TOM TORLAKSON State Superintendent of Public Instruction CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Sacramento Convention Center March 6-8, 2016 Guidance, Decision-making, and Personalized Career/Education Plans. David Militzer Education Programs Consultant, 21st Century Learning California Department of Education Rebecca Dedmond, Ph.D Director of Counseling and Freshman Transitions Initiative The George Washington University

TOM TORLAKSON State Superintendent of Public Instruction Guidance, Decision-making, and Personalized Career/Education Plans

TOM TORLAKSON State Superintendent of Public Instruction “ The lack of readiness for college, careers, and civic life cannot sit on the back burner any longer…..a decades-old strategy that has focused almost exclusively on college preparation…..is not working for students, teachers, families or communities.” The National State School Boards of Education Study Group on Career Readiness, Oct. 2015

TOM TORLAKSON State Superintendent of Public Instruction Labor Market and Work Trends Challenge. *Bureau of Labor Statistics; **Georgetown University Center on Education and the Workforce; Projections for Required Educational Levels for New Jobs 23%* - 33%** College Degree or More 30%** Some Post Secondary/Two Year Degree 36% *+** High School or Less (includes some post-sec.)

TOM TORLAKSON State Superintendent of Public Instruction Expanding the Career Readiness Lens Critical Elements: ● Academic Skills: Skills and knowledge related to core academic content ● Technical Skills: Job related and technical skills and knowledge related to anticipated labor market conditions ● Employability Skills: Behaviors, attitudes, and habits of mind, sometimes referred to as “soft skills” ● Career Planning Skills: Skills and competencies that can be used for lifelong learning, career management, and negotiating transitions throughout a working lifetime.

TOM TORLAKSON State Superintendent of Public Instruction 6 Student Perspective Relevance: “This task has value & purpose for me.” Self-Efficacy: “I can succeed.” Goals, strategies, grit “I will be college, career, and Life ready” Sense of Belonging: “I belong in this learning community.” Growth Mindset:: “I can change through intentional effort my attitudes, behaviors, and Intelligence.” Connecting education to life, personal, career, and academic goals Grit Duckworth Lab. Angela,Duckworth

TOM TORLAKSON State Superintendent of Public Instruction WHOLE CHILD GritCharacterGrowthMindsetInquiry-Based LearningDeeperLearningSocial&Emotional LearningStudentCenteredLearningEngagement StudentAgencyRealWorldLearningMindfullness RelevanceHabitsofMindAppliedLearningStudent LearningSupportsAutonomy MasteryLearning ResilenceWrap-AroundServicesCitizenshipCultural CompetenceThe4C’s RestorativeJustice CommunitySchoolsEarlyWarningClimate TransitionPlanningPersonalDevelopment Learning MetacognitionWholeChildEtc.

TOM TORLAKSON State Superintendent of Public Instruction Connecting Theory and Practice Carpe Diem: Synthesizing Research and Applying to Practices

TOM TORLAKSON State Superintendent of Public Instruction Career Readiness Across All K-12 +Segments

TOM TORLAKSON State Superintendent of Public Instruction Child Development in Elementary School Child Development Framework for Middle Childhood (Ages 6-10) Elementary School Environment Students continue cognitive development, increasing capacity for self regulation and Interpersonal knowledge and skills. School experiences can support students in developing content knowledge and beyond – including learning and social skills, and early mindsets about their capabilities to achieve their aspirations. Expanding cognitive abilities supports metacognitive awareness (self- awareness, thinking about one’s thought processes). Adult support in all environments is vital to help build healthy peer relationships and negotiate new tasks Students are developing interpersonal skills. A growing capacity for self- reflection and increasingly complex perspective-taking and coordinating multiple social categories. If children do not learn how to develop positive relationships during this period they become increasingly at risk for emotional and behavioral issues in adolescents and adulthood.

TOM TORLAKSON State Superintendent of Public Instruction Youth Development in Middle School Youth Development for Early Adolescents (11-14) Challenges of Typical Middle School Environment Students are becoming ready to assert increased personal autonomy and assume greater responsibility for their learning as they have a growing sense of who they are as individuals and in relationships Classrooms become more restrictive, placing greater emphasis on teacher control and diminished opportunities for student choice and independence Students become increasingly sensitive to social comparisons Institutional practice tends to reward performance (demonstration and recall of knowledge) over effort, highlighting interpersonal comparisons and the “fixed mindset” For many students, the academic demands of class assignments decline, often becoming less, not more, challenging Students are developing the ability to engage in more complex, abstract forms of problem-solving – mastery orientation

TOM TORLAKSON State Superintendent of Public Instruction Youth Development in High School Youth Development for Middle Adolescents (15- 18) Challenges of Typical High School Environment Developing personal beliefs and values for individuated identity formation and group identification Decrease in importance to socially conform can increase potential of isolating by self or small sub-groups Beginning to find own voice and begin setting own personal goals Schools are challenged to differentiate between harmless experimentation and “enduring patterns of dangerous or troublesome behaviors”. Students need opportunities to experience increasing sense of ownership and membership in goal-oriented community H.S. experience may fragment into sub- groups, diminishing sense of connection to one community H. S. can provide developmental opportunities to explore “Who am I? What do I have to offer others? What can I do in the world?” Without support for these kinds of self- reflection, exploration, and mastery experiences, adolescents in the high school years are not able to fulfill the developmental tasks before them. Students are developing the ability to engage in more complex forms of problem solving, mastery orientation – understanding that investing in learning = investing in self

TOM TORLAKSON State Superintendent of Public Instruction Career Readiness and Cognitive and Non-Cognitive Skills Frameworks, standards, and initiatives: 21 st Century Learning - National Academies of Science: “Education for Life and Work” Career Development - GWU Transition Initiative: “Standards for Middle-Level Transition” National Career Development Association Developmental model, K-adult Youth Development - UC CCSR Youth Development Framework S/E Learning - STRIVE Together School Counseling - ASCA Mindsets & Behaviors for Student Success

TOM TORLAKSON State Superintendent of Public Instruction Career Readiness: Integrating Cognitive and Non-Cognitive Skills (“Meta-Cognition”) 21 st Century Learning Career Development Youth Development Social/Emotional Learning School Counseling National Academies of Science: “Education for Life and Work” (2013) GWU Transition Initiative: “Standards for Middle-Level Transition” (2013) UC CCSR Youth Development Framework (2015) STRIVE Together (2013) ASCA Mindsets & Behaviors for Student Success (2014) Interpersonal Domain Intrapersonal Domain Personal and social competencies Agency; Self-regulation; Values & Mindsets; Integrated identity Emotional competence, Self-regulation Manage emotions; Understand connection between school and work Interpersonal Domain Intrapersonal Domain Cognitive Domain Career and life skills Knowledge and Skills; Self-regulation Grit; Growth mindset; Master orientation; Creativity & critical thinking Plan and make successful transitions across life span; Learn & apply interpersonal skills Cognitive DomainEducational achievement Knowledge and skills Academic self- efficacy; Study skills ; Creativity & critical thinking Support and maximize ability to learn

TOM TORLAKSON State Superintendent of Public Instruction California Standards for Career Ready Practices From California’s Model CTE Standards For All Students Addresses Expanded Lens for Career Readiness CTE Model Curriculum Standards

TOM TORLAKSON State Superintendent of Public Instruction Career Readiness Across All Settings In School, Out of School, Family, and Community In-School - Informed Course and Pathway Selection –Certified Career Development Facilitator in every middle and high school Out-of-School – e.g., After School Programs –Career Exploration fulfills the academic component requirement for ASSETs Program (After School) Family – Parent and Caregiver Engagement Community – Real World Learning A Personal Plan - The WHY of Education –Grades 5 – 12 Lesson Plans (English and Spanish) soon to be available from The California Career Resource Network (CALCRN) –Ten Year Plan by 8 th or 9 th Grade

TOM TORLAKSON State Superintendent of Public Instruction Practice and Partners Foster Youth Services, English Language Learners, Economically At Risk 21 st Century Skills – The 4 C’s My Brother’s Keeper Mentorships and Apprenticeships Work Experience and Service Learning STEM/STEAM Family Community

TOM TORLAKSON State Superintendent of Public Instruction LCAP as Agent of Change: Opportunity and Challenge The LCAP Framework Conditions of Learning Pupil Achievement Engagement

TOM TORLAKSON State Superintendent of Public Instruction Local Control Accountability Plan as Agent of Change Seizing the opportunity and the challenge to prioritize Practices that Work

TOM TORLAKSON State Superintendent of Public Instruction CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Sacramento Convention Center March 6-8, 2016 Guidance, Decision-making, and Personalized Career/Education Plans. David Militzer Education Programs Consultant, 21st Century Learning California Department of Education Rebecca Dedmond, Ph.D Director of Counseling and Freshman Transitions Initiative The George Washington University