Education Week - May 31, 2017 - 11

ration. Students research and visit
colleges and learn skills such as notetaking. They dive deeper into exploring job options and requirements, including monthly meetings with local
business professionals. With Williams,
they take career inventories and assessments that help them identify job
interests. They compose personality
profiles, like the one Mario Whiteside
is working on in his textbook.
It asks him to complete statements
like this: "I'd like a job that lets me
work with. ..." Mario runs his finger
down the list of possible answers.
"Computers," he says out loud.
Amerrah Cooper is doing the same
thing a few desks away. Her textbook asks her to reflect on the social
side of the workplace: "Do you like
to work alone or with others?" She
marks "alone."

Keeping the College Connection
Williams' office is at the high
school, but, like most of Arkansas'
college and career coaches, she is
an employee of the local community college. Before she started
coaching three years ago, Williams
was the director of recruitment for
East Arkansas Community College. She thought that working in
that transition zone between high
school and college gave her a good
knowledge base for the coaching
position. With a 120-hour course
conducted mostly online, she earned
her credential from the National
Career Development Association.
All year long, she keeps in close
contact with her supervisor, Michelle

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Wilson, the community college's associate vice president for student
affairs. Williams returns to the college campus in the summer to stay
abreast of changes in financial aid
and other areas and to plan for the
following school year. The ongoing
connection is valuable both for Williams and her students, Wilson said.
The coach brings her students to

related capacity problem each time
she and Williams organize their
annual job-shadow event. They
don't have enough connections to
arrange those visits for all 90 students or the transportation to get
them there. So she has to rely on
the teenagers to set up their own
job-shadow placements. And that
usually means that about half go to

"

We're hoping we can help students be more
realistic about everything that's required to
get where they want to go."
CHRISTINE WILLIAMS
Secondary school career coach, Wynne, Ark.

the campus for visits. For some, it's
a first taste of college life. She also
holds summer ACT academies there.
And throughout the year, she has the
brain trust of the admissions and
financial-aid offices at her disposal.
A little tougher, though, has been
building the myriad connections she
needs for the career-development
side of her job. Williams is forging
partnerships with local businesses,
but that takes time. And in this rural
area, business variety is limited. Education, health care, and agriculture
dominate. "I'm always asking myself,
what other kinds of placements can
we find for our kids?" she said.
Vaught, the 8th grade careerdevelopment teacher, confronts a

work with their parents.
"Not ideal," Vaught said, wincing,
"but it's the best we can do."
Getting exposure to new job possibilities is an important quality in
career-awareness programming for
younger students, said Tamar Jacoby,
the CEO of Opportunity America, a
Washington think tank that advocates for programs that support economic mobility. But job-shadowing by
itself isn't enough. It must be part of
a continuum that provides students
with internships and work-based
learning as they get older, she said.
That work remains challenging for
most schools, however, Jacoby said.
"There's the question of how do I
get them there. How do I make all

those connections with employers?
And what about liability?" Jacoby
said. "The school has a million reasons to say no. It's too much trouble.
The employer has a million reasons
to say no: What am I going to do with
a 16-year-old in my factory? But for
kids, it can be mind-stretching."
At the very least, getting a taste
of the workplace can be clarifying.
Trinity Peeler, a freshman at Wynne
High, said she thought she wanted to
be a veterinarian until she spent her
8th grade job-shadow day at Cross
County Veterinary Clinic.
"The meeting and petting animals
was OK. The prescriptions were OK.
But as soon as they brought out the
cauterizing iron, and I smelled the
scent of burning flesh and hair, I
was done," she recalled. Now, Trinity
is thinking about becoming an art
teacher or band director.
Jessica McNatt had the opposite
experience. Spending the day with
an occupational therapist at a pediatric clinic in Wynne a decade ago
solidified her dream of working in
that field. That certainty bolstered
her as she chose high school courses,
arranged OT observations in different settings, and went on to earn
her bachelor's degree in nutrition.
Now 24, McNatt is halfway through
her two-year graduate occupationaltherapy program.
"That day in 8th grade really
sparked that passion for me," she
said. "And now I'm really on my way."

ABOUT THIS SERIES
This story is the third of a threepart series on key challenges
facing career- and technicaleducation programs as they
attract a new wave of attention
and support in schools across
the country.
This week: The old "vocational
education system" too often
categorized low-income and
minority students as poor college
candidates and tracked them
into blue-collar jobs. Read about
Arkansas' placement of career
coaches in more than half its
schools, a move that could
circumvent tracking.
May 17: Read about efforts
to create a demographically
diverse student enrollment in
New Jersey's Marine Academy of
Science and Technology, an elite
career- and technical-education
program.
May 10: Tennessee is working
to improve program quality by
ensuring that all pathways lead
to higher education and jobs in
growing fields.

Visit the HIGH SCHOOL & BEYOND blog,
which tracks news and trends on this
issue. www.edweek.org/blogs

Weaving Project-based Learning into
rigorous high School Courses
This webinar examines the Knowledge
in Action program, an attempt to
incorporate project-based learning into
the teaching of Advanced Placement
courses. What lessons does the program
offer for using project-based learning in
rigorous courses at the high school level?

free webinar:

Wednesday, June 7, 2017 / 1 to 2 p.m. eT
www.edweek.org/go/webinar
integratingPbL
Sponsored by

guests
*	Amber GrAeber, advanced
placement coordinator, Des
moines Public Schools
*	JAne C. Lo, assistant professor
of social science education,
School of Teacher education,
Florida State University
*	SUSAn bobbiTT noLen, professor
of learning sciences and human
development, University of Washington
moderator
*	SeAn CAvAnAGh, assistant
editor, Education Week

EDUCATION WEEK | May 31, 2017 | www.edweek.org | 11


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Table of Contents for the Digital Edition of Education Week - May 31, 2017

Education Week - May 31, 2017
Where Career Plans Start Early
States Struggle to Define ‘Ineffective Teachers’
Trump Priorities on Full Display In K-12 Budget
For Schools, Rating Students’ Character Is a Tricky Prospect
News in Brief
Report Roundup
Charter Win Brings Big Shift to L.A. Unified
Reading and the Mind : An Author Q&A
Letters to Districts Prompt Worries About E-Rate’s Future
States’ Spec. Ed. Work Offers a Jump on ESSA’s Demands
Amid Fiscal Crisis, Puerto Rico Shuts Down Scores of Schools
Budget Plan Spares Some Ed. Research Efforts, Cuts Others
Trump Budget Draws Ire, Tepid Support From School Choice Worl
Darienne Driver: A Collective-Impact Approach to Equity
Steve Canavero:Two-Party Support Gives School Funding Wider Reach
Peggy Lehner: Money Doesn’t Ensure Equity
Veronica Palmer: Empowering Families to Lead
Pedro A. Rivera: A Fair Formula for Funding
John Schoenig: Our Children Are Made for Greatness
Tammy Wawro: Confronting the Realities of a Changing Population
Letters
TopSchoolJobs Recruitment Marketplace
Danielle Gonzales & Ross Wiener: Yes, Schools Have an Equity Problem. What Should We Do About It?
Education Week - May 31, 2017 - For Schools, Rating Students’ Character Is a Tricky Prospect
Education Week - May 31, 2017 - 2
Education Week - May 31, 2017 - 3
Education Week - May 31, 2017 - News in Brief
Education Week - May 31, 2017 - Report Roundup
Education Week - May 31, 2017 - Charter Win Brings Big Shift to L.A. Unified
Education Week - May 31, 2017 - Reading and the Mind : An Author Q&A
Education Week - May 31, 2017 - Letters to Districts Prompt Worries About E-Rate’s Future
Education Week - May 31, 2017 - 9
Education Week - May 31, 2017 - 10
Education Week - May 31, 2017 - 11
Education Week - May 31, 2017 - 12
Education Week - May 31, 2017 - Amid Fiscal Crisis, Puerto Rico Shuts Down Scores of Schools
Education Week - May 31, 2017 - 14
Education Week - May 31, 2017 - 15
Education Week - May 31, 2017 - 16
Education Week - May 31, 2017 - 17
Education Week - May 31, 2017 - Trump Budget Draws Ire, Tepid Support From School Choice Worl
Education Week - May 31, 2017 - 19
Education Week - May 31, 2017 - Steve Canavero:Two-Party Support Gives School Funding Wider Reach
Education Week - May 31, 2017 - Pedro A. Rivera: A Fair Formula for Funding
Education Week - May 31, 2017 - Letters
Education Week - May 31, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - May 31, 2017 - 24
Education Week - May 31, 2017 - 25
Education Week - May 31, 2017 - 26
Education Week - May 31, 2017 - 27
Education Week - May 31, 2017 - Danielle Gonzales & Ross Wiener: Yes, Schools Have an Equity Problem. What Should We Do About It?
Education Week - May 31, 2017 - CW1
Education Week - May 31, 2017 - CW2
Education Week - May 31, 2017 - CW3
Education Week - May 31, 2017 - CW4
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