Spring 2008		Word Version	Pdf Version
Sec 2	Caitlin Williams
Section 01, 85, 86, 90, 95	Caitlin Williams
Rubric	Caitlin Williams
Fall 2007 sec 89	Murry Schekman

The overall purpose of this course is to enable students to attain basic knowledge, skills and competence necessary in individual career counseling and in planning programs for educational and career counseling. To accomplish this goal, this course will provide an opportunity for students to examine the meaning of work in contemporary society, to explore the new and changing job demands and to assess how people make career choices which are suitable to the person and are viable in society. The course will focus on counseling theories and strategies in promoting career planning and decision making. Students will be provided as much opportunity as the classroom experience will allow to build and experience career counseling procedures and programs for specific objectives. Students will be allowed considerable leeway in developing career counseling objectives and implementing appropriate intervention strategies to accomplish established career counseling theories.

• Write a career development paper (Autobiography) (30%), due June 18.
• Design/edit a web page for EDCO career center web site (20%), due June 23, email it to xiaoluhu@email.sjsu.edu.
• Conduct a group presentation in education and career planning (30%).
• Attendance and participation in class activities and discussion is essential for meeting the stated purposes for this course (20%)

Textbooks & Tests:

1. Sharf R. S. (2001).Applying Career Development Theory to Counseling, 3rd edition. CA: Pacific Grove, Brooks/Cole Publishing Company.

2. Self-Directed Search (SDS)

3. Myers-Breggs Type Indicator (MBTI)

4. Strong Interest Inventory

While the purpose of EDCO 266 Education and Career Planning course is to enable students to attain the basic knowledge for becoming a career counselor the course is also designed to meet CA PPS Credential standards. The relevant standards are:

Standard 20 Career Development

The program provides candidates with the knowledge of the components of career development programs and provides them with opportunities to development implement and evaluate such programs in schools.

• Candidates demonstrate knowledge of the world of work, employment trends, career clusters and pathways, career choice theories, and school-based career development programs.
  
• Candidates effectively demonstrate knowledge of career and vocational information resources including: labor market information, visual and print media, computer-based career information systems, and skills in accessing these resources to assist pupils in their career development and decision making.
  
• Candidates demonstrate knowledge of and skill in career development program planning, organization, implementation, administration and evaluation.
  
• Candidates demonstrate knowledge of and skill in using assessment instruments and techniques relevant to career planning and decision making.
  
• Candidates demonstrate knowledge of and skill in career and educational assessment, planning and evaluation.
  
• Candidates demonstrate knowledge of and skill in using technology-based career development programs and strategies.
  
• Candidates demonstrate knowledge of and the ability to teach and develop essential employability skills such as teamwork, problem solving, and organizational skills.

Standard 21 Personal Social Development

The program provides candidates with the opportunity to apply knowledge and understanding to the theories, concepts, processes, skills and practices required for successful personal and social development. Candidates are able to plan, organize and implement programs that enable pupils to acquire knowledge, attitudes and interpersonal skills that help them understand and respect themselves and others, make decisions, set goals and take necessary action to achieve goals, and to understand and develop safety and survival skills.

• Candidates enable pupils to acquire knowledge of their own personal strengths, assets, personal values, beliefs and attitudes.
  
• Candidates demonstrate knowledge of skill in developing programs that enable pupils to: develop positive attitudes towards themselves as unique and worthy persons; identify and express feelings, recognize personal boundaries, rights and privacy needs; understand the need for self control and how to practice it; demonstrate cooperative behavior in groups; develop effective communication skills; and identify and discuss changes in personal, social and family roles.
  
• Candidates demonstrate skill in helping pupils to: respect alternative points of view; recognize, accept, respect and appreciate individual differences; and appreciate cultural diversity and family configuration patterns.
  
• Candidates demonstrate the ability to: teach pupils a decision making and problem solving model; enable pupils to understand consequences of decisions and choices; identify alternative solutions to problems; and develop effective coping skills for dealing with problems, including seeking professional help.
  
• Candidates demonstrate the ability to: educate and train pupils successfully in conflict resolution skills, develop respect and appreciation for individual and cultural differences, and know when peer pressure is influencing a decision.
  
• Candidates demonstrate the ability to: assist pupils in identifying short and long-term goals, set realistic and achievable goals; and develop a plan of action for successfully achieving those goals.