Matias, Z. B., Maddy-Bernstein, C., & Harkin, G. (1999). Zeroing In On Students' Needs: The 1998 Exemplary Career Guidance and Counseling Programs (MDS-1233). Berkeley: National Center for Research in Vocational Education, University of California.

INTRODUCTION

What makes a program stand out above the rest? Why is it exemplary? Our response to these frequently asked questions typically ranges from an explanation of the process we use for evaluating exemplary programs to the common characteristics we have identified in excellent programs. When exemplary program applications are received on or before the deadline, our first step is to screen the contents for required information and documentation (see Appendix A for the application requirements). Next, a review panel of national experts rates the programs and makes recommendations for site visits. A team from the U.S. Department of Education, the National Center for Research in Vocational Education, and other experts visits the highest-ranking programs. During the site visits, we listen to the guidance counselors, administrators, teachers, business partners, parents, and especially the students. We interview teachers to determine how they are involved in implementing the guidance curriculum. We talk to the business representatives who discuss their involvement in the students' various work experiences. As the ultimate clients of the school, the students' voices are usually reflective of the program quality. We ask students questions about their career and/or educational goals; their written plan and its development; and when, how often, and the purpose of their meetings with guidance counselors. Most of the questions center around their experiences, their understanding of their strengths and abilities, their future plans, and how they will reach their goals.

The students' responses reveal the most about the effectiveness of a program. For example, students in exemplary programs usually have a clear idea about their abilities and interests and some idea about a future direction. They know which resources to use in conducting research on a career interest, good schools, and financial aid. More importantly, students feel confident about their plans and goals. They also express confidence that if someday they wanted to change careers, they know how to go about the research and other work necessary to get information about their next career.

While community colleges' career development programs differ from those found in secondary schools, the outcomes are usually the same. Students from community college settings are often more widely diverse in age, ability, and background. Many of these students, when they have access to good career development programs, use the college's services and marvel at their newfound knowledge about themselves and the wide variety of options they have. They often tell us they have learned they can do something they would never have believed possible.

In our search for excellent career development programs, we have observed that exemplary programs share certain characteristics over and above the components we noted in our research on exemplary programs (Cunanan & Maddy-Bernstein, 1997a, 1997b). While the components (see Figure 1) we have identified in the four years we have conducted this research are unquestionably necessary and form the basis for the exemplary program search process (Maddy-Bernstein, 1994; Maddy-Bernstein & Cunanan, 1995; Wermuth & Phelps, 1990), the other attributes give us even more information about program effectiveness.

Carolyn Maddy-Bernstein summarizes these characteristics in the following ways:

• Good programs actively involve the faculty, staff, and community in all activities.

• People in these programs are creative and diligent in finding ways to address barriers. They are people with "can do" attitudes who manage to go over, around, and through obstructions to do what needs to be done to serve students more effectively and efficiently. When problems arise, they collectively find solutions.

• A sense of harmony and teamwork exists among the people and groups within these programs. Energy is spent to improve programs rather than to protect turf or place blame elsewhere for shortcomings.

• People who work in these programs are aware of areas in need of improvement and are never satisfied with the status quo.

• These programs are staffed by a number of caring professionals who act as advocates for students. There is a pervasive belief that all students can succeed, and this belief is supported by policies, procedures, and practices that promote student success.

• One person (or a small core group of people) has (have) envisioned and initiated the program. This person (or group of people) may be an administrator but is often a dedicated and caring teacher, counselor, or coordinator.

• Programs that excel often practice site-based management, even when they are not aware of the practice. There is frequently a pervasive egalitarian spirit resulting in staff, administration, and faculty regarding each other as peers. It is not unusual to have cafeteria workers and custodial staff involved in these programs.

• Financial resources are available through the school system and not exclusively through outside funds.

• Strong professional development is supported and encouraged for all educational personnel, and educators seek professional development workshops and programs to improve their knowledge and skills. (See also "Lessons Learned from Exemplary Education Programs," 1997, Winter, Centerwork, 8(4), p. 9.)

Once the exemplary programs are named, our next task is to help others learn from them. Educators want to know about components of exemplary programs, their successes, and how they overcome their challenges. While this information can be obtained by reading about model programs, we believe the best way to learn about these model programs is to have involved conversations with program stakeholders. We help begin that process by providing information in this monograph that will serve as starting points for a conversation between educators and exemplary program representatives. We hope that the information will lead readers (educators) to ask questions about their programs (e.g., Do we have a comprehensive career development program? How do we evaluate our program?) and to search for answers from the program contacts and others involved in the exemplary programs.

In this document, we summarize the main program features of the four recipients of the 1998 Exemplary Career Guidance and Counseling Program Award. The recipients include a K-12 school district, two comprehensive high schools, and a community college. Each program is different from the other, each one using school and community resources in a variety of ways to best serve the needs of the students. For instance, the La Crosse Central High School opens the Career Center two evenings a month so that students, parents, and others from the community can use the resources and meet or confer with counselors, if needed. The programs share common approaches: (1) they extensively use feedback from students to improve or change their programs, (2) businesses play a key role in providing career-related experiences, and (3) teachers and other school personnel are actively involved in implementing career development activities. All four programs use a survey or some mechanism to gather students' input or feedback about the program and revise and change their services to meet the students' needs. One program stretches this further by conducting an annual survey to determine the parents' perception about their children's needs.

Whenever possible, we present the program features chronologically (by grade level). In so doing, we hope readers will get a feel for the sequence of career development activities that students experience in the school and community. We suggest that readers, especially those who are rethinking their own programs or embarking on their own program improvement process, visit a school or program site to talk with program coordinators, teachers, and students and experience firsthand many of the program activities. Knowing that this endeavor is expensive, we suggest at the very least a phone call to the coordinator or program contact and a perusal of documents pertaining to the program. Readers may use website information (ncrve-oss.ed.uiuc.edu) or request additional information from the programs themselves.

Matias, Z. B., Maddy-Bernstein, C., & Harkin, G. (1999). Zeroing In On Students' Needs: The 1998 Exemplary Career Guidance and Counseling Programs (MDS-1233). Berkeley: National Center for Research in Vocational Education, University of California.