GSO: Online Resources Link Establishing Need and Gaining Awareness of Data Facing the Brutal Facts

Georgia high school graduation rate? Under 80% 9th grade retention rate? Too high, overrepresentation of specific groups of students Postsecondary matriculation? Poor, sometimes less than 20% Labor market needs? Skills shortage, labor shortage A 2001 study by the National Association of Manufacturers revealed that 78% of work force representatives believe public schools are

failing to prepare students for the workplace. This represents little change from similar 1991 and 1997 surveys administered by the agency, despite a decade of various education movements. Parental involvement? Very little, low level of authenticity Anonymity of students? Yes, we have students we dont really know. Education and Training Pays Georgia Workforce 2016 Beyond the Horizon. Workforce Information & Analysis Division, p 28. Face the facts!

Begin with an end in mind Covey Ask yourselves What are the high-skill, high-demand, high-wage jobs identified for your county or region by the Georgia Department of Labor (DOL), the Governors Office of Workforce Development, etc.? What are the programs of study offered at your local high schools? Are the two aligned? Will they lead your students to high-skill, high-demand, and high-wage careers? How much do your middle school parents and students know about high school programs and the job market?

An Essential Difference Counseling Advisement The help that some students need to overcome personal and social problems that interfere with learning.

The help that ALL students need from parents, teachers, counselors and others to assist with educational and career development and planning. The Educational and Career

Planning Process The Model 02/08/20 20 The Model: Career Pathways Is a coherent, articulated sequence of rigorous academic and career/technical courses, usually beginning in the 9th grade and leading

to a diploma, associate degree, baccalaureate degree and beyond.

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