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Background of
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 areer development is viewed as the foundation
which supports both state and federal level initiatives operational in Maryland.
At the federal level, Goals 2000, School-to-Work Transition, and Tech Prep
all rely heavily on comprehensive career development to meet program outcomes. |
State goals parallel the federal goals |
 s part or its Schools for success initiative,
Maryland adopted state goals which parallel the federal goals. The goal
that appears at the top of the graphic that is 95% of all students will
graduate and be prepared to enter employment, post secondary education,
or both is actually a compilation of two goals: 95% of all students will
graduate from high school and all students who graduate will be prepared
for employment, post secondary education, or both. It is well documented
that students who view school as meaningful and relevant to post secondary
plans and who are engaged in learning are much more likely to graduate from
high school that students who perceive little relationship between school
and other parts of their life. |
Each student develops a four year plan |
 raduation requirements in Maryland require
that all students complete the Project Basic World of Work competencies.
These competencies require that each student develops a four year plan when
entering high school and update it annually, complete a resume, and participate
in a mock job interview. For those students who entered ninth grade in September,
1993, several requirements changed. The number of credits was increased
by one and students now take an additional credit in Technology Education.
Additionally,k they must also complete either two years of a foreign language
or two credits in advanced technology program or two years of a career and
technology education program;algebra and geometry or a math course which
incorporate algebraic concepts and one which incorporates geometric concepts;
and one semester of health education. |
Significant curricular changes were made |
t the same time the graduation requirement
changes were implemented, significant curricular changes were made.The general
curriculum was eliminated and all students must now either purse a college
preparatory pathway, a career and technology program, or a tech prep program.
The ramifications of these changes are myriad. Students need access to appropriate
career information much earlier in order to make informed decisions about
the pathway they will chose for high school. Schools can no longer wait
until tenth grade to begin working intensively with students; career development
must begin in elementary school. |
Comprehensive school improvement approach |
 he Maryland School Performance Program is a
comprehensive school improvement approach designed to ensure that each school
provides and educational program that results in success for every student,
and that quality education is a continuing priority. There are five key
elements: data based areas, standards, performance reports, school improvement,
and a school performance review system. As part of the data based areas,
all students are required to have an annually updated four year plan and
a career plan and schools track the ninth grade pathway choices of students
and their twelfth grade graduation program completion status. |
Programs to begin in elementary school and continue throughout the lifespan. |
omprehensive career development
is viewed as the mechanism through which students can acquire the skills
necessary to make informed decisions about their futures, which include
making choices about appropriate pathways to pursue in support of future
goals. The aforementioned discussion outline the need for such programs
to begin in elementary school and continue to support decision making throughout
the lifespan. |
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