Friends of NWTC Magazine Friends Fall 2019 | Page 10
Embedded Career Coaches
Change the College
Application Game
By Megan Favela,
Career Coach at Green Bay West and
Green Bay Southwest High Schools
Some people might not willingly return to high school, but
for the five NWTC embedded career coaches, high school
hallways and buildings act as official office space Monday
through Thursday.
The embedded career coach model, which NWTC adopted
in 2017, has given high school students new opportunities to
access college prep and support.
Instead of the traditional college
recruitment model of
classroom presentations
and information drop-
offs, embedded
career coaches are
physically housed
at high schools
around northeast
Wisconsin to work
with students one-
on-one. Offering
customized support
and guidance,
career coaches cover
everything from career
exploration to college and
financial aid applications, and
even class registration.
The embedded role is
important, as many of the
students we serve are the
first in their families to apply
to college—a process
that can be daunting
and confusing. Embedded career coaches play
a key part in guiding students through higher
education, especially over summer when school
is not in session. We regularly correspond with
students over the summer through email,
texting and phone calls to make sure they
have what they need and know they have
our support.
Students from West and
Southwest observe the
nurse simulator in a field
trip to NWTC coordinated
by Career Coaches
Personally, I enjoy the ability to build
relationships with students throughout the
school year, getting to know them on an
individual level and guiding them through
what can be a very intimidating time in their
lives. For many students, I am a mentor or
advisor. This helps keep our relationship more
open and honest and allows me to tackle tough
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topics such as poor attendance and its relation to academics,
as well as the impact it can have on college success. I have
also had many tough conversations with students about trying
to step away from unhealthy habits inside and outside of
school. Although I am usually not the only person having these
conversations with them, the student-advisor relationship
allows for these dialogues to occur without the discussions
coming across as lectures.
Since we work so closely with students, they often feel
comfortable disclosing very personal situations, such as
pregnancy and homelessness. They know we will connect
them with the proper school resources and support services.
One of my students struggling with both homelessness
and an unhealthy relationship told me I was one of the only
people she could trust. She felt comfortable talking about
her situation with me. These kinds of scenarios are certainly
challenging, but with the help of our K-12 partners in the
schools, we can get students the proper support they need.
As tough as this role can be, my fellow coaches would
agree this provides rewarding experiences. The depth of
relationships we cultivate with students is something that
not only benefits them, but also enriches us. I have learned
more about different cultures, family structures and today’s
trends—although many of my students would say I am
hilariously “uncool.”
For me, in the end, this all culminates in attending the high
school graduation ceremony. Seeing the students I have
worked with so closely cross the stage and move into their
next stage of life is more gratifying than any award or
recognition. It is the reason I go back into the high school
hallways every day.
The Fall 2019
Southwest HS Nursing
Assistant class