CHAPTER 4:
GUIDELINES FOR SUCCESSFUL IMPLEMENTATION

• Conduct a needs or situation assessment.
  It is essential that programs are driven by the needs within the system. The following questions can be used in assessing the existing reality in the school or community. What is it that needs to be addressed? Who are the clientele? Where are they located? How many are there? How can they be reached and served? What are they interested in learning. What are their needs? What are the steps to take to correct the problem?
• Build partnerships.
  Find a core of people within the school and community committed to career guidance and counseling. Develop a philosophy and a set of doable and reachable goals. Take steps over time to build an ever growing and evolving program. It is also important to get the support of key administrators. There is a need for educators, administrators, counselors, business and industry representatives, parents, and postsecondary officials to work as a team to effectively assist the youth in realizing their educational and career aspirations.
• Create a shared vision and common direction.
  One of the first steps in carrying out a program effectively is to unite individuals within the organization behind a central vision. A vision is an articulation of the program's desired future for its students.
• Be resourceful.
  Maximize all human resources available in the school and in the community. Reach out to staff and professionals in creative ways. Think of the total learning environment of the school/community and attempt to build a culture of lifelong learning.
• Design comprehensive programs that include a variety of application activities.
  Integrating guidance activities within the regular academic curriculum provides continuity. Students see the connection between schooling and work by providing work-based learning activities, including job shadowing, internships, career simulations, and on-the-job training.
• Involve all school personnel in every facet of the program.
  To ensure success, it is critical to include teachers, support staff, and guidance personnel in the design and implementation of the program. When everyone is working as a team, the opportunities provided to students is without limits. Consequently, students are more likely to see the school-career departments and other units of instruction collaborate.
• Search out the services and resources available in your state.
  Tap available services and seek assistance (e.g., funding, equipment) from offices, organizations, educational information centers, and professionals in your state.
• Be visible.
  Good practices and programs are worthless if they are not shared with others who can learn from them. Participate in local, consortium, and state meetings and conferences. Join with other forces that can provide some meaningful learning experiences to students such as offices on Tech Prep, School-to-Work, and Goals 2000, and postsecondary institutions.
• Prepare individuals for new job responsibilities.
  Plan professional development activities for teachers and counselors to orient them to their roles of successfully assisting students in educational and career planning. Frustrations can be avoided when roles are clear and job descriptions are well-defined. Workshops and inservice seminars can help school personnel keep up-to-date with changes and approaches on how to better serve students.
• Conduct an ongoing evaluation of the program.
  Evaluation is often a neglected component. Periodic program assessment is essential for program improvement. Assessment results can be used to modify or enhance the program. Evaluation can provide significant student data and program information.