Back

Career Counseling – Program Outline

DUTY A: Foundations of Career Readiness

Task A1:  Job Readiness Program Goals

A1-1Introduce job readiness skills unit (EX:  Differentiate between a career and a job.)

A1-2Identify personal qualities (EX:  1) Self-directed learning, time management, being on time, showing up on time daily for school and work. 2) Assess values:  Do you want to be the big fish in the little pond, or be the little fish in the little pond? 3) Do you like to work outside or inside? 4) Do you like being with a lot of people or small groups of people? (e.g., alone or in a team), 5) Do you prefer to lead or follow?

A1-3Recognize workplace behaviors (EX:  How to get a job, how to keep a job; may include exhibiting a level of loyalty to one’s employer in part by not bashing employer on social networking sites)

A1-4Assess personal strengths & areas for growth (EX:  Work collaboratively with parents K-6 grades.  Work with classroom teachers collaboratively 9-12 grades.)

A1-5Practice communication skills (EX:  Peers, supervisors, community)

A1-6Assess self-management skills (EX:  Adapting and coping with change)

A1-7Set personal job readiness goals (EX:  Visitations to Career Academies, CTE Programs, Fine Arts Programs to assist students in setting personal job readiness goals.)

A1-8Set academic goals to help reach desired career goals (EX:  Conference Theme:  “How to own your assignments.”)

Task A2:  Job Readiness Competencies

A2-1Assess self-awareness of job readiness competencies

A2-2Assess work habits and attitudes

A2-3Practice communication skills (EX:  peers, supervisors, human resource officers, etc.)

A2-4Demonstrate teamwork skills

A2-5Set goals for personal and career growth

A2-6Participate in employer presentations and mock workplace activities

A2-7Complete a job readiness rubric by levels: Emerging, Developing, Proficient

A2-8Explore entrepreneurship career options (EX:  Based on Labor Market Information)

Task A3:  Social Emotional Learning (SEL) & Soft Technical Skills

A3-1Employ multiple assessment tools (EX:  general education, career interest such as Naviance, SchooLinks, neurodiverse)

A3-2Analyze assessment tools’ results (EX: Naviance Career Interest Inventory, SchooLinks Career Interest Inventory, and others)

A3-3Plan SEL and Soft Technical Skills applications (EX:  Actions have consequences.)  (Also: See Soft Technical Skills Survey Results in this document.)

A3-4Execute practical applications of those SEL and Soft Technical Skills plans (EX:  peer-to-peer mentoring, role-playing conflict resolution scenarios)

A3-5Incorporate appropriate self-advocacy strategies (based on plans and applications)

A3-6Design non-traditional career student support groups (EX: include career speakers in non-traditional roles, brown-bag lunch chats with non-traditional workers, etc.)

Task B1:  Career Clusters

B1-1Explore career options based on interests and assessments (EX: Elementary Education sites use after-school time for career readiness / exploration activities including Field Trips, Guest Speakers)

B1-2Conduct career counseling activities with ninth-graders (EX:  Review in grade 11)

B1-3Explore careers via course selection platform

B1-4Explain senior projects and individual career portfolio activities

B1-5Evaluate entrepreneurship as a career option

B1-6Summarize work-based learning (WBL) opportunities

B1-7Discuss the similarities between school work and work ethics

Task B2:  Decision-Making Strategies

B2-1Make a career choice (based on multiple assessments, internships, mentorships, etc.

B2-2Examine tools for decision-making

Task B3:  Skills, Values, & Interest Assessments

B3-1Conduct career assessments (EX:  DISC Personality and Behaviors inventory tool.  had student, parent, teacher information about careers suited to each personality type; CASEL (Collaborative for Academic, Social, & Emotional Learning) has various tools including Personal Assessment & Reflection related to SEL Competencies for school leaders, staff and adults.)

B3-2Review non-traditional careers options

B3-3Employ authentic and holistic counseling strategies

B3-4Explain the career success acronym KASH:  Knowledge Attitudes Skills Habits

Task C1:  Career and College Plans

C1-1Review career and college plan options

C1-2Develop career and college readiness skills

C1-3Summarize 2-year and 4-year, postsecondary, trade and pathways plans

Task C2:  Student, Parent, & Family Career Resources

C2-1Explore job markets

C2-2Review career and college terminology

C2-3Explain financial aid options

C2-4Create a step-by-step assessment timeline guide

C2-5Create parent maps and visuals in appropriate languages (EX:  How do parents/guardians influence student career choices?)

C2-6Examine online / offline career tools

C2-7Compare mentorship, internship and job shadow opportunities

C2-8Participate in career workshops, job fairs, and networking events

C2-9Create a step-by-step parent calendar

Task C3: Counselor Resources

C3-1Creating IEPs, 504s and MLs

C3-2Using personal and social skills resources (EX:  Outside agencies and referral agencies)

C3-3Hosting transition fairs (EX:  Case Managers host and work with Departments of Human Services.  Parents are a key audience for Transition Fairs.)

Task D1:  Counselor Planning

D1-1Applying to postsecondary institutions

D1-2Writing essays and letters of reference

D1-3Creating step-by-step application guides (EX:  Direct to institution, common block, niche)

D1-4Creating scope and sequence with the Naviance ASPECT Tool (an example)

D1-5Directing early college initiatives (EX:  1) Working with Dual Credit students once per week. 2) Kankakee Community College, Prairie State College (HVAC, CNA Programs), Barber College), and more)

D1-6Developing scholarship opportunities

Task D2:  Postsecondary Placement Planning

D2-1Explain three pathways:  career, college, military

D2-2Identify career and college preparatory skills and vocabulary

D2-3Summarize appropriate terminology (trade, college) (EX:  Transcripts, early action, early decision)

D2-4Design 2-year and 4-year institution enrollment tips (for students, parents)

D2-5Design U.S. Armed Forces enrollment tips (for students, parents)

D2-6Design private, trade and technical institution tips (for students, parents)

D2-7Design trade union employment tips (for students, parents)

Task E1:  Professional Tools

E1-1Create a Professional Development Toolkit Template (include tracking documents, form letters, shareable graphics, administrative approval form letters, funding sources)

E1-2Implement national ASCA and Illinois ISCA standards

E1-3Follow standards in practice (includes ISCA, IACAC)

E1-4Develop a list of opportunities for professional growth

E1-5Create a personal / department Professional Career Development Plan

Task E2:  Illinois Academic & CTE Standards Integration

E2-1Develop a Certification Standards Assessment Toolkit (include CEU opportunities and contact information)

E2-2Integrate Illinois Academic Standards to counseling practice

E2-3Integrate Illinois Career & Technical Education Standards to counseling practice

E2-4Summarize the PACE Framework

Task E3:  Characteristics of Successful School Counselors

E3-1Follow best practice school counseling strategies

E3-2Use a data management support tool to student and school advantage (EX:  Naviance, SchooLinks, Skyward or other)

E3-3Participate in a Regional Monthly Counselor Round Table (EX:  networking, sharing information and best practices)

Task E4:  Trades & College Partnerships

E4-1Explain the “Pipeline to Support Student Trade Matriculation” (EX:  Students complete standards to achieve goals toward seamless transition to postsecondary careers including apprenticeships, internships, and training programs that lead to certifications)

E4-2Summarize Trades Enrollment Tips with students and parents

E4-3Summarize College Partnership Enrollment Tips with students and parents (EX: understanding of selectivity and course requirements by program)

Task E5:  Evaluation Research, Data, & Closing the Gap Toolkit

E5-1Analyze National Career Readiness Best Practices (EX:  1) Counselors and CTE teachers make site visits to business and industry, tour local key businesses to collect examples of best practices by industry.  2) Address how the region would think local and global.  3) Inform students and parents that employers test basic academic skills as well as requiring drug testing protocols by industry.)

E5-2Create a School Career Counseling Toolkit

E5-3Create a Data Gathering Toolkit (EX:  Establish a plan to collect accurate data on how students transition to positive postsecondary education choices and careers)

E5-4Create a Measurement & MTSS Intervention Strategies Toolkit

E5-5Create a School Career Counseling Evaluation Toolkit

E5-6Create a School Counseling Practices Policy Toolkit

Task F1: Counselor & Student Technology Skills

F1-1Demonstrate basic technology competencies (EX: How To:  write an email, add attachments, use Microsoft Office Suite, use Google Suite, use apps, create accounts; differentiate between PDF and Word; and understand work portals and apps, repping online branding, and more)

F1-2Master software packages (EX:  1) To excel at the job applied for, be competent in using that firm’s software.; 2) Be confident to ask questions about software and in-house design and employee protocols.)

F1-3Explain Artificial Intelligence (AI) Trends in the Big 7 Industries (EX: TED Tech Talks about technology trends, ethics, impacts, foot prints, climate change, AI, etc.)

F1-4Demonstrate responsible use of AI Tools (EX: ChatGPT, etc.)

F1-5Demonstrate good digital citizen practices (EX: etiquette, personal information protection, source verification, respecting copyright and intellectual property, sharing knowledge & resources)

Community: Local, regional and statewide resources

  • Illinois Department of Human Services (IDHA) – Emergency Food Assistance Programs
  • DCFS Teen Pregnancy Support
  • Local Workforce Development Boards
  • Youth Employment and Internship/Apprenticeship Programs
  • Mental Health and Wellness Partners (EX: 988 Lifeline, NAMI)
  • Faith-Based and Community College Support Hubs
  • School District Student Services Landing Pages
  • Volunteer opportunities for students’ Senior Projects

Statewide & SCTEC:

Professional Organizations: National and State

Web Resources

Free E-Resources for counselors, students and parents

Fee-Based Resources for counselors, students and parents

Gold Collar Job resources

Volunteer opportunities for students’ Senior Projects (and a resume builder)

  • Local nonprofit (chambers, libraries, park districts, libraries, humane societies)
  • Habitat for Humanity, YMCA, United Way
  • VolunteerMatch (https://www.idealist.org/volunteermatch)
  • School-Based Service Learning
  • org (https://www.idealist.org/)
  • org
  • Serve Illinois (Governor’s Office)
  • High school community service boards
  • Illinois WorkNet Resume Builder
  • CareerOneStop Resume Guide
  • Google Docs Resume Templates
  • Canva Free Resume Templates
  • Indeed Resume Builder
  • Zety Resume Builder
  • Resume Genius (https://resumegenius.com/v4-km12m4)
  • Student Academic Skills Development
  • Academic goal setting strategies
  • Group support activities
  • Postsecondary planning
  • Dual Credit
  • Early College Initiative

Mathematics Applications

  • Computation (addition, subtraction, multiplication, division)
  • Fractions, decimals
  • Percentages
  • Estimation

English Language Arts Applications

  • Communication skills (verbal, non-verbal, written, listening, graphic)
  • Technical reading and writing literacy
  • Resume development
  • Interview skills practice
  • Research skills practice

Science Applications

  • Physics
  • Chemistry
  • Biology

Social Science Applications

  • Understand the business / industry customer
  • Research customer service

Tools & Equipment

  • SchooLinks at https://www.schoolinks.com/ (Work-Based Learning Toolkits, Career Exploration Guides, FAFSA Toolkit for Counselors and more.)
  • DISC Personality and Behaviors inventory tool (EX: 1) Contains student, parent, teacher information about careers suited to each personality type; 2) CASEL (Collaborative for Academic, social, and Emotional Learning) has various tools including Personal Assessment and Reflection related to SEL Competencies for school leaders, staff and adults at https://casel.org/.)
  • Myers-Briggs Type Indicator (MBTI) (EX: Keirsey Temperament Sorter at https://www.keirsey.com/)

Workplace Employability Skills

  • Job interview practice
  • Teamworking
  • Problem solving (resourcefulness, initiative, conflict resolution)
  • Decision making
  • Attention to detail
  • Self-management
  • Dedication to quality
  • Thinking skills (logic, priority setting, and others)
  • Interpersonal skills (co-workers, supervisors, vendors)
  • Quality assurance (for products)
  • Entrepreneurship

Soft Technical Skills Category Ratings from Panelists and Observers (n=11)
(Consider all skills as taking place “On the Job.”)

  •   Creativity (Creating on the Job, Planning, Priority Setting) (x9)
  • Employability Skills (Designing a Career, Getting the Job, Career Advancement) (x9)
  • Getting to Work (Learning on the Job, SOPs, Job Aids, Dress for the Job) (x11)
  • Occupational Safety and Health (OSHA) (Hazard Communication, Emergency Response) (x8)
  • Personal Strengths (Concentrating, Motivation, Managing Shift Cycles, Managing Stress,

Humor, Social Manners) (x8)

  • Personal Values (Attitude, Ethics, Confidentiality, Responsibility, Initiative, Whistle Blowing

on the Job) (x11)

  • Productivity (Productivity, QA, Preventive Maintenance, Diagnostics, Estimating, Time

Management on the Job) (x9)

  • Self-Employment (Entrepreneurship, Supervising, Training, Proposal Writing, Digital

Processing) (x5)

  • Systems Thinking (Systems Thinking, Organizing Systems, Electro/Mechanical, Biological,

Performance) (x6)

  • Teambuilding (Working, Leading, Networking, Resolving Conflict) (x11)
  • Technical Communication (Verbal, Written, Graphic, Non-Verbal, Questioning/Interrogating,

Perception)(x10)

  • Thinking on the Job (Common Sense, Critical Thinking, Logic, Persuading, Decision-Making) (x11)

PANEL RECOMMENDATIONS Upon Approval of SCTEC’s Career Counseling Outline:

  • The outline remains a work in progress and would be updated once the Regional Counseling Group is formed and operations. In the interim, the Career Counseling SGI Panelists and Observers would rely on the ISBE’s Career Counseling Curriculum as posted on the CTE Program Web Page.
  • Information about employer drug testing

3)  Adhering to social media manners with employer

4)  Organize the Southland Regional Counseling Group to support students, parents, and counselors