Setting the Scene...
VCR and the Career Development Culture
(Vision, Communication and Resiliency)
By Shelley Hosaluk
SSTA Research Centre Report #00-07: 28 pages, $11
 
Table of Contents
Introduction 

Part I: Career Education in the 21st Century 

Part II: Vision, Communication adn Resiliency: A Review of the Literature  

Part III: The VCT Approach  Part IV: Methodology and Procedures  
 
Part V: Where Do We Go From Here? Conclusions and Recommendations for Proactive Administration  References 

Appendix A

Overview
This report is a summary of a Master's thesis research project by Shelley Hosaluk, San Diego State University. 

Upon graduation from secondary school, students are faced with several choices. Entering the work force, continuing with post secondary education, or assisting with a family business are popular options for many students.  The end result or goal for a large number of students is to obtain employment in order to establish independence and to become self-sustaining.  Parents, educators, and community members aim to ease or facilitate the transition from school to the adult world for students.  The impact of strategic and equitable career development and planning for youth will enable students to envision greater opportunities and choices. 

Addressing the issue of how career development programming can be delivered in schools can be examined through an analysis of administrators’ perspectives. These are the people, the catalysts for change, who influence and interact with the staff who are responsible for teaching concepts on a daily basis.  How do the perceptions and behaviours of school administrators influence and shape the school culture surrounding career development initiatives?  Gathering knowledge about administrator’s perceptions can change the way in which we currently incorporate career development planning and “real world” relevancy in our schools.  

This study addresses, in part, the changing roles of educators as a response to societal changes.  As public expectations increase regarding career development opportunities for youth, schools will need to be prepared to respond by taking a proactive position. 

Part I of this report provides an introduction and overview of career education and career development in the 21st century.  Part II presents a review of the literature while Part III introduces an approach to leadership based on the themes that emerged in the study.  Part IV illustrates the research procedures and methodology.  Part V concludes with the results of the findings of this study, including recommendations for further research and action.  A summary statement finalizes the report.

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Introduction
 
“Catch the wave!”  On the threshold of the new millennium, this trendy expression represents someone or something located at the forefront of the latest fad or fashion. Certainly, as educators and administrators are aware, progressive teaching encompasses fresh instructional strategies and new knowledge as opportunities to increase learning arise.  In the vast educational ocean of language development, acquisition of math skills and educator accountability, a growing interest in the career development of students currently exists.  Does developing the career competencies of our youth constitute a present day educational fad or trend? Is career education and career development a philosophy that will eventually recede like an outgoing tide? Or will career education and career development become infused and “surf” into mainstream school curricular offerings as a classic and integral component of holistic educational aims and practices? 
 
Growth in the educational arena entails change.  Guiding students toward healthy, satisfying and productive lives is no easy task.  As students are prepared for adult life and make the transition from secondary school to their future world of work or study, school communities pause to reflect on each individual’s skills and accomplishments.  Indeed, at this point in the learning progression for the student, our society emblazons the rite of passage from high school to the “grown up” world with convocation ceremonies, wishes, and gifts. Essentially, the student is “graduated” or transitioned into the reality of life. How have we prepared our youth for their future journey into the adult world of work and study; a changing world of alternatives, options, and career choices? 
 
How have we prepared our youth for their future journey into the adult world of work and study; a changing world of alternatives, options, and career choices? 
Referring to elementary and secondary school education, the 1995 Report on Education authored by The Canadian Council of Ministers of Education states,  “The transition between school and work must be made smoother by familiarizing students with career and course choices, and by expanding work experience programs at the secondary and post secondary levels” (1995, A Report on Education in Canada).  In addition to lifelong learning, the report lists adapting programs, creating partnerships, and providing better information as outstanding issues and challenges in terms of educational relevance to students. Perhaps the challenge to educators in creating relevancy for learners is to build an atmosphere or culture for students conducive to lifelong learning that incorporates career design, discussion, choice, and planning. 
 
Perhaps the challenge to educators in creating relevancy for learners is to build an atmosphere or culture for students conducive to lifelong learning that incorporates career design, discussion, choice, and planning.
Integrating the concept of career education and career development with academic study can assist students in defining their inherent strengths and interests.  The intent of developing lifelong career skill is not to enable students to complete secondary school with a specific occupational objective. Career development is an evolutionary process; a networked and integrated compilation of interests, values, aptitudes, feedback and skills.  Students who are able to create and set goals, plan for progress and improvement, and make decisions and choices to achieve well-considered aims are at a distinct advantage in the global village and international marketplace. For example, the objectives of the guidebook, “Closing the Skills Gap:  Developing Awareness in Our Schools” created by Human Resources Development Canada “?are designed to increase confidence in students as they undertake career planning by developing self-awareness, an understanding of the labour market and the ability to make appropriate decisions and choices about themselves and their futures.”   These goals and others, such as being able to access current information about educational and employment opportunities, are fundamental principles to the educational developmental process of heightening self-awareness and encouraging lifelong learning.  Career development is an evolutionary process; a networked and integrated compilation of interests, values, aptitudes, feedback and skills. 


Table of Contents


Part I: Career Education in the 21st Century
 
 
September, 1999, revealed the publication of The Victoria Declaration, a joint ministerial declaration entitled “Shared Priorities in Education at the Dawn of the 21st Century:   Future Directions for The Council of Ministers of Education, Canada”.  The Council acknowledges: 
    We are aware of the challenges that continue to be posed by our rapidly changing world:  youth unemployment, the development of a knowledge economy, economic globalization, and technological advances that are having an impact on our daily lives, as well as the job market?we believe that the future of our society depends on informed and educated citizens who, while fulfilling their own goals of personal and professional development, also contribute to social and economic progress?  above all, we want all citizens to have a fair and equitable opportunity in whatever educational and training endeavours they may pursue (The Victoria Declaration, September, 1999).
 
As we venture forth into the next century, we are presented with change at an unprecedented pace. The Victoria Declaration recognizes the importance of addressing, as opposed to alienating, our youth and their future employability in the context of personal options.  While discussing the Canadian economy, one that is increasingly influenced by compounding knowledge, the Declaration acknowledges the interconnection of world economies and growth in technology.  Supporting, preparing and generating proactive career education strategies for our youth will enable educators, parents, and other stakeholders in the educational process to positively impact on impending and shifting world conditions. 
 
The Victoria Declaration recognizes the importance of addressing, as opposed to alienating, our youth and their future employability in the context of personal options. 
Broadening the scope of this discussion, an investigation of the G8 Communique, assembled in Koln, Germany, 1999, can provide a current global perspective to career education and career development trends and issues.  The President of the European commission and the Heads of State and Government of eight major democracies convened in Koln, Germany, for the 25th Economic Summit.  Mentioning the positive effects and risks of globalization, the Communique avows to call upon world partners to meet the challenges of globalization.  Section III (Designing Policies for More Employment) and Section IV (Investing in People) of the Communique indicate a growing awareness 
and need for further career education and career development guidance, Initiatives of specific relevance to this discussion are points 14-18: 
    14.  We also endorse the G8 Labor Ministers’ conclusions at their conference in Washington last February, namely to provide social safety nets that support employment, to prevent long-term unemployment by early action, to facilitate job search by offering labor market information and employment services,  to promote lifelong learning and new forms of work organization, to ensure equal access to the labor market for all workers, including job entrants and older workers, and to take forward the social dialogue.  

    15.Basic education, vocational training, academic qualifications, lifelong upgrading of skills and knowledge for the labor market, and support for the development of innovative thinking are essential to shape economic and technical progress as we move towards a knowledge-based society. They also enrich individuals and foster civic responsibility and social inclusion.  

    16. In support of these goals, we agree to pursue the aims and ambitions set out in the Koln Charter.  

    17. Adaptability, employability and the management of change will be the primary challenges for our societies in the coming century.  Mobility between jobs, cultures and communities will be essential.  And the passport to mobility will be education and lifelong learning for everyone.  

     18. To this end, we support an increase in exchanges of teachers, administrators and students among the nations of the Eight and with other nations and invite our experts to identify the main obstacles to increased exchanges and to come forward with appropriate proposals before the next Summit.  We call upon the Organization for Economic Cooperation and Development (OECD) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) to study how different countries are attempting to raise education standards, for example by looking at best practices in the recruitment, training, compensation and accountability of the teaching profession internationally.  We commit ourselves to explore jointly ways to work together and through international institutions to help our own countries as well as developing nations use technology to address learning and development needs, for example, through distance learning (G8 Communique Koln, 1999,   p. 3). 

In the context of global social responsibility, international priorities, and future-driven progress for youth, schools may be required to commit greater resources and emphasis on career development education and activities in the 21st century.
In the context of global social responsibility, international priorities, and future-driven progress for youth, schools may be required to commit greater resources and emphasis on career development education and activities in the 21st century.  As the Communique indicates, early action can optimize and enrich the lives of individuals through education and lifelong learning for all peoples. 
 
Many Canadian federal youth initiatives focus on improving the career and employment opportunities for unemployed and disadvantaged youth (Hanna and Doornan, 1995).  Redekopp and Day (1994) maintain: 
    Certainly wide-sweeping economic change is central to grasping the paradigm shift engulfing us, but also it is more than economics.  Our paradigms (those implicit and fundamental interpretations governing our thinking) affect and effect social and cultural practices, patterns of government, etc.  (Redekopp and Day, 1994,  p. 13). 
Creating an educational culture that fosters career education, lifelong growth and career development, amidst a climate of change,  may require innovation and risk taking as technological advances increase access to labour market information.  Additionally, present-day school cultures and structures, influenced by global conditions, will need  to respond effectively as the result of students and educators gaining greater awareness of career development concepts, principles, and changing world technologies.  Pervasive change will necessitate action and initiative in career guidance opportunities for youth. 
 
These changing world situations have been requiring shifts in the way in which we currently think and educate.  As children, for example, we may view a healthy tree endowed with a full harvest of green pears and decide that we absolutely have to eat some of them.  Upon the first attempt to bite into the pears, we realize that they do not taste quite the way we expected them to taste.  Do we continue to choose and to eat unripe pears that are hard and green?  Or do we adjust our behaviour and eat the pears when the conditions have changed and the ripe pears are juicy and sweet?  We can equate this scenario with the world of learning. Times have changed; students are ripe for relevant and meaningful “real world” school experiences. 
 
Times have changed; students are ripe for relevant and meaningful “real world” school experiences. 
The fact remains that the field of education, on the cusp of the 21st century, is continuously encountering external influences, technological advancements, global interaction, and heightened expectations contributing to an increase in the speed of change.  In this environment, how best can we nurture and meet the needs of today’s student for tomorrow’s world?  According to Moses, “we must ensure that our children have the independence and resilience to survive in a free-for-all future where everyone is a free agent, and where competition comes from every direction” (Moses, 1997, p. 237).   Programming initiatives in career guidance, career education, career preparation and career development are therefore crucial in this presently changing world in order to equip each and every student with the necessary skills to positively communicate with individuals in the communities and workplaces of the future.  Ultimately, visionary educators will seek to deliver and to facilitate the dissemination of information that students will need for future success. 
 
Instructional leaders, with their ability to influence and to lead teachers who are on the front line of educational service, are responsible for stimulating, motivating and encouraging their staffs and students in the pursuit of excellence and life long learning.  Programming initiatives vary and change as new technologies, knowledge and resources become available.  The perception of curriculum programs, by school administrators, can be an influencing factor in how programs are delivered to students.    A myriad of possibilities can exist from which administrators and educators may choose.  Providing a focus in schools on career development and career education opportunities through sound programming practices developed from a strong structural framework,  combined with reflective teacher professional development, in-service and autonomy can be empowering and enlightening. The connection to the pear scenario is evident. Partnerships between schools and private sector work experience opportunities are ripening. We, as educators, can choose to change and redirect our focus and our efforts before the fruit falls off of the tree. 
 
Providing a focus in schools on career development and career education opportunities through sound programming practices developed from a strong structural framework,  combined with reflective teacher professional development, in-service and autonomy can be empowering and enlightening.
Structures are needed to provide equitable access to career development programming for all students.  Teachers, at the grassroots level, are faced with the daily challenge of attempting to integrate core curricular offerings, while infusing the concept of career development into their courses with relevancy and meaning to the world outside of the classroom.  As students progress in their educational endeavours and embark on pathways to lifelong learning, many teachers search for ways to deliver programs that encompass an emphasis on lifelong career development and learning, acquisition and management of career planning skills and growth in the concepts of career self-awareness and career exploration.  Administrators and teachers can both find benefit by receiving feedback from a variety of sources to determine if their efforts are meeting the needs of the students whom they serve. 
 
Structures are needed to provide equitable access to career development programming for all students.
Addressing the issue of how career development programming can be delivered in schools can be examined through an analysis of administrator’s perspectives. These are the people, the catalysts for change, who influence and interact with the staff who are responsible for teaching concepts to students on a daily basis.  Teachers and administrators, using the curriculum as a guide, focus their efforts on the needs of their local school population.  The perceptions of program content and program implementation determine how, when, by whom,  and to what degree students will receive information.  How do the perceptions and behaviours of school administrators influence and shape the school culture surrounding career development initiatives?  Gathering knowledge about administrators’ perceptions can change the way in which we currently incorporate career development planning and “real world” relevancy in our schools. 
 
Creating a culture for career development can enhance student learning experiences. Meeting the needs of educators and students, parents and community partners,  while providing a balance between academic and occupational development, is a challenging trend emerging as the 21st century begins. School administrators as instructional leaders are a key link in this process.  Through an examination of current ideas, beliefs, practices and perceptions related to leadership and to career development initiatives, a better understanding in terms of future direction can hope to be achieved.  Meeting the needs of educators and students, parents and community partners,  while providing a balance between academic and occupational development, is a challenging trend emerging as the 21st century begins. 


Table of Contents


Part II: Vision Communication and Resiliency: A Review of the Literature
 
 
Change Theory and Educational Reform 
 
Clearly, the global winds of change are impacting on the educational world. Increased cultural interdependency as a result of technological advancements and altered employment opportunities greet our graduating students.  Coupled with diverse skill requirements augmented by greater accountability in an often economically driven environment, the combined forces of these factors require that schools keep pace with successive changes.  From Olson’s (1997) perspective, students cannot make the connection between what they are learning, how well they learn and their future career development goals.  This constant flux of change requires individuals to persist in learning even after their formal education has ended. 
 
Increased cultural interdependency as a result of technological advancements and altered employment opportunities greet our graduating students.
Referring to life in a democracy, Sergiovanni (1994) recognizes the importance and responsibility we have for preparing tomorrow’s citizens by teaching active citizenship and caring for each other.  Within this complex and continually divergent environment, the futuristic educational administrator will be challenged to provide leadership which encompasses meeting the special and personal needs of all students by providing them with the necessary experience and qualifications to positively interact with other individuals in the communities of tomorrow.  Doyle and Zabel (1992) point out that career planning is one of the most important elements in people’s lives as they talk about the future and realize that it is already upon them.  Leadership in the area of career development is therefore compelling and essential in the present educational milieu. 
 
Doyle and Zabel (1992) point out that career planning is one of the most important elements in people’s lives as they talk about the future and realize that it is already upon them. 
The Leadership Role and Administrative Perceptions and Behaviours 
 
As the new millennium approaches, a fresh face is emerging for educational leaders.  What impact will these changes have on the performance of present and future educational leaders?  How does the traditional leadership environment meld with  available information as we embrace the knowledge era?  Current theories suggest deep and far-reaching changes in both ideology and practice will need to occur. 
 
The perceptions and understandings of the influence and function of the role of the educational leader are undergoing various modifications at the commencement of the 21st century.  Newlove (1998) submits that traditional forms of hierarchical structures may need to acquiesce to more compliant patterns and that these changes will affect how leaders understand their roles in terms of curriculum and instruction.  Hersey, Blanchard and Johnson (1996) maintain: 
    All behaviour is based on people’s perception and interpretation of truth and reality.  For example, when a couple has a fight, it does not matter whether the cause was real or imagined-it was just as much of a fight.  It is the perception others hold about power that gives people the ability to influence (Hersey, Blanchard and Johnson, 1996. P. 235). 
The transformation and restructuring of schools, the ‘metamorphosis’ so to speak, according to English and Hill (1994) will require critical reflection by the people who work in those schools.  Many researchers and educators believe that through reflection, an essential component of professionalism; real growth and excellence can be accomplished (Danielson, 1996).  Enlisting the support of the administrator as the organizer of opportunities and locator of resources, Poplin (1992) states that self-evaluation enables teachers to become their own instructional leaders.  Brandt (1992), challenges us to consider that: 
    ...transformation, as Dr. Deming describes it, is discontinuous.  It means fundamental change.  Transformation does not mean adapting here, fixing a little there.  An individual or an organization must completely change its way of thinking.  Education must be redesigned from the ground up, based on theory, profound knowledge (Brandt, 1992. P. 16).
Many researchers and educators believe that through reflection, an essential component of professionalism; real growth and excellence can be accomplished (Danielson, 1996). 
Inward and outward reflection, based upon fundamental change, thus emerges as a common theme in educational leadership and school reform. Conceivably, reflecting on current practices in career education can heighten staff professional development and begin the process of modeling reflective behaviours for students. 
 
Creating and Sustaining a Career Development Culture  
 
Describing culture in a school setting can be more clearly understood through a definition of the concept of culture.  Johnson (1995) maintains that institutional cultures can be fashioned through integrated efforts by leaders and administrators who share a common vision and mission for a school.  Creating a school culture means building a climate whereby everyone in the organization has a sense of shared meaning, understanding and decision-making, reports Moorthy (1995).    Block (1993) comments that culture is defined collectively by all members of a community through individual intentions and values; vision and culture are personal values put into action. 
 
Producing the necessary changes to create a culture for career development and career education requires heightening awareness, professional reflection, and priority setting. Norris (1994) discusses school improvement efforts in the context of school culture and concludes: 
    The culture of schools  greatly influences what types of changes and the degree to which change may occur within a given school.  Leaders need to be aware of pervasive cultural aspects of schools, such as lack of consensus, teacher isolation, and contrived collegiality, that are barriers to school improvement.  

    Leaders need to understand that they are shapers of school culture.  By understanding the existing culture, linking with the cultural network, meeting teachers’ needs, and continually modeling and articulating the emerging vision of the school, leaders can shape the school culture toward continuous improvement.  
    (Norris, 1994, p. 5) 

Producing the necessary changes to create a culture for career development and career education requires heightening awareness, professional reflection, and priority setting.
While administrative leaders are instrumental in shaping culture and effecting change within their schools and their organizations, an exploration of the issue of creating and sustaining a culture for career education and career development can lead to new discoveries and community building. Establishing resilient structures combined with awareness and education can assist understanding and lessen resistance during the transformation process. 
 
Integrating and applying academic skills to the world outside of the school can be incorporated and developed into the school culture.  Brown (1998) asserts: 
    Student-centered teaching, project-oriented instruction, problem-based learning, and contextual teaching and learning are currently promoted as strategies for implementing constructivism.  However, they also reflect the philosophy upon which academic and vocational integration is based:  that education must forge connections between knowledge development and its application in the workplace  (Brown, 1998, p. 1.) 
Aligning a school's goals, values and mission with concrete focus on lifelong career planning and career education is integral to the process of shaping and improving school culture.  Levin (1995) remains optimistic: 
    There are, nonetheless, many positive possibilities for change.  By seeing work as one of the important things people need to learn about, by reexamining their own practices, by working more closely with others, and by seeing themselves as one part of the larger process schools may be able to find a meaningful and positive role for themselves in helping students learn about work (Levin, 1995, p. 31). 
If the societal culture, supporting a climate for career development, impacts on the school culture; one can only imagine the force and implications which could conceivably occur when an internal climate of career development is supported and encouraged through authentic communication and direct leadership. 
Hallinger and Leithwood (1998) accept that the processes linked to leadership are closely associated with the cultural norms that dominate within a particular social culture. If the societal culture, supporting a climate for career development, impacts on the school culture; one can only imagine the force and implications which could conceivably occur when an internal climate of career development is supported and encouraged through authentic communication and direct leadership.


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Part III: The VCR Approach
 
Leading with a Career Development Vision 
 
The importance of vision as a guiding force for leadership and decision making is frequently mentioned.  Hermann (1996) observes that a clear vision incorporating a direction for career preparation is necessary to overcome resistance to systemic change on the path toward educational reform.  Leadership for the future, according to Smith (1996) will incorporate vision with conviction.  The importance of the leadership vision is reiterated by Johnson (1996) quoting Warren Bennis,  founder of the Leadership Institute at the University of Southern California.  Effective leaders “have a strong sense of purpose, a passion, a conviction, a sense of wanting to do something important to make a difference” (Johnson, 1996, p. 2).  In the Vision-to-Results Model, Hersey, Blanchard and Johnson (1996) state: 
    Vision is a core part of a person or organization, the inner being that reveals itself in thoughts, concepts and dreams.  Vision is conceiving of impossible things.  Vision creates the potential for success and turns potential into profits?into results (Hersey, Blanchard, and Johnson, 1996, p.4) 
Hermann (1996) observes that a clear vision incorporating a direction for career preparation is necessary to overcome resistance to systemic change on the path toward educational reform. 
A vision of future schools, expressed both verbally and in writing, is a strategy which creative principals will use to inspire teachers, students and community relationships (Dixon, 1992).  Administrative and organizational visions emerge as key components in successful leadership efforts. 
 
Cultivating Career Education Through Meaningful Communication  
 
Personalizing the learning situation for every student can assist in meeting the unique needs of learners.  O’Neill and Tell (1999) proclaim, “the kind of teaching that responds to different interests, talents, and proclivities of different children rarely takes place in a classroom where the teacher is in the front of the room disgorging information and covering a preset curriculum” (O’Neill and Tell, 1999, p. 3).  Connecting what we do in the classroom to the real world life and work experiences of students from diverse backgrounds is essential to developing communication in a career development culture.  Abbot (1995) writes that if all youth are to cultivate a sense of individual purpose, self-esteem and a comprehension of the basic interconnectedness of all forms of human endeavour, interaction with ideas and environment is important.  Linking the school with the community, Abbott notes, can create a learning environment which will assist young people, in an effective fashion, as they enter the world of work.  Royal and Rossi (1997) view schools as communities where communication is open and diversity is embodied in the values and vision for the school.  In a section entitled, “Embracing Perspectives”, Darling-Hammond (1997) advances: 
    ...an appreciation for diverse experiences and perspectives enhances both the power of students’ thinking and their range of vision as social members.  To be full and complete, inquiry about important problems and questions must cross community and cultural boundaries as well as disciplinary and departmental ones.  In fact, the basis of the earliest universities was that they brought together scholars from all over the known world.  They sought to create ways to share diverse perspectives from various geographic areas, cultures, and disciplines as the basis for developing knowledge and finding truth. A multicultural approach can help students develop an analytic frame for life in a democracy, seeing problems and ideas from many vantage points and appreciating the many views that social life comprises (Darling-Hammond, 1997, p. 126). 
Linking the school with the community, Abbott notes, can create a learning environment which will assist young people, in an effective fashion, as they enter the world of work.
Culturing the school environment through meaningful communication in career development may provide opportunities for educators to enhance multicultural education, broaden student experience and increase understanding of human interdependence. 
 
Resiliency and Career Development  
 
Literature (Dagget, 1997, Houston, 1998, Kozma and Schank, 1998)  reveals that efforts in the area of career development,  career counseling, and  career education are viewed as innovative, integral and an important facet of educational change as we broach the future.  Career development,  in today’s advancing world, requires resiliency from a variety of perspectives. Brown (1996) points out that individuals are no longer recommended to spend their entire lives working with one organization.  She differentiates between career self-reliance and career resilience.  Career self-reliance refers to an individual managing and taking responsibility for self growth while remaining committed to the success of an organization.  Career resilience includes individual development of knowledge and skills that are necessary to make a visible and self motivated contribution to an organization and its customers.  Benard (1995) maintains that the curriculum that fosters resilience respects human learning: 
    Such a curriculum is thematic, experiential, challenging, comprehensive, and inclusive of multiple perspectives—especially those of silenced groups.  Instruction that supports resilience focuses on a broad range of learning styles; builds from perceptions of student strengths, interests and experience; and is participatory and facilitative, creating ongoing opportunities for self-reflection, critical inquiry, problem solving, and dialogue.  Grouping practices that support resilience promote heterogeneity and inclusion, cooperation, shared responsibility, and a sense of belonging.  And, lastly, evaluation that supports resilience focuses on multiple intelligences, utilizes authentic assessments and fosters self-reflection (Benard, 1995, p. 2). 
Brown (1996) points out that individuals are no longer recommended to spend their entire lives working with one organization. 
Amundson (1995) notes that people with prominent levels of self-awareness generally respond to challenges with notable and substantial resiliency.  The conclusion can be drawn that heightening individual awareness through career education and development can support both self-reliancy and resiliency.

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Part IV: Methodology and Procedures
 
 
Subjects for this research project were chosen from among elementary and secondary administrators working within the Saskatoon Public School Division in Saskatoon, Saskatchewan, Canada.  Procedures for data collection were conducted in compliance with San Diego State University’s policies on the Protection of Human Species. 
 
The approach used for the research in this project included the use of a descriptive survey.  The quantitative data gathered from the survey were suitable for descriptive analysis.  15 survey questions were asked surrounding the three primary themes that emerged as a result of the literature review.  Five questions were asked concerning the first theme, I.  Leading with a Career Development Vision; five questions were asked about the second theme, II.  Cultivating Career Education through Meaningful Communication; and five questions were asked with regard to the third theme, III.  Resiliency and Career Development Initiatives.  These questions were answered by the participants through the use of a Likert-type scale with individuals responding strongly agree, agree, not certain, disagree, or strongly disagree for each question.  The survey is included as Appendix A.  The data was gathered by distributing and collecting the questionnaires from the volunteer participants.  Data were interpreted from the answers provided for each statement concerning the three themes of the study. 
 
All of the Likert scale statements on the survey were positive statements.  In general, the mean scores of the respondents, for each of the three themes, indicated positive sentiments in agreement.  This would suggest a positive trend in strong agreement with the emerging themes of this study.  Additionally, while not statistically significant, a strong trend was indicated in the relationship between administrative experience and Theme I-Leading with a Career Development Vision.  Statistical significance was observed on individual survey questions for Theme I, question 4; Theme II, question 4; and Theme III, question 1. 

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Part V: Where Do We Go From Here?  Conclusions and Recommendations for Proactive Administration
 
 
The main purpose of this study was to investigate administrator perceptions with regard to career development education in the Saskatoon Public School Division.  This research project attempted to examine current ideas, beliefs, practices, and perceptions of elementary and secondary administrators related to career development initiatives and current literature.  The information gathered can be utilized to heighten awareness and to attain a better understanding of future direction in career development education. 
 
 
Conclusions  
 
The study provided evidence to support the following conclusions: 
    The analyzed scores indicated a strong positive trend towards agreement with the three expressed themes in the study.  The scores indicated positive sentiments by the respondents in agreement for each theme. 

    No significant differences were reported for Theme I, Theme II, or Theme III among elementary vice principals, elementary principals, secondary vice principals and secondary vice principals. 

    An examination of the relationship between administrative experience and Theme I indicated a strong trend in that direction that was slightly short of statistical significance.  Those administrators with greater experience did not express as positive a response to Theme I as did those respondents who had less administrative experience.  One possible interpretation of this trend could be that leadership that encompasses a vision for career development decreases with increasing administrative experience.  A more positive relationship existed between administrators with less experience and leadership with a career development vision. 

    The study revealed no significant relationship between years of teaching experience and Themes I,  II,  or III. 

    The study revealed no significant findings regarding Themes II and III and their relationship to administrative experience. 

    Regarding the relationship between school size in each of the three themes, no significant relationships occurred. 

    Statistical significance was observed on individual survey questions for Theme I, question 4; Theme II, question 4, and Theme III, question I.  The reader should note that when examining responses to individual items as opposed to a scale composed of a greater number of items, the data can be more erratic and therefore not as trustworthy. 

    The data from Theme 1, question 4 could suggest that those administrators with less experience possibly perceived career development initiatives to be equally or more important at the elementary school level.  Conversely, administrators with greater experience may have perceived career development initiatives to be of increased importance at the secondary level. 

     The term “cultural individualization’ used in Theme II, question 4 may have been interpreted in a variety of ways by the respondents. 

    One possible interpretation of Theme III, question I data could be the perception by those respondents with less administrative experience that job specific training is essential to career development education for young people.  As administrative experience increased, a possible negative perception to job specific training was noted.  The literature review for this project identified career education as encompassing a broader spectrum than “job specific” training.  A misconception may possibly exist among less experienced administrators that job specific training is essential to career development education for young people. 
     

Recommendations for Research and Practice 
 
The recommendations based on the findings of this study are as follows: 
    Follow up study and further investigation of the strong trend that indicates a relationship between administrative experience and leadership which includes a vision for career development. 

    Professional development opportunities to heighten staff awareness, to encourage reflection and to inform and to support administrators with current literature and research in the area of career  development education. 

    Create a leadership vision encompassing a school culture for career development and career education which models the process for students. 

    Conduct this survey with a larger group of respondents.  Increasing the sample size could aid in achieving more powerful results. 

    Revise the survey instrument, in particular Theme I, to include a greater number of items which measure perceptions regarding the three themes which have emerged from the literature. 

    Conduct a similar survey among teachers, parents, business leaders, students and/or other interested community stake holders to obtain additional perceptions regarding career development education and career development initiatives. 
     Engels and Harris (1999) maintain the need for visionary principals, teachers, students, school boards and other members of the educational contingent to possess a strong dedication to the career development of today’s and tomorrow’s students. 
     

Summary Statement  
 
Change and reform surround the educational climate at the dawn of the 21st century.  What do students need and how can we as educators provide positive influence to meet those needs?  Marshall (1998) argues that schools that function as learning communities embrace the issue of culture.  Engels and Harris (1999) maintain the need for visionary principals, teachers, students, school boards and other members of the educational contingent to possess a strong dedication to the career development of today’s and tomorrow’s students.  Henderson (1998) states:  “Many educators tell me that they have recognized the potential of resiliency, and that emerging studies offer validation for their belief that all students have the potential to succeed” (Henderson, 1998, p. 15). The challenge remains, according to Hoye and Drier (1999), for leaders to: 
    ...promote and repeatedly demonstrate the connections between initiatives, helping practitioners to keep the momentum going and build on successes over time?infusing real life into the education process adds value to communities, and designing learning experiences with the community in mind can begin to bridge the disconnect between our schools and our citizens (Hoye and Drier, 1999, p. 38). 
Engels and Harris (1999) maintain the need for visionary principals, teachers, students, school boards and other members of the educational contingent to possess a strong dedication to the career development of today's and tomorrow's students.
How do we make gains at this crossroad in the educational landscape?  With courage and conviction, educators can chart a new course.  Ganser (1998) claims: 
    Most important, thriving in the next century will require daring open-mindedness and boundless flexibility.  Traveling in this new territory is likely to be disorienting for many educators, at least initially, but it also may reveal new and exciting vistas that will make the necessary and challenging pathfinding personally and professionally rewarding (Ganser, 1998, p.63). 
Together, as partners in the educational journey, we can rise to the career challenge that today and tomorrow may bring for our students, embrace resiliency, and model the way. 


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References
 
Abbott, J. (1995, May).  Children need communities-communities need children.  Educational Leadership, 52 (8).

Amundson, N. (1995, March).  An interactive model of career decision making.  Journal of Employment Counselling, Vol. 32, 11-21.

Benard, B. (1995, August).  Fostering resilience in children. Illinois:  ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No.  386327), 1-4.

Brandt, R. (1992, November).  On Deming and school quality:  A conversation with Enid Brown.  Educational Leadership, 28-31.

Brown, B.  (1998).  Academic and Vocational Integration.  ERIC Clearinghouse:  Adult, Career, and Vocational Education.  (ERIC Document Reproduction Service No.  424400),  1.

Brown, B. (1996).  Career resilience.  ERIC Clearinghouse:  Adult, Career, and Vocational Education.  (ERIC Digest # 178).

Council of Ministers of Education, Canada. (1995).  A Report on Education in Canada.  (On-line), Available:  http://www.cmec.ca/reports/rprt95e.htm

Council of Ministers of Education, Canada. (1999, September).  Joint Ministerial Declaration.  Shared Priorities in Education at the Dawn of the 21st Century:  Future Directions for The Council of Ministers of Education, Canada.  (On-line), Available:  http://fwww.cmec.ca/reports/victoria99.en.stm.

Daggett, W.  (1997, September).  Preparing students for a technological/ information-based society.  Restructuring brief:  A publication of the California Professional Development Consortia #13, 1-12.

Danielson, C. (1996).  Enhancing professional practice:  A framework for teaching.  Alexandria, VA:  Association for Supervision and Curriculum Development, 106.

Darling-Hammond, L. (1997).  The right to learn:  A blueprint for creating schools that work.  San Francisco:  Jossey-Bass, 125-126.

Dixon, R.  (1992).  Future schools and how to get there from here.  Toronto:  ECW Press.

Doyle, P and Zabel, J.  (1992).  Career planning and the fallacy of the future.  The 1992 Annual:  Developing Human Resources, 207-212.
 
Dryfoos, J.  (1994).  Full service schools.  San Francisco:  Jossey-Bass Publishers, 168.

Engels, D. and Harris, H. (1999, January).  Career Development: a vital part of contemporary education.  NASSP Bulletin 83 (no. 603),  70-6.

English, F. and Hill, J.  (1994). Total quality education:  Transforming schools into learning places.  Thousand Oaks, California:  Corwin Press.

G8 Communique Koln (1999).  (On-line), Available:  http://www.g8cologne.de/o7/.

Ganser, T.  (1998, April).  Into the 21st century:  dissolving boundaries in schooling.  NASSP Bulletin 82 (no. 597), 60-63.

Hallinger, P. and Leithwood, K.  (1998).  Unseen forces:  The impact of social culture on school leadership.  Peabody  Journal of Education, 73 (2), 126-51

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Henderson, N.  (1998, January).  Make resiliency happen.  The Education Digest, (63), 15-18.

Hermann, R. (1996, August).  Developing a career preparation vision.  Guidance Times, 4 (3), 1.

Hersey, P., Blanchard, K. and Johnson, D. (1996).  Management of organizational behavior:  Utilizing human resources.  Prentice Hall:  New Jersey.

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Hoye, J. and Drier, H. (1999).  Career education:  the foundation for school-to-work.  Tech Directions (59), 2,  35-8.

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Marshall, Marvin (1998, October).  Using teacher evaluation to change school culture. NASSP Bulletin 82  (600),  117-19.

 Minister of Public Works and Government Services, Canada. (1997).   Closing the Skills Gap: Developing Career Awareness in Our Schools-A Guidebook for Educators, Parents and Business and Community Leaders.  Human Resources Development Canada:  Career Information Partnership.  Cat. No. MP 43-369/1997E.

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Appendix A: Survey Instrument
 

February, 1999

Dear administrator:

You are invited to participate in a research study which will investigate the behaviours and perceptions of administrators in creating a culture for career development initiatives.  I am a graduate student in the Master of Arts in the Educational Leadership program at San Diego State University in San Diego, California, USA.  This research will be the basis of the research project I am conducting.  I am a teacher with the Saskatoon Public School Division who is currently on extended professional development leave.  I am conducting the research here in Saskatoon.  You were recommended as a possible participant in this study because you are an administrator in an elementary or secondary school within the system.

If you decide to participate, you will be asked to complete a brief questionnaire which will take approximately 10-15 minutes (maximum) to complete.  I will deliver these questionnaires to you in person and then arrange a convenient time for me to pick them up again a day or two later.

Your participation in this project is completely voluntary and you may choose not to answer any of these questions.   Any information that is obtained in connection with this study will be kept confidential.

Your participation will provide you with an opportunity to reflect on your leadership role and your awareness within the context of contributing to career development and career education for the students in your school community.  The learning community and the teaching profession will benefit from a better understanding of current research in leadership and the formation of a career education culture.

If you have any questions or require clarification, please contact Shelley Hosaluk.  Thank you for your anticipated support for this project.  Your assistance is appreciated!

Sincerely,
 
 

Shelley Hosaluk
 

The VCR Approach: Creating A Culture for Career Development Education Survey

The following 4 questions serve to provide some information about your personal background.

1. Please check the title which best represents your current position:
 
Elementary Vice-Principal _______________ Secondary Vice-Principal ________________
Elementary Principal ____________________ Secondary Principal ____________________
 
2. Number of Years of Teaching Experience:
 
Elementary _____ years
Secondary _____ years
 
3. Number of Years of Administrative Experience:
 
Elementary _____ years
Secondary _____ years 
 
4. Please indicate to the best of your knowledge the number of students currently enrolled in your school.
 
_____ number of students 
 

Please Answer Each Question By Circling the Most Appropriate Response.
Please Feel Free to Elaborate Upon or Clarify any Question.

Theme I.  Leading with a Career Development Vision

1. With global changes rapidly occurring, I think it is essential to include career development and career education in planning goals for my school.
 

strongly agree
agree
not certain
disagree 
strongly disagree 
 
 
2. In this school year, I have regularly reviewed current career development research and information to increase my knowledge in this area.
 
strongly agree  agree not certain  disagree  strongly disagree
 
3. I regularly reflect upon my leadership behaviours and my perceptions in developing career education in my school.
 
strongly agree agree not certain disagree strongly disagree
 
 
4. I think that career development initiatives are more important at the secondary school level as opposed to career development initiatives at the elementary school level.
 
strongly agree   agree  not certain  disagree strongly disagree
 
 
5. I believe that administrators need support to clearly articulate a career development vision for their schools.
 
strongly agree agree not certain disagree strongly disagree 
 

Theme II.  Cultivating Career Education Through Meaningful Communication

1. I see improved communication regarding career development as an important element in building school culture.
 

strongly agree agree not certain disagree strongly disagree 
 
2. I feel that creating career education partnerships between my school and outside agencies will open and strengthen school and community communication.
 
strongly agree agree not certain disagree strongly disagree 
 
3. I think that connecting what we do in the classroom to the real world life and work experiences of students from diverse backgrounds is essential to developing communication in a career development culture.
 
strongly agree agree not certain disagree strongly disagree 
 
4. In terms of career education at my school, I believe that cultural individualization for minority  ethnic groups is occurring.
 
strongly agree agree not certain disagree strongly disagree 
 
5. I think that actively involving all students in my school in varied work education experiences is important.
 
strongly agree agree not certain disagree strongly disagree 
 

Theme III.  Resiliency and Career Development Initiatives

1. I believe “job specific” training is essential in career development education for young people.
 

strongly agree agree not certain disagree strongly disagree 
 
2. I feel that connecting the purposes of school with the world of work can assist students to view their school based activities with greater relevancy.
 
strongly agree agree not certain disagree strongly disagree 
 
3. I think that partnerships with businesses expand student options and extend intellectual and academic growth.
 
strongly agree agree not certain disagree strongly disagree 
 
4. I think that portfolio assessment is an effective tool for evaluating student progress in career development and identifying areas for student improvement.
 
strongly agree agree not certain disagree strongly disagree 
 
 
5. I believe that an interdisciplinary approach to career development and education could be realistically implemented in my school community.
 
strongly agree agree not certain disagree strongly disagree 
 

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