Economic Benefits of Postsecondary Education
This microcredential focuses on a counselor's ability to help students understand the economic value of postsecondary education, access information regarding postsecondary options to aid in the decision-making process, and increase students' and parents' understanding of financial aid and the college application process.
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Utah Effective Professional School Counselor Standards > Standard 1: Collaboration, Leadership, and Advocacy
1.2 - Collaborates to promote academic success for all students to become college and career ready. -
Utah Effective Professional School Counselor Standards > Standard 2: Collaborative Classroom Instruction and Instructional Skills
2.1 - Plans curriculum based on the Systemic Assessment results, Student Outcomes Standards, and School Improvement plan. -
Utah Effective Professional School Counselor Standards > Standard 3: Plan for College and Career Readiness Process
3.1 - Facilitates a process of career exploration that may include planning, monitoring and managing individual education and career plans. -
Utah Effective Professional School Counselor Standards > Standard 3: Plan for College and Career Readiness Process
3.2 - Assists in development of each student’s academic achievement and career planning/exploration by providing Career and Technical Education (CTE) Pathways resources and training to assist students in postsecondary and workforce options. -
Utah Effective Professional School Counselor Standards > Standard 3: Plan for College and Career Readiness Process
3.3 - Assists students and parents in understanding and utilizing assessment data and supports student to create a plan to meet goals, course planning, and student needs, as outlined in district or state guidelines.
To earn this 0.5 USBE credit microcredential you will submit a lesson plan and video of your classroom instruction to demonstrate your ability to help students understand the economic benefits of postsecondary education. You will also complete three short video or written reflections about your practice.
Follow the requirements in the "earning criteria" section of this microcredential. This is the rubric the reviewer will use to evaluate your submission.
College means 1, 2, 4 or more years of postsecondary education or training. College includes technical college or university training after high school.
College readiness involves being prepared to enroll in and successfully complete entry-level, credit-bearing, academic programs at one- two- and four-year post-secondary schools as well as being equipped with the knowledge, skills, and dispositions to transition successfully. This entails having mastered rigorous content knowledge, demonstrated ability to apply knowledge through higher-order skills, and having the ability to navigate the pathways that will gain access to post-secondary opportunities.
College-Going Culture:College-going culture (CGC) refers to the environment, attitudes, and practices in schools and communities that encourage students and families to obtain the information, tools, and perspective to enhance access to and success in post-secondary education.
Career Literacy:Career literacy is the basic knowledge and skills that students need to navigate the future work environment. The process of planning for college and career readiness and developing career literacy can be accomplished by gathering information on student interests, identifying strengths, and helping students overcome barriers.
Career Readiness:Career readiness involves three major skill areas: core academic skills and the ability to apply those skills to concrete situations in order to function in the workplace and in routine daily activities; employability skills (such as critical thinking and responsibility) that are essential in any career area; and technical, job-specific skills related to a specific career pathway. These skills have been emphasized across numerous pieces of research and allow students to enter true career pathways that offer family-sustaining wages and opportunities for advancement.
Cultural Responsiveness:Cultural responsiveness refers to the capacity to respond to the issues of diverse communities. Cultural responsiveness is not an event whereby one can attend a single training and become competent.
Educational Equity:Educational equity means acknowledging that all students are capable of learning and distributing resources to provide equal opportunities based upon the needs of each individual student. Equitable resources include funding, programs, policies, initiatives and supports that recognize each student’s unique background and school context to guarantee that all students have access to high-quality education. (USBE R277-328-2(4))
Equity Literacy:Equity literacy means demonstrated competencies in the skills and dispositions to create and sustain equitable and just learning environments for families and students.
Financial Aid:Financial aid is any college funding that doesn’t come from family or personal savings or earnings. It can take the form of grants, scholarships, work-study jobs, and federal or private loans. Financial aid can be used to cover most higher education expenses, including tuition and fees, room and board, books and supplies, and transportation.
Elementary Background Scenario:
Ms. Stoddard has a “Paying for College” poster in her office and handout sheets on FAFSA, and my529 plans. When parents come in to meet with her she mentions that it’s never too early to start saving for students' postsecondary plans. At parent/teacher conferences, she has a booth set up with information on FAFSA and my529.
Secondary Background Scenario:
Mr. Brandon hosts a FAFSA night with a couple of college FAFSA experts available to assist. Mr. Brandon sends out emails to all students and their parents inviting them to the FAFSA night and explaining what documentation they should bring. He has students and parents sign in when they attend so that he can keep track of how many students attended, and so that he can provide follow up to ensure they have fully completed their FAFSA.
Category: Preparation and Planning
Submit either of the lesson plans as described below as evidence of your preparation and planning to help students understand college and financial aid options and the economic benefits of postsecondary education.
Using the Lesson Plan and Results Report included in the resources section of this microcredential, submit a lesson plan you have used to teach the value to individuals, families, and communities of a college degree/post-secondary education. Your lesson plan should include labor market research and other tools.
Or, using the Lesson Plan and Results Report, submit a lesson plan that teaches students/parents how to access financial aid options and how to apply for colleges.
Category: Implementation
Submit the evidence below to demonstrate your effective instruction on college and financial aid options and the economic benefits of postsecondary education.
Submit an eight- to ten-minute video of yourself teaching a lesson designed either to help students understand college and financial aid options and the economic benefits to individuals, families, and communities of postsecondary education or to teach parents and students how to access financial aid options and how to apply for colleges.
You may edit the video to show key components of your lesson within the eight- to ten-minute requirement.
Be sure to follow your district/charter policies for student privacy.
Review Criteria
Criterion 1: Preparation and Planning
The lesson plan submitted shows evidence that the school counselor has a clear understanding of either
• The economic value of postsecondary training and using labor market research and other tools to assist students.
• Or of the financial aid and college application process.
Criterion 2: Implementation
The video shows evidence of the counselor's ability to effectively teach the economic value of postsecondary training and/or the process of applying for financial aid and colleges.
Explain how you use economic and labor market information to assist students/families in understanding the value of post-secondary (1, 2, 4 or more) training and education.
Describe how you assist students and parents in understanding financial aid options for post-secondary education.
Explain how you assist students in learning about the postsecondary application process and guide them through this process (including encouraging students to keep records of clubs, extra-curricular activities, and awards earned throughout K-12 that may be useful when applying for postsecondary education).
Review Criteria
Reflection 1 demonstrates how the counselor uses labor and market analysis to assist students in understanding why attending college (1, 2, 4 or more) is economically impactful.
Reflection 2 demonstrates how the counselor teaches students about financial aid options available to pay for their post-secondary training and education.
Reflection 3 demonstrates how the counselor teaches about the post-secondary application process and assists students through this process (including encouraging students to keep records of clubs, extra-curricular activities, and awards earned throughout K-12 that may be useful when applying for post-secondary options).
https://docs.google.com/document/d/1FvQtfOJfzIrTh8V77yGN4qj3Jkbqk6BB/edit?usp=sharing&ouid=109470781895288394264&rtpof=true&sd=true
This document shows the Utah Effective School Counselor Standards (UESCS) connected with helping students understand the economic benefits of postsecondary education.
American School Counselor Association (ASCA)
https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Career-Development
This is the website for the American School Counselor Association.
Lesson Plan and Results Report
https://www.schools.utah.gov/prevention/_counseling/SchoolCounselingLessonPlanResults.xlsx
Use this lesson plan and results report for submitting your lesson plan as evidence of preparation and planning to help students understand the economic benefits of postsecondary education.
UETS Connected with Effective Teaching of the Benefits of Postsecondary Education
https://docs.google.com/document/d/1OUJ3mBxb5ZCChGI9_TcRPUO0YSZTLr6o/edit?usp=sharing&ouid=109470781895288394264&rtpof=true&sd=true
Utah Effective Teaching Standards Connected with Effective Teaching of the Benefits of Postsecondary Education
Nicole Anderson
Allison Ayoub Egge
Justin Brooks
Jade Christiansen
Nachae Clark
Jamie Greenburg
Andrew Gull
Taylor Jones
Erin Nelson
Lindsey Robinson
Ashlee Sheppard
Stephanie Tueller
Jill Tullis
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807