South Carolina
Education and
Economic
Development Act
of 2005
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South Carolina Education and
Economic Development Act
EEDA
Comprehensive reform-focused legislation that
addresses workforce development through
student-centered education reform
Establishes a framework for a collaborative effort
among students, parents, educators, business
partners, and communities to take an active role
in providing the best educational opportunities
possible for all SC public school students
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Goal of EEDA
All of South Carolina’s students will
complete high school fully prepared for
successful employment, further training, or
postsecondary study.
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Components of the EEDA
Help students connect education to careers of
their choice
Increase the number of guidance counselors
and career specialists to achieve a 300:1
student to guidance personnel ratio
Establish clusters of study and Individual
Graduation Plans (IGPs) for students
Provide for parental review and approval of IGP
with student and counselor
Identify at-risk students and provide programs to
increase graduation rate
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Components of the EEDA
Align requirements for high school graduation
with college entrance
Establish articulation agreements making K-16
education seamless
Create dual-enrollment agreements for high school
and college coursework
Create Regional Centers to connect students,
educators, employers, and the community
Create a Coordinating Council to oversee
implementation of EEDA
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EEDA
Definitions
and
Performance Standards
for Teachers, Administrators,
and School Counselors
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EEDA
1. Definition:
Career Guidance is a developmental
process by which students become aware
of the interrelationship among interests,
abilities, school, work, family, and life roles
in relation to academic and career
planning.
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EEDA
1. Performance Standard:
Teacher candidates will explain the career
guidance process.
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Career Guidance Process
Lifelong learning process of career
development
Empower students to make a successful
transition from school to the world of work,
from job to job, across their life span, and
to be productive citizens
Collaborative effort of guidance staff,
teachers, parents, other family members,
and community partners
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Career Guidance Process
SC Career Guidance Model mission
is to improve students’ knowledge of
careers while adhering to the
standards and competencies set forth
in the South Carolina Comprehensive
Developmental Guidance and
Counseling Program Model.
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SC Comprehensive Guidance and
Counseling Model
Student standards and competencies are
addressed in the model and may be
accessed at:
http://ed.sc.gov/agency/Innovation-andSupport/YouthServices/Guidance/Index.html
Career guidance lesson plans and
activities are available at:
http://ed.sc.gov/agency/Standards-andLearning/Career-and-TechnologyEducation/SouthCarolinaCareerGuidance
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EEDA
2. Definition:
The curriculum framework for career clusters of
study is an organizational model that integrates
career preparation components with academic
coursework, providing the foundation for the
development of the Individual Graduation Plan
(IGP). The IGP, organized around career
clusters and majors, is an educational plan
aligned with students’ interests, aspirations, and
experiences.
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EEDA
2. Performance Standard:
Teacher candidates will explain the
curriculum framework for the career
clusters of study concept and its relevance
to the Individual Graduation Plan (IGP).
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Curriculum Framework Design
Schools of study (optional)
Clusters of study
Majors for each cluster of study
Individual Graduation Plan (IGP)
Recommended Curriculum for an IGP
Template for the IGP for each major
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Cluster of Study
Means of organizing instruction and student
experiences around broad categories that
encompass virtually all occupations
Provide a way to organize and tailor course work
and learning experiences around areas of
interest
Designed to provide a seamless transition from
high school study to postsecondary study and/or
the workforce
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South Carolina’s Sixteen Career
Clusters
Arts, A/V Technology, and
Communications
Agriculture, Food, and Natural
Resources
Architecture and Construction
Business, Management, and
Administration
Education and Training
Finance
Government and Public
Administration
Health Science
Hospitality and Tourism
Human Services
Information Technology
Manufacturing
Marketing, Sales, and Service
Public Safety and Security
Science, Technology,
Engineering, and Mathematics
Transportation, Distribution,
and Logistics
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Majors
A career cluster may have several majors.
A major consists of the completion of at
least four required units of study in that
area as well as complementary electives.
Students are urged to take the most
challenging course work.
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Individual Graduation Plan
Consists of state high school graduation requirements
and/or college entrance requirements
Includes course recommendations for successful
completion of a major
Includes course recommendations to help with
successful transition to postsecondary education and the
workforce
Offers flexibility so that plan may be updated if students
interests change
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2009-2010
IGP Conference Requirements
IGP conferences are required for 8th – 11th
grade students
– IGP conferences must be led by a certified
guidance counselor.
– 10th grade students must select a major.
– 12th grade IGPs at school/district’s discretion.
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EEDA
3. Definition:
The elements of the Career
Guidance Model are awareness,
exploration, and preparation.
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EEDA
3. Performance Standard:
At their appropriate level of instruction,
teacher candidates will explain the use of
the career guidance standards and
competencies as specified in the South
Carolina Comprehensive Developmental
Guidance and Counseling Program model.
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SC Comprehensive Guidance and Counseling
Model
Career Development
Learning to Work Student Standards
Students will understand the relationships among
personal qualities, education and training, and the world
of work.
Students will demonstrate decision-making, goal-setting,
problem-solving, and communication skills.
Students will explore careers and the connection of
school to work.
Students will demonstrate a positive attitude toward work
and the ability to work together.
Students will understand how community awareness
relates to work.
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Career Guidance Process
Step One – Career Awareness
Career awareness begins in the home and community.
Parents and extended family members enhance and
influence children’s knowledge and awareness of
careers.
American School Counselor Association cites the
elementary school years as a time period for children to
develop awareness of self and careers.
Career awareness activities allow children to assimilate
information about themselves and the world of work into
their thinking.
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Career Guidance Process
Step Two – Career Exploration
Exploration focuses on the rapidly changing
needs of young adolescents.
Counseling and career awareness programs on
clusters of study are provided to students.
Assessments are used to help students
determine interests and abilities.
Students develop an Individual Graduation Plan
(IGP) and identify a preferred cluster of study. 24
Free Assessments
The SCDE funds the following assessments for
all schools.
– EXPLORE
– Kuder
– PLAN
– SCOIS
Districts/schools may use one or all of these
assessments based on their student population.
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Career Guidance Process
Step Three – Career Preparation
Students develop realistic and fulfilling life plans based on clear
understandings of themselves and their needs, interests, and
skills.
The IGP is reviewed and updated annually in accordance with
students’ post-graduation educational and occupational goals.
Students experience a variety of professional opportunities
through job shadowing, apprenticeships, or internships.
Students are assisted to develop competence in decision-making,
career planning, working with others, and taking responsibility for
their own behavior.
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EEDA
4. Definition:
Character education
encompasses the identification,
understanding, and performance
of core values that enhance
citizenship, relationships, and
quality of life.
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EEDA
4. Performance Standard:
Teacher candidates will identify
instructional strategies that promote core
values in the school community.
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EEDA
5. Definition:
Contextual teaching is a concept
that refers to methodologies used
by teachers that focus on
concrete, hands-on instruction
and content presentation with an
emphasis on real-world
application and problem solving.
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EEDA
5. Performance Standard:
Teacher candidates will use concrete,
hands-on instruction and content
presentation with an emphasis on realworld application and problem solving.
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EEDA
6. Definition:
Cooperative learning is an
instructional technique where
students interact collaboratively to
complete a task.
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EEDA
6. Performance Standard:
Teacher candidates will implement
learning strategies that promote
cooperation.
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EEDA
7. Definition:
Learning styles is a concept that
refers to methodologies intended
to accommodate diversity in
student learning.
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EEDA
7. Performance Standard:
Teacher candidates will implement
strategies to accommodate the needs of
diverse learners.
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EEDA
Collaborative efforts of all are required to accomplish the goal that all of
South Carolina’s students will complete high school fully prepared for
successful employment, further training, or postsecondary study.
Credits: S.C. Department of Education and
Lexington County School District One
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