(B) Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities;
The following course syllabi reflect how this competency was met through my graduate studies:
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Academic and Career Planning
At my middle school, I worked individually with students who were failing one or more of their classes and helped them create academic goals for themselves based on their future career aspirations. We explored future careers that they were interested in, looked up colleges that offered programs in those fields, and noted the requirements to get into the program. For example, one student loved designing buildings, so we looked up information about architecture programs and prerequisites for applying to the program. The student learned that she needed to work harder in math in order to become an architect and joined a homework club to get extra help. By seeing the connection between current school work and future opportunities, the students I worked with became more engaged and motivated to do well.
At my middle school, I worked individually with students who were failing one or more of their classes and helped them create academic goals for themselves based on their future career aspirations. We explored future careers that they were interested in, looked up colleges that offered programs in those fields, and noted the requirements to get into the program. For example, one student loved designing buildings, so we looked up information about architecture programs and prerequisites for applying to the program. The student learned that she needed to work harder in math in order to become an architect and joined a homework club to get extra help. By seeing the connection between current school work and future opportunities, the students I worked with became more engaged and motivated to do well.
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High School Mentoring Program
At my elementary school site, I trained and supervised the high school mentors. The high schoolers went through a two hour training where we reviewed the school rules and practiced problem solving techniques and then were matched with an elementary school student who had been identified by the RTI team as needing extra support. The mentors helped the elementary students with schoolwork, appropriate classroom behavior, making friends, and problem solving. Not only did this program help the elementary students by providing them with additional support, it also helped the high schoolers by increasing their leadership skills. As a result of this experience, several of the high schoolers told me that they were considering careers in social work, teaching, and school counseling. At the end of the year, I helped several of the high school mentors with career counseling and finding relevant volunteer opportunities for the summer.
At my elementary school site, I trained and supervised the high school mentors. The high schoolers went through a two hour training where we reviewed the school rules and practiced problem solving techniques and then were matched with an elementary school student who had been identified by the RTI team as needing extra support. The mentors helped the elementary students with schoolwork, appropriate classroom behavior, making friends, and problem solving. Not only did this program help the elementary students by providing them with additional support, it also helped the high schoolers by increasing their leadership skills. As a result of this experience, several of the high schoolers told me that they were considering careers in social work, teaching, and school counseling. At the end of the year, I helped several of the high school mentors with career counseling and finding relevant volunteer opportunities for the summer.
