Maria Salevao – Director
Minnie Talataina – High School
Wendy Malepeai – Elementary
CETA, Inc. Consultants – Harry Drier
– Jessie Teddlie and others

 This presentation will give you an overview of the career development process.
 Career development is a lifelong process in which individuals come to understand themselves as they relate to the world of work, their community interaction, leisure, and their role in each.

CAREER
 A series of occupational/employment and educational experiences throughout one’s lifetime.
 The jobs, occupations and educational experiences that share common interests, knowledge, training, and experience.

JOB
 A certain task or group of tasks that a worker performs in an occupation. Any work that a person does for money.
 (Teacher) (Principal) (Counselor)

OCCUPATION
 A set of specific job titles and tasks that a worker performs to complete his/her work that are put together by an employer for an individual.
 (Educator – worker in education)

 Career is what one does throughout their lifetime
 One’s career represents all their careerrelated choices including education and training and outcomes.

 A human growth and development process by which individuals develop and identify their life roles and go through a continuum of career awareness, career exploration, work exposure, and educational activities that helps them to discern their own career path and life plan.

•
•
Career Counseling
Individual and customized communication that takes place between counselor and student on issues of career preferences, competency needs, interests, achievement, self-esteem, and other factors that will help the student with his/her personal planning.
Can be “discussions” in groups, but that would be “guidance” while individually, one gets counseling.

CAREER GUIDANCE


A specific emphasis and set of interventions that assists individuals to manage their career development within a school’s total guidance program.

It consists of support services that help individuals to: gain an understanding of their social, intellectual, and emotional development;


 become knowledgeable about educational, career, and social opportunities; learn decision-making and planning skills; and develop a plan of action for their lives.

A life-long process with various stages.
The process includes:
 Grades K-6 (career awareness) – Students are gaining new awareness of themselves as they interact with others. They are beginning to understand the role of work and have some general knowledge of different occupations.
 Grades 7-8 (career orientation) Self-awareness and knowledge of occupations is strengthened through more actual interventions with work and workers.

 Grades 9-10 (career exploration) – Students are able to match interests to occupations and develop entry level work skills in their high school and post-secondary plans of study.

 Grades 11-12 (specialty) – Students have made a career choice based on their interests and abilities. Their career plans include preparation for work and post-secondary training and education.

CAREER DEVELOPMENT MODEL
CAREER PATHWAYS TO SUCCESS!
Academic Performance
Standards
Career & Technical Ed.
Dual Enrollment Opportunities
K 1 2 3 4 5 6 7 8 9 10 11 12 13 14
A r t I c u l a t I o n
15 16
COMPREHENSIVE GUIDANCE PROGRAM
Career
Awareness
Orientation Exploration
Planning/
All Aspects of Industry
INDIVIDUALIZED CAREER PLAN
Associate
Degree
Four-Year
Degree
L ife
Long
Learning
WORK
Elementary
Guidance
Grant
ARRA Career
Awareness Grant

Career Awareness Processes:
National ASCA Standards and Competencies
National Career Development Competencies
Career Infusion (Career Curriculum)
Hands-On Experiences (Kits)
In-Class Speakers (Employer Partners)
Role-Playing

Academic
CORE
Career
Awareness
Academic
CORE
Career
Orientation
Academic
CORE
Career
Exploration
Academic
CORE
Career
Specialty
Academics
Technical
Education
Success in the workplace
Career Orientation: Helps students develop knowledge and understanding of career and technical education options necessary in making informed
Hands-on Kits
Careers Curriculum
Job Shadowing
Service Learning
Mentoring
Career Fairs/Days
School-Based Enterprises
In-Class Speakers

CAREER DEVELOPMENT MODEL
Academic
CORE
Career
Awareness
K - 6
Academic
CORE
Career
Orientation
7 - 8
Academic
CORE
Career
Exploration
9 - 10
Academic
CORE
Career
Specialty
11 - 12
Academics
Technical
Education
13 – 14+
Success in the workplace
Career Exploration: Helps students have opportunities to investigate occupational interest areas often through real or simulated job experience.
Hands-on Kits
Career Curriculum
Job Shadowing
Service Learning
Mentoring
Career Fairs/Days
School-Based Enterprises
In-Class Speakers

Academic
CORE
Career
Awareness
K - 6
Academic
CORE
Career
Orientation
7 - 8
Academic
CORE
Career
Exploration
9 - 10
Academic
CORE
Career
Specialty
11 - 12
Academics
Technical
Education
13 – 14+
Success in the workplace
Career Specialty : Helps students enter into Career & Technology courses for training in their chosen career pathway based on 16 career clusters and these courses help students to improve skills necessary for a successful transition to postsecondary education or work and a desire for life-long learning in a global society. CTE programs also build critical thinking and communication skills valued by employers through hands-on technical training with real world equipment.
Hands-on Kits
Specific Career & Technology Courses
Summer Work Programs
School-Based Enterprises
Mentoring
Career Fairs/Days
CTE Clubs
Job Placement

 A coherent, articulated sequence of rigorous academic and career/technical courses, commencing in the ninth grade and leading to an associate degree, baccalaureate degree and beyond, an industry recognized certificate, and/or licensure.
 The Career Pathway is developed, implemented, and maintained in partnership among secondary and postsecondary education, business, and employers.
 Career Pathways are available to all students, including adult learners, and lead to rewarding careers.

Doctor of Psychiatry usually takes 2 more years!
2-years beyond 4-year degree for school counselor or psychologists certification! Higher level employment while continuing to the Doctorate level of Psychiatrist!
4-year degree in teaching - higher level employment while continuing to the psychologist/psychiatrist degree!
2-year certificate/degree as teacher/teacher aid
- employment in schools while taking next steps!
High School Career & Technical
Education Courses

 Career Cluster: groups of similar occupations and industries.
 They were developed by the U.S.
Department of Education as a way to organize career planning.

Agriculture, Food and Natural
Resources Hospitality & Tourism
Architecture & Construction Human Services
Arts, Audio/Video Technology &
Communication Information Services
Business, Management &
Administration Law, Public Safety & Security
Education and Training
Finance
Manufacturing
Marketing, Sales & Service
Government & Public Administration Science, Engineering, Technology and Math (STEM)
Health Science
Transportation, Distribution and
Logistics
See http://www.careerclusters.org/16clusters.cfm

Health
Science
Science, Technology,
Engineering
& Math (STEM)
Agriculture,
Food and
Resources
Business, Management &
Technology
Arts,
Audio/Video
Technology &
Communication
Human
Services

 American Samoa’s Comprehensive
Career Guidance and Counseling
Program
 Guided by counselors with the help of all stakeholders
 Career Development for all Students!

 1. Self-Assessment

Skills

Interests
Values
Personality
 2. Occupational Exploration

Job Responsibilities/Descriptions

Informational Interviews
 3. Decision-Making
 4. Developing an Career Plan
 5. Job Search Activities

Resumes

Interviewing
Internships
Jobs

 Before you know what kind of work/career is right for you, you need to discover who you are!
 What are your skills, interests, values, and personality type? These are all important pieces when considering different careers.
 Review the following Self-Assessment descriptions and access the on-line links for assistance with selfexploration.

Self-Assessment
 To determine your skills, explore your past jobs, volunteer positions, academic history, and personal activities.
 Do not underestimate your skills - you probably have more than you realize!
 For instance, if you ever worked in a restaurant, you may have developed strong customer service skills, the ability to work well under pressure, and impressive sales skills.
These are all excellent transferable skills that many employers want in an employee.

Self-Assessment
 Working full-time, you may work over 2,000 hours per year. Wouldn’t you prefer to spend your time doing something you enjoy?
 Imagine what your ideal work day would look like:
 Do you prefer to work with people, data, things, or ideas?
 Do you want to use your creative talents and work in an artistic environment?
 Do you prefer tasks that require attention to detail and accuracy, and you can imagine yourself in an office environment?

Self-Assessment
 Holland Codes are usually referred to by their first letters: RIASEC.
 Doer (Realistic)
 Thinker (Investigative)
 Creator (Artistic)
 Helper (Social)
 Persuader (Enterprising)
 Organizer (Conventional


 This assessment identifies your Holland
Code based on your interests and offers associated occupations.
 March to Success Program
 ASVAB (aptitudes and abilities)
 Others

Self-Assessment
 Most people who are in occupations that are compatible with their values feel successful. If people complain that "something is missing" from their jobs, it may be that they are not respecting/considering their values.
 Is it important to you to help society and make a difference in peoples' lives?
 Do you want a career that offers recognition, status, and independence?
 Is living by the ocean and having free-time not a hope but a necessity?

Self-Assessment
 Work & Lifestyle Values
 Clarify your values which are grouped into several clusters.
 Values Self-Assessment
 Review this list of common values to help you identify your own values.
 After clarifying your values, use this information to consider, select, and discard various occupations.

Self-Assessment
 Personality is a key element in determining your satisfaction and success in an occupation. Your personality defines your preference for characteristics of a specific work environment.

Are you always “on-the-go” and prefer a fast-paced environment? Or do you prefer to work more methodically and don’t like a lot of surprises?
 You will excel in environments that are compatible with your personality, so consider and be honest about who you are now, as opposed to who you think you “should” be.

Self-Assessment
 Personality type is just one factor to consider when selecting a career. Keep in mind that all
“Types” are found in all occupations!

 Once you have clarified your interests, values, skills and personality type, you have a better awareness of yourself.
 The next step would be researching careers of interest. What are the job responsibilities, salary, educational requirements, and future outlook of potential careers?
 Career Clusters – 16 Nationally Identified Clusters tell the occupations and requirements for jobs in those areas.

Occupational Exploration
 Determine the main responsibilities and functions of a job.
 Find information about day to day job duties, general expectations, overall job descriptions and required abilities and knowledge.
 Determine what kind of personal characteristics are suited to your profession. What kind of work environment should you expect?
 For example, if you work more efficiently on your own, try to find professions that allow you to work more often on individual projects rather than group projects. Evaluate your own skill level to see if you meet job requirements and demands.

Occupational Exploration
 Occupational Outlook Handbook
 Read descriptions of daily responsibilities of employees in a wide range of occupations.
 Find out about working conditions and what kind of training and education is needed. You can also learn about salaries and expected job prospects.
 O*NET
 This database provides information on more than 950 occupations. Find out which abilities, work activities and interests are related to specific jobs.
 You can also learn about skills requirements, and identify what kind of work values are needed to be successful in specific occupations.

Occupational Exploration
 Informational interviews enable you to obtain information about a career by interviewing professionals in the field.
 Learn firsthand information from someone who can provide insight and advice about their job.
 The purpose is to talk to people who have jobs that interest you.
 Find out the impressions and experiences of a professional in your occupation of interest.
 Find out what personal qualities are important to be successful in the job.

 While completing your self assessment and exploring possible occupations, you’ve made a number of decisions. Perhaps you’ve eliminated some majors or careers, or maybe you have several you’d like to explore further.
 You are now ready to generate a list of the majors or careers you are seriously considering.
After listing your options, list the consequences, both positive and negative, of various decisions.
Do your selections support your values?

 If you feel stuck and are having difficulty making a decision and moving forward, ask yourself the following:


Do I have an understanding of my skills, personality, values and interests, or do I need further exploration in one (or more) of these areas?
Do I have an understanding of occupations that are a good match based on my self-assessment, or am I uncertain about possible careers?
 If you are still feeling stuck, another option is to make an appointment with a Counselor who can assist you to identify the barriers that are preventing your from moving forward, and help you find ways to move past these barriers.

 Now that you have identified some possible majors and/or careers, you are ready to create your Career
Plan. This Plan will include your overall goal(s), objectives, and strategies.
 First specify your goal. Your overall goal may be “To decide whether I want to pursue a career in Public
Relations”. If you are considering other careers, then you will prepare goals for those careers as well.

 Next define your objective(s) which will help you reach your goal. An example of an objective is “To conduct two information interviews with Public
Relations Representatives by June 1”.
 After defining your objective(s), identify the strategies needed to achieve your objective(s). Your strategies will be specific, measurable steps you will take to reach your objective. Be specific with what you will do, when you will do it by, and how you will do it.



Examples of strategies for the objective, “To conduct two information interviews with Public Relations
Representatives”:


Ask the Career Center and business instructors for referrals to Public Relations Representatives by April 1.
Prepare questions for the interviews by researching the
Career Center’s on-line links regarding information interviews by April 15.
 Call Public Relations Representatives by April 21 to schedule meetings. (Allow enough time as they may not be able to schedule an appointment with you for a few weeks.)
If you’re having difficulty identifying your objectives and strategies, make an appointment with a Counselor to clarify your next steps.

 What to take in high school
 What to take in postsecondary training or educational institution
 Where to learn the skills necessary for your goal… career pathway!

Additional Topics Offered
 SCANS (soft skills and transferrable skills)
 Resumes
 Job Search
 College Access
 Applications
 Interviewing
 Portfolio Development

 A complete k – 12 program in partnership with the community college, employers, parents and universities with possibilities of apprenticeships and other advanced training.

 This grant for High School Awareness will help us to develop a careers curriculum for the high schools.
 Provide training on how to use the curriculum for counselors and teachers.
 You will be receiving the curriculum and training later in the year, but some sample lessons will be sent over the next 2 weeks for you to pilot.
 Hands-on Kits and Training

 When done by teachers - Be integrated
– use these lessons to replace some similar lessons you already do
 When done by teachers – set aside one portion of a class period – or 1 day every week or two weeks to teach one of these lessons
 Important to the future of these kids

 When done by Counselor
 Classroom presentations
 Large Group Sessions
 In partnership as a guest presenter based on lesson the teacher is having that day
 Counselors can be of great help when partnering with classroom teachers to ensure students are relating academics to their future real world.