Chapter 12 Post

          Do I feel that there is a need for a career development programs? Yes. I strongly feel that a career development program would benefit students of all ages. Especially a program that started as early as kindergarten and ended as late as 12^th grade. Having this program follow them throughout their education would be vital in order to highlight the importance of careers. Obviously, reading this chapter has shown that it would take a lot of work, time, resources, and people to make it possible, but more importantly, to make it a well-designed program. At the same time, it is worth it! I think about the students I teach today. They are inner-city kids. Most of them have parents that are either in jail, collecting unemployment, and live off of food stamps. Most of them have some or no role-models. Most of them are “behind” educationally because of the reasons I listed above. Now, I am not listing these environmental factors to downplay their capabilities. It is merely to show that a career development program would truly benefit them. These students could develop an understanding of careers that match their personalities, needs, and talents. These students could broaden their career horizons. Over more, these students could develop an appreciation for themselves (Brown 2012, page 257).

            Do I feel that implementing a career development program is possible today? No. I hate to say this, but I have never been a fan of hypothetical situations. The reason I do not see a possibility for a career development program to work today is because of NCLB. Since the mid-1980’s, U.S. schools have been attached to the back-to-basics education model (Brown 2012, page 257). NCLB has completely taken it a little overboard. Since many of us are in education, I am sure we can see how this governmental goal has turned the focus of districts, schools, administrators, and teachers to TESTS. If my school doesn’t make AYP, the next year we pile on more ways to teach and re-teach math and reading skills that are students are “weak” in. Most of my day is built around these two subjects with about 30 minutes for social studies and 30 minutes for science. In addition, my girlfriend teaches high school physics in more of a rural environment. She has to implement at least one reading and/or writing lesson each week to better prepare her students for the PSSA’s. This reading and/or writing lesson could connect to physics of course, but more often than not, they are required to teach a specific standard. I am sure it is slightly different in other schools, but implementing a career development program isn’t feasible.

            I presented these two questions for a reason. Without the government supporting the need for career awareness in our educational system, it is quite apparent that the implementation of a career development program is not feasible. Brown even mentioned that the most ambitious career educational movement was developed by the Secretary of Education Sidney Marland back in the 1970’s (Brown 2012, page 257). There is a need for an educational paradigm switch within the next few years (and there may just be one considering what Brown has written in this chapter). If career is recognized by policy makers as being important to our youth (which they should considering our current situation), then the ASCA national model has put together an organized, efficient, and structured model for us to implement.

Brown, D. (2012). Career information, career counseling, and career development (10^th ed.). New York, NY: Pearson Education, Inc.