Impact of Career Pathways on
Student Course Selections
Janet Lumpkins
Student Course Selections
Janet Lumpkins
With the implementation of new career pathways in Career and Technology (CTE) course offerings, the focus of counseling and assisting students in finding classes that meet their career goals is important. Education and information in these areas is vital to guiding our students in these efforts. Due to the newness of the courses, it is uncertain that the students truly understand the purpose of choosing classes that reflect their interests both now and in the future. Therefore, I chose to survey the students, as well as the faculty, in their level of knowledge on the career pathways and course offerings at Angleton High School. In the survey, I will gather basic data on each student as well as ask them specific questions concerning their knowledge and class choices so far. In addition, I will gather information from surrounding schools as to any additional classes we do not offer that might be of interest to our student population. In the student survey, I will also ask about any career direction they might be interested in that is not offered at Angleton High School.
My vision is that we will find areas where the communication of the career pathway information is either strong and we can continue to build on this or that in weak areas we can adjust our practices so that the students benefit and can make informed decisions on the classes they choose based on their career ideals. My plan is to design the survey in such a way as to measure the understanding of the students and faculty to address strengths and weaknesses to develop a plan to improve student consultation in the future.
There are several websites that CTE teachers can access to support the use of career pathways. Achieve Texas is a website that outlines the career pathways and their relevance for students, parents and other stakeholders. The ultimate goal is to make “wise education choices.” (Alexander, 2010) The information provided on Achieve Texas as well as others seeks to educate all stakeholders in the advantages, both now and in the future, of having students choose their CTE classes based on their future career goals and objectives. Furthermore, “when schools integrate academic and technical education, students can see the “usefulness” of what they are learning.” (Alexander, 2010)
When my Action Research project is complete, I will have data to present to administrators, counselors, and faculty that will hopefully guide our conversations with students as they are seeking CTE classes that are relevant and support their career goals. In addition, all faculty can be updated and enlightened on CTE and the advantages our classes can offer all students. CTE classes have many factors that support all academic areas, so working together we can assist our students to succeed in all areas of instruction, helping them to be a well rounded individual.
In constructing the survey, it is my intention to utilize as many students as possible. This will help justify and support the data I will collect. I have discussed this with our Social Studies Department Chair, as I felt these classes will help include the greatest amount of students in the survey. In the survey, I will not take any names – this will be a blind survey of information. This should ensure student safety and confidentiality. The survey will be short and to the point, as to identify the information needed as well as not take up a great amount of instructional time in the Social Studies classes.
Identifying the need to gather information on the awareness of career pathways will guide the development and delivery of the survey instrument. I do not predict any conflict in collecting the data of the research. I will not force any student to participate – only encourage them, through the survey, to answer the questions completely and honestly to assist our campus in the goals identified. I believe if the message is clear, the students will be cooperative. Planning ahead and having the support of the faculty involved in helping me facilitate the survey will aid in avoiding any conflicts.
The CTE career pathways are designed to meet the future goals of all of our students; therefore, all students, including those with diverse backgrounds are included. “It allows students to achieve excellence by preparing them for secondary and postsecondary opportunities, career preparation and advancement, meaningful work, and active citizenship.” (Alexander, 2010) The data collected in the action research will address the needs of our students and assist faculty in meeting those needs by giving us the knowledge to have meaningful conversations with our students regarding their future aspirations.
My vision is that we will find areas where the communication of the career pathway information is either strong and we can continue to build on this or that in weak areas we can adjust our practices so that the students benefit and can make informed decisions on the classes they choose based on their career ideals. My plan is to design the survey in such a way as to measure the understanding of the students and faculty to address strengths and weaknesses to develop a plan to improve student consultation in the future.
There are several websites that CTE teachers can access to support the use of career pathways. Achieve Texas is a website that outlines the career pathways and their relevance for students, parents and other stakeholders. The ultimate goal is to make “wise education choices.” (Alexander, 2010) The information provided on Achieve Texas as well as others seeks to educate all stakeholders in the advantages, both now and in the future, of having students choose their CTE classes based on their future career goals and objectives. Furthermore, “when schools integrate academic and technical education, students can see the “usefulness” of what they are learning.” (Alexander, 2010)
When my Action Research project is complete, I will have data to present to administrators, counselors, and faculty that will hopefully guide our conversations with students as they are seeking CTE classes that are relevant and support their career goals. In addition, all faculty can be updated and enlightened on CTE and the advantages our classes can offer all students. CTE classes have many factors that support all academic areas, so working together we can assist our students to succeed in all areas of instruction, helping them to be a well rounded individual.
In constructing the survey, it is my intention to utilize as many students as possible. This will help justify and support the data I will collect. I have discussed this with our Social Studies Department Chair, as I felt these classes will help include the greatest amount of students in the survey. In the survey, I will not take any names – this will be a blind survey of information. This should ensure student safety and confidentiality. The survey will be short and to the point, as to identify the information needed as well as not take up a great amount of instructional time in the Social Studies classes.
Identifying the need to gather information on the awareness of career pathways will guide the development and delivery of the survey instrument. I do not predict any conflict in collecting the data of the research. I will not force any student to participate – only encourage them, through the survey, to answer the questions completely and honestly to assist our campus in the goals identified. I believe if the message is clear, the students will be cooperative. Planning ahead and having the support of the faculty involved in helping me facilitate the survey will aid in avoiding any conflicts.
The CTE career pathways are designed to meet the future goals of all of our students; therefore, all students, including those with diverse backgrounds are included. “It allows students to achieve excellence by preparing them for secondary and postsecondary opportunities, career preparation and advancement, meaningful work, and active citizenship.” (Alexander, 2010) The data collected in the action research will address the needs of our students and assist faculty in meeting those needs by giving us the knowledge to have meaningful conversations with our students regarding their future aspirations.
References
Alexander, K. L. (2010). Achieve texas. Retrieved from http://www.achievetexas.org/index.html
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