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Career Development Program Plan 1

Career Development Program Plan

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Capella University

COUN 5279: Life Planning and Career Development

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Career Development Program Plan

A Career Development plan outlines long-term and short-term goals that are meant to assist current or future employees to do well in the line of duty. This considers a variety of experiences that current or future employees must learn to make it possible for them to achieve the goals they have set for themselves. Career development programs are meant to enhance skills, give insights into the need to strengthen or develop current and future employees, and make it possible for career advancement in a situation where the opportunity arises. This article outlines career development plans for people with limited English proficiency. 

Diverse Population

In the United States, many students have limited English proficiency (LEP). These students are not able to speak, read, or write in English. They are exposed to a communication disadvantage in the country using English on all platforms of life. The LEP originate from non-English speaking cultures and countries. This makes these students different from other students in public and private institutions. Currently, the number of LEP in the United States is approximately 5 million students in public schools. Big numbers of these students are found in cities with a large number at the elementary level of education. The majority number of the LEP speak Spanish but there are those speaking other languages like Arabic, Chinese, and Vietnamese (Rabie, et.al. 2021). This makes it difficult for these groups of students to take instructions given in their classes and can constantly fail to understand what is being taught like the students who understand English. This makes the students feel bad about themselves and tend to be isolated. This makes the LEPs feel embarrassed, lack interactions with their native language speakers, and overthink how to improve their situation. These issues affect LEPs' self-esteem, become demoralized, disengaged, and end up being misplaced in the elementary academic setting.

The teaching process of these students should embrace cultural diversity using various strategies to assist the LEPs. To develop the English language capabilities of this group efforts should be made through a career development plan. This should consider teaching more about literacy skills, critical reading, writing, grammar, sentence construction, learning skills, and vocabulary. An instructor should focus to enhance pronunciation, essay writing, and vocabulary learning for the LEPs. Administering this career development program can be affected by the fact that many regions have poorly trained and untrained teachers to handle LEPs. The numbers of LEP are in regions with low-performing schools that have poorly trained or untrained teachers. The United States is facing a shortage of teachers to teach the growing number of LEPs in the country. This career development program focuses on language improvement for LEPs at Woodland school of California.

Career Development Program Planning

The career development program planning for LEPs in woodland California should effectively manage language development by applying key learning behaviors. The learning process should focus on the strengths, work style, interests, values and preferences. There should be attention to knowledge development and skills on how to do it. 

Career Development program name

Career development program for students with limited English proficiency in California Woodlands.

Program Goal

The goal of the program is to enable students to develop and comprehend spoken English, increase the ability of students to use English in their daily lives, understand the skills of skimming and scanning, as well as expressing themselves in simple English. This program will ensure that LEPs in Woodlands school are competent in English writing, vocabulary, communication, critical reading, literacy skills, and sentence writing skills.

Objectives

1). Enable English learners in Woodlands to comprehend the spoken form of English by the end of the first year through the implementation of English literacy skills, vocabulary, and communication.

2). Developing the ability of students to be able to apply English in real-life situations at the end of the first learning year through the implementation of advanced literacy skills.

3). Ensure that students can understand written text and can apply skimming and scanning skills at the end of the first 8 months of learning (Schlaman, 2019). Through the implementation of critical reading and writing career development learning topics.

4). Ensure students in woodlands develop simple English writing skills to express their ideas by the end of the first year of learning through sentence writing, writing, and vocabulary.

5). Enable students in Woodlands to cope with frustrations in the learning process by teaching life skills like time management, working independently, listening, and critical social skills.

Program Delivery

The programs will focus on developing English proficiency for learners by teaching writing, vocabulary, learning skills, social skills, critical reading, literacy skills, sentencing, and communication. This will offer a structured transition of LEPs to bilingual education in Woodlands school. The program will target English learners from Pre-K to 12 education level. The programs will cultivate culturally responsive relationships. Teaching will be done through planning and consistent messaging to comfort the learner's emotional and intellectual risks. A creative supportive environment champions diversity. Teaching staff will conduct home visits to engage the student families to learn ways of incorporating particulars like (pets, favorite sports, etc) of students’ life in the learning process. Through these teachers will be able to create culturally competent relationships with stakeholders.

The process of learning will focus on language skills to enable students to acquire rich academic content in all subjects. Students will be exposed to content from other subjects to reinforce the learning process. The program will emphasize productive language by first focusing on listening and reading skills first. This will ensure all reluctant learners are supported. Throughout the program, the teacher will speak slowly and have an increased waiting time. The learning sessions will be recorded for students' reference as well as a need for teaching adjustments. The teaching process will incorporate the students’ native languages to leverage the native language as a foundation for learning the new language. The program will embrace technology by using helpful tools like Google Translate as a quick way to enable students to translate words. This will be keenly tough to avoid a situation of increased dependency.

The career development program will be delivered in a face-to-face cohort model. The program will be led by a qualified and certified counselor. The cohort will be divided into groups of 6 students who will have a graduate student as a co-leader assisting the counselor. The small groups of 6 will have to meet twice a week and the whole cohort meet after every two weeks. Each session will be 1.5 hours long running for 12 months. The program will also require students to participate in fieldwork sessions for six months. Students will be assigned duties at the institution in various departments as well as duties in a nearby multidimensional center for learning experience in English language application in real life.

Personnel Needs

To administer the program, the following personnel is needed. An elementary teacher (Immediate), Two integrated instructors (noncredit), a Senior vocational instructor, Adjunct English speakers of other languages (ESOL), Part-time faculty – English as a second language teacher with one-year experience in teaching English as a second language, an academic instructor to provide instruction to LEPs.

The total number of personnel needed is seven. The cohort will have six groups at each group will require a graduate student to lead the weekly sessions having two graduate students will work well. There should be a social worker and school counselor to assist in needs outside class work. The administration will all be needed in the process of administering the program. The total number of personnel needed to handle the day-to-day students learning needs is six including the social worker and counselor.

Budget Needs

The budget line will cover the reading, writing, listening, and speaking sessions in various lessons. School supplies like chalk, white erase boards, white erase markers, staplers, permanent markers, name tags, and paper clips. Other requirements include registration forms and application forms. This will require a budget of $600. Curriculum development will require basic textbooks, chats, pictorial dictionaries, and pronunciation contrasts in English. This will require a budget of $500 whole class. There will be snack breaks that should be procured from local bakeries and groceries. A budget of $300. Training expenses will also be included in the teaching staff's compensation. A budget line of $10000.

Program Promotion

The information about the program will be disseminated by the director of a nearby multi-dimensional center and through the director of special education programs in the district covering all the local public schools in the region (Rabie, et.al. 2021). To ensure all stakeholders understand the program objectives meeting will be held with school staff and parents at local public schools for sensitization.

Career Development Program Implementation

Session No.	Timeline	Session Topic	Career Strategy	Learning activities
1	First three months of the program. 1st session for all the cohorts	Literacy skills	Teaching language skills	Participants will; identify topics, supporting details, main ideas, and sequences and also answer comprehension questions. Use common material for references like dictionaries, atlas, and computer search. Recognition of different purposes of reading. Monitoring self-reading and comprehension.
2	First 8 weeks of the program	Compute skills	Incorporation of technology and student’s native language	Participants will learn how to us computers. Learn on using web-based tools for English learning like translator.
2	From week 9 to week 16	Advancing literacy skills	Emphasizing productive language	Use of context clues Read passages independently Structural analysis of compound words, affixes, stress, and contradictions.
3	From week 9 to week 24	Critical reading	Speaking slowly and increase waiting time	Learn of drawing conclusions Express and support opinion in a text. Detect tone of a passage Detect emotions of a character Distinguish between opinions and facts
4	From week 25 to week 35	Advancing in critical reading	Speaking slowly and increase waiting time	Summarizing written stories, articles, songs, and poetry. Reading critically Compare and contrast Evaluating own comprehension – reflection writing (Walqui, & Heritage, 2018). Identification of writers’ point of view.
5	Week 6 to week 52	Writing	Teaching language skills using the curriculum	Editing Summarizing main ideas Personal writing Descriptive writing, narrative, and exposition paragraphs. Drawing sessions
6	Week 6 to week 52	Skills of writing sentences	Teaching language skills using the curriculum	Identification of simple and compound sentences Use of simple and compound sentences in paragraphs Punctuation Proper use of subject verb agreement (Walqui, & Heritage, 2018). Use of dictionary as tool for pronunciation.
7	Week 25 to week 35	Learning skills and strategies Social skills	Emphasize productive language	Time management Homework assignments Enhancing learning skills; stress management and problem solving. Listening skills Critical thinking Active participation is class discussions (Walqui, & Heritage, 2018). Working independently Identification of personal strengths Work organization
8	Week 6 to week 52	Communication activities	Differentiate and use multiple modalities	Role playing Debating Gathering information Group narrative writing Giving students the opportunity to deepen the understanding of work. Speaking session
9	Week 6 to week 15	Vocabulary development	Emphasize productive language	Interview sessions Role play targeting language areas (Walqui, & Heritage, 2018). Group reports on instructions that target vocabulary

Career Development Program Evaluation

Process-oriented Data

At the end of the 12 months learning period, 36 young in the English learner's program will complete all the coursework and a field language practice program. The field training programs that will take students to various departments of the local institutions will depend on participation and maintaining a 75% of advancement in English learning as evaluated by the line program supervisors. The program's syllabus focusses on key skills and processes for learning English. Teachers will focus on processes learners use to complete their assignments, drafting, revising, takings note, and reporting. Learners will be involved in thinking sessions, organizing, and planning that will guide them to become prolific in English. Teachers will use tools like dictionaries and translators in the classrooms. The use of teaching pathways in speaking, pronunciation, grammar, and using the phonemic chart.

Outcome Data

To assess the goals of the programs like; enabling English learners, to comprehend the spoken form by the end of the first year the program will have tests after every 4 weeks to the program completion. Ensuring that students can understand written text and can apply skimming and scanning skills will be done through group reading sessions on monthly bases (Patil, 2021). The long-term success goal like the ability to apply English in the real-life situation will be measured from the field exercises where students will have to achieve 75% of the grade. 

References

Rabie, S., Visser, M., Naidoo, A., van den Berg, F., & Morgan, B. (2021). Beyond the individual: A group-based career development intervention implemented in resource-constrained schools in South Africa.  The Journal for Specialists in Group Work,  46(1), 48-61. https://doi.org/10.1080/01933922.2020.1856252

Schlaman, H. (2019). Designing structures and pathways to support language development and content learning for English learners: Dilemmas facing school leaders.  International Multilingual Research Journal,  13(1), 32-50

. https://doi.org/10.1080/19313152.2018.1531675

Patil, A. B. (2021). Empowering Strategies for Learners to Improve English Communication and Soft Skills.  Ilkogretim Online,  20(1).

Walqui, A., & Heritage, M. (2018). Meaningful Classroom Talk: Supporting English Learners' Oral Language Development.  American Educator,  42(3), 18. http://www.aft.org/newspubs/periodicals/ae .