CHAPTER 2: CRITERIA FOR EXEMPLARS

The search encouraged and invited career guidance and counseling programs that

• serve individuals in various public or private settings and educational levels (e.g., comprehensive high school, specialized vocational high school, secondary level area vocational center, alternative secondary school, postsecondary/technical institute/community college, alternative postsecondary program, or adult and continuing education agency). Settings may be a school district or a single school or institution. Educational levels may include K-adult guidance programs.
• are accessible to ALL students in the setting.

• The program is operational.
• The program reflects adequately the requirements and priorities of the State Department of Education in the state in which it operates.
• The program provides measured evidence of effectiveness.
• The program is cost effective. A cost-effective program is one in which
  • measured evidence of effectiveness is greater than the resources being invested.
  • program costs are in line with other programs with the same or similar outcomes.
  • the program either
    • operates on revenues available to other districts or institutions.
    • has identified and has committed revenues to continue the program after special funding ends, if receiving special funding.
• The program offers students the full range of educational options including vocational-technical careers.
• The program meets the needs of and serves ALL students, including
  • males and females.
  • students who are members of minority groups.
  • students with disabilities.
  • students who are economically or academically disadvantaged.
  • students with limited English proficiency.
  • students who are enrolled or potentially may enroll in vocational education programs.

The first cluster of components--Career Guidance and Counseling Program Plan-- are adapted from the National Career Development Guidelines (National Occupational Information Coordinating Committee [NOICC], 1989, 1996). Ideally, career guidance programs enhance the following:

• self-knowledge and self-awareness (conscious examination of personal values, interests, and goals)
• educational and occupational exploration (presentation and integration of information and experience)
• decision-making and career planning (understanding the interrelations between the self and the world and developing skills to make realistic choices and rational decisions). (NOICC, 1989, p. 9)

The second cluster of components--Collaboration, Articulation, and Communication--stress the importance of forging strong partnerships with parents, businesses, teachers, and community organizations. Effective guidance programs are successful in getting the support of area businesses, industries, and/or community organizations.

The third cluster of components--Institutional Support, Leadership, and Program Evaluation--are typical of any good program. Such programs have strong administrative support, financial assistance, qualified personnel, program facilities, ongoing professional development, program evaluation, and follow-up to determine program and student outcomes. (See Figure 1.)

Figure 1
Components of Exemplary Career Guidance
and Counseling Programs

1. Career Guidance and Counseling Program Plan
   1. Assisting Students/Clients:
      1. In Increasing Self-Knowledge and Self-Advocacy
      2. In Educational and Occupational Exploration
      3. In Lifelong Career Planning, Preparation, and Transition
         (Adapted from the National Occupational Information Coordinating Committee's [NOICC] National Career Development Guidelines, 1989, 1996.)
   2. Addressing the Needs of Diverse Student Populations
   3. Program Support Services
2. Collaboration, Articulation, and Communication
   1. Family/Parental Involvement and Support
   2. Faculty/Staff Involvement in Career Guidance and Counseling Program
   3. Intra- and Interagency Collaboration
   4. Collaboration with Business
3. Institutional Support, Leadership, and Program Evaluation
   1. Institutional Support
   2. Facilities
   3. Financial Support
   4. Guidance Personnel Qualifications
   5. Professional Development
   6. Program and Planning Evaluation
   7. Follow-Up of Program Completers and Noncompleters