Preparing Students for the Future: College and Career Readiness

College and Career Readiness means that all high school students should graduate ready for college, careers, and citizenship. Preparing our students for the future has become a number one priority for the the K-12 and higher education community. Achieve, a nonprofit education reform organization, states, “With the growing complexity of the world and the increasing demands of the 21st-century workforce, there is little question that all students should graduate from high school fully prepared for college AND careers.” However, the challenge of ensuring that all students are “college and career ready” encompasses more than just rigorous academics. More support systems are necessary to help students meet individual goals. Not all students learn the same way and many face academic challenges that require assistance. While mastering language arts and math skills and standards are important, they’re not the only thing needed to ensure success. Students need life skills and problem solving capabilities, as well as the ability to work cooperatively with others.  

The National High School Center, a USDOE grant funded initiative, developed an organizer to guide schools and other educational organizations meet the needs of students. The use of the organizer allows users to develop strategies for designing comprehensive college and career readiness initiatives. The College and Career Development Organizer has three categories:

• Goals and Expectations for College and Career Readiness: What should high school graduates know and be able to do?
• Pathways and Supports for College and Career Preparation: What policies, programs, and structures will help high school graduates meet expectations?
• Outcomes and Measures for College and Career Success: How do we know when high school graduates meet expectations?

According to Achieve, “Simply put, "college and career readiness" is the umbrella under which many education and workforce policies, programs and initiatives thrive. From high-quality early education and strong, foundational standards in elementary school to rigorous career and technical education programs and college completion goals, college and career readiness is the unifying agenda across the P-20 education pipeline.”
Your Pepper learning community can help you effectively implement College and Career Readiness Standards. Pepper provides 24/7 online access to a vibrant and growing series of relevant professional development courses. These courses and resources provide collaborative support from other inspiring educators. Be sure to check out our wide range of courses available to you.

Special Interest: Teaching after a Natural Disaster

Recent floods in South Carolina bring into question the continuing of education after a natural disaster. How does one carry on with teaching and instruction in the midst of recovering from a natural disaster? South Carolina, while the most recent, is not alone in this struggle. We’ve either read about, or experienced, blizzards in the Northeast, tornadoes in the Midwest, and fires in California, just to name a few. Schools may close for a few days - or even weeks - but they will eventually reopen and teachers and students must get back to work in the classroom.

An edutopia article, posted after 2012’s Hurricane Sandy pounded the Northeast, discusses the importance of equipping students with Social/Emotional Learning (SEL) skills. Students and teachers may be dealing with “awaiting the return of power, finding gasoline, wondering how to get to and from work [or school], worrying about parents and other family members who are stranded, dealing with displacement of a temporary or permanent nature, or some combination of these.”

Teachers and students both will come back to school after possibly suffering traumatic and devastating loss and destruction of personal property. The National Association for School Psychologists (NASP) has published Responding to Natural Disasters: Helping Children and Families: Information for School Crisis Teams, to assist teachers, students, and families. This informative article gives specific information for dealing with issues resulting from hurricanes, earthquakes, tornadoes, wildfires, and floods. Additionally, this publication provides information for School Crisis Teams, including the following points:

• Identify children and youth who are high risk and plan interventions
• Support teachers and other school staff
• Engage in post-disaster activities that facilitate healing
• Emphasize children’s resiliency
• Support all members of the crisis response team
• Secure additional mental health support

Matt Davis, freelance writer for edutopia, makes the following statement in his article, Responding to Tragedy: Resources for Educators, “When tragic events happen, it can be difficult for educators, administrators, and parents to know how to help children understand and cope. How adults manage their own reactions, as well as how they help students deal with their questions and feelings, are important factors in providing children with the support and guidance they will need. “ You can find additional resources in this article.

School and education will continue. Teachers will continue to support and guide students. We will move forward and continue to encourage one another one day at a time.

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