DOCUMENT RESUME ED 348 629 CG 024 447 AUTHOR Daly, Joseph L.; Feller, Richard W. TITLE Counselor Role and Educational Change: Planning, Integration, and Basic Skills. Book 3: Basic Skills, Integration, and the School Counselor. INSTITUTION Colorado State Univ., Ft. Collins. School of Occupational and Educational Studies. SPONS AGENCY Office of Vocational and Adult Education (ED), Washington, DC. PUB DATE 92 CONTRACT VN90003001 NOTE 85p.; For other documents in this series, see CG 024 444-450. Guides PUB TYPE Teaching Guides (For Classroom Use Teacher) (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Basic Skills; *Counselor Role; *Counselor Training; Elementary Secondary Education; *School Counseling; *School Counselors; Vocational Education ABSTRACT This document presents lessons involving basic skills and the school counselor. The first lesson focuses on tenets and issues of integration of academic and vocational education. The second lesson focuses on helping school counselors understand different integration models, including their purposes, sources of support, and expected outcomes. The premise of the third lesson is that school counselors need to clarify their role in helping students plan their coursework in a way that ensures their acquisition of the contemporary competencies now collectively referred to as "basic skills." The fourth lesson helps learners investigate why counselors must argue for applied forms of learning which integrate the best of academic and vocational instructional methods. Included with each lesson is information on the justification for the lesson; the expected learner outcome; instructor resources; directions for teaching-learning interaction; debriefing strategies; list of resources; and a brief discussion of an individualized learning plan for learners studying this content in an individualized program. (ABL) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Coumzelor Role and 3 l'AlucaInInal Change: Planning. Integialion, and Basic COUNSELOR EDUCATION BASIC SKILL; AN INTEGTRATON I Sa100 HE COUNSEL° U S DEPARTMENT OF EDUCATION Improvement Office ol Educahonal Research and INFORMATION EDUCATIONAL RESONTER ERICI SOURCES CE reproduced as /Ths document has been aton ece,ved Iron' tne person or Organa 0,,g,natlg anceoe changes Sane been made to h, "0, reproduction Quaid,/ Funded by: oomons staled ,n tmsdocu U.S. Department of Education Po.ms of clew represent olhoa, morn do hot necessahh, Office of Vocational and Adult Education OERI posthon or poi.cu 3 Counselor Role and Educational Change: Planning, Integration, and Basic Skills COUNSELOR EDUCATION Joseph L. Daly Richard W. Feller School of Occupational & Educational Studies Colorado State University BASIC SKILLS, INTEGRATION A_ND SCROOL THE COUNSELOR Project Director: R. Man Cobb Project Coordinators: Nancy Hartley Jaime Stefan A citation of this document should appear as follows: Daly, J., & Feller, R. (1992). Counselor Role and Educational Change: Planning, Integration, and Basic Skills: Book 3- Basic Skills, Integration, and the School Counselor. Ft. Collins, CO: Colorado State University. 01992. School of OccuRatlonal & Educational Studies. Colorado State University. Contract Number VN90003001. Copyright Notice 17 USt, 401/402. All rights reserved. No part of this publication may be reproduced. stored In a retrieval system or transmitted. In any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright owner. Violators are subject to prose..dtion. To order additional copies or request permission to copy, contact: School of Occupational & Educational Studies Education Building. Room 209 Colorado State University Fort Collins. Colorado 80523 (303) 491-5871 Funded by: U.S. Department of Education. Office of Vocational and Adult Education. Contract Number VN90003001. Project Oil leers: Bernice Anderson and Richard DI Cola. This publication was prepared pursuant to a contract with the U.S. Department of Education. Office of Vocational and Adult Education. Contractors undertaking such projects are encouraged to express freely their judgement In professional and technical matters. Points of view or opinions do not, therefore, necessarily represent official U.S. Department of Education position or policy. 4 TENETS AND ISSUES OF INTEGRATION Perennial Problem How can comprehensive school counseling and guidance programs contribute to the delivery of the basic skills? Practical Problem What should be done about (1) school counselors' understanding of the tenets associated with combining academic and vocational education and (2) integrating basic skills into vocational education? Justification for Lesson The "integration" of academic and vocational education is being proposed as one way to improve the education of all students and to increase their attainment of the basic skills necessary for success at work, home, and school. The purpose of this lesson is to help school counselors examine some of the basic beliefs and tenets underlying this proposal. Learner Outcome The learner will identify and describe the major beliefs and tenets promoting the integration of academic and vocational education. 1 Instructor Resources Issues of Education (1) (transparency) Issues of Education (2) (transparency) Suspect Practices (1) (transparency) Suspect Practices (2) (transparency) Vocational Education and the Workforce of the 1990s (transparency) Teaching-Learning Interaction The instructor should present the two transparencies titled Issues of Education I and II. The instructor should ask the learners to respond to the following questions: What do students stand to gain from the integration of academic and vocational education? How will integration address the issues presented in the transparencies? What effect would integration have on school counseling and guidance programs? The instructor should present the transparencies titled Suspect Practices I and II and ask the learners to respond to the following questions: What evidence of tracking can be observed in the public schools? What is the effect on vocational students? academic students? The instructor should present the transparency titled Vocational Education and the Workforce of the 1990s and have the class discuss the following questions: How does the integration of academic and vocational education relate to these issues? What is the vision of vocational education? academic education? 2 6 Debriefing Strategies The instructor should ask the learners to discuss the following questions: What is the counselor's role in promoting the integration of academic and vocational education? What are the implications of integration for school counseling and guidance programs? What "basic skills" were used in completing this lesson? Possible Resources The William T. Grant Foundation Commission. (1988, February). A report on noncollege bound youth in America. Phi Delta Kappan, 9(6), 408-414. The Integration Issue. (1991, September). Phi Delta Kappan, 73(1). Good lad, J.I. (1985, December). The great American schooling experiment. Phi Delta Kappan, 67(4), 266-271. The Basic Skills in Vocational Education Issue. (1989, October). Vocational Education Journal, 64(7). Oakes, J., & Lipton, M. (1990). Chapter 7: Tracking: An old solution creates new problems. In Making the best of schools. New Haven, CT: Yale University Press. Individualized Learning Plan If a learner is studying this content in an individualized program, he or she should be given the entire lesson. The learner should read all materials and complete all assignments and activities. Written used to verify completion of responses in the form of a paper can be the lesson. Note: As part of this learning experience, the learner should be asked to identify a counselor in the schools with whom to discuss the questions and issues of the lesson. 3 7 INSTRUCTOR RESOURCES LESSON: TENETS AND ISSUES OF INTEGRATION Issues of Education (1) "If our standard of living is to be maintained, if the growth of a permanent underclass is to be averted, if democracy is to function effectively into the next century, our schools must graduate the vast majority of their students with achievement levels long thought possible for only the privileged few." ...Carnegie Task Force on as a Teaching Profession, 1986 Issues of Education (2) "The essence of this consensus is that all students, whether or not they intend to go to college, require education that is at least equivalent in function to what the common elementary school provided at the turn of the century." "There are no significant differences between the kind of formal schooling required to prepare for entry into higher education and the kind required to prepare for entry into the workforce." John Goodlad2 2(1985, December). The great American schooling experiment. Phi Delta Kappan, 67(4), 266-271. Tenets and Issues of Integration, T-2 Colorado State University, 1992. 6