Student career development is one of 12 elements of high-quality CTE, defined in the comprehensive, research-based ACTE Quality CTE Program of Study FrameworkTM. This element addresses strategies that help students gain career knowledge and engage in education and career planning and decision-making, including career counseling, career assessments, curricula that helps students learn about careers, information about educational opportunities and workforce trends, and job search information and placement services. The following reports, articles, guides and toolkits can help you develop and support a high-quality career development system.
Career Guidance, Development and Exploration
- Delivering Real-World Experiences through Work-Based Learning
by Kelli Diemer, ACTE Work-based Learning Consultant
Sponsored by Xello
Comprehensive, high-quality career development includes work-based learning (WBL) experiences such as workplace tours, job shadowing, school-based enterprises, internships, and apprenticeships. In addition to the activities themselves, WBL is often best defined by a strong partnership between an education program, an employer, and a motivated student.
- Starting Early: Career Development in the Early Grades
by Dr. Patrick Akos, School of Education, University of North Carolina at Chapel Hill
Sponsored by Xello
Early career influences are consequential. Although students’ focus is on exploration as an opportunity to gain early exposure and experience in career areas in which they may have an interest or want to pursue, there are many avenues such as hobbies, extracurricular activities and electives in elementary and middle school that shape decisions for high school CTE pathways.
- Defining Quality: Student Career Development
ACTE, July 2019
This publication describes the criteria within the Student Career Development element of the ACTE Quality CTE Program of Study Framework, recommends types of evidence that programs can consider when assessing their performance against these quality criteria, and shares case studies of programs and institutions doing exemplary work to provide students with career exploration, planning and guidance services. Generously sponsored by Xello.
- Microwebinar: Student Career Development
ACTE, May 2019
Career development for all students must connect student personal goals to learning in all courses and experiences outside the classroom. Join Robin Kroyer-Kubicek, Career Pathways Education Consultant in Wisconsin, as she discusses student career development. Generously sponsored by Xello.
- CTE’s Role in Career Guidance
ACTE, December 2008
This Issue Brief explores the role that CTE plays in the field of career guidance and in improving student success through a comprehensive counseling and guidance system, through a curriculum framework for career exploration, and through personalized and applied learning.
- Career Exploration and Soft Skills: Preparing Students for Success
Loup, Kornegay and Morgan, ACTE Techniques Magazine, January 2017
This article shares a number of resources and free curricula to help educators and counselors guide students through the process of exploring personal interests, learning about various Career Clusters, considering postsecondary education options and practicing the soft skills that are critical to success in the workplace.
- The State of Career Technical Education: Career Advising and Development
Advance CTE and the American School Counselor Association, February 2018
This report explores whether and to what extent counselors have adopted career advising and development strategies.
- School-based Career Development: A Synthesis of the Literature
Hughes and Karp, Teachers College, Columbia University, February 2004
Following a synthesis of the research literature, the researchers recommend focusing practice and research on middle-school students; targeting resources towards ensuring that all middle- and high-school students have regular conferences with counselors; and focusing on exploring the relationships between guidance interventions and positive student behaviors, rather than attitudes.