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Individual Pathway Plans (IPPs)

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  • Look through details of an IPP. Used in schools for year 10’s Structured approach 5 – 7 hours, preferably over 1 – 3 weeks
  • Look through details of an IPP. Used in schools for year 10’s Structured approach 5 – 7 hours, preferably over 1 – 3 weeks
  • Look through details of an IPP. Used in schools for year 10’s Structured approach 5 – 7 hours, preferably over 1 – 3 weeks
  • Look through details of an IPP. Used in schools for year 10’s They can take many forms, but the main stuff in them is…
  • Transcript

    • 1. + IPP PortfolioPreparing forSuccess Exit Plan BlueprintSteps to Successful Transition in Life
    • 2. Transition Planning is Fundamental to Implementing a Career + Development Culture in Schools  Individual Pathway Plan (IPP): For school students the IPP is a plan for how an individual will navigate the curriculum to demonstrate career competencies and achieve career development outcomes. The IPP is a valuable tool for managing transitions.  Transition Portfolio: is a student-owned product used to record and inform the student’s Transition Planning processes. The opportunity for students to develop a portfolio provides early intervention support that will give every student the opportunity to develop a skills portfolio document to record the development of skills and competencies; and enable all education providers to develop the school-community (including business and industry) partnerships required to underpin successful early intervention and transition strategies.  Exit Plan: Young people will develop an exit transition plan assisted by schools and families, which will outline the strategies for transition to post- school destinations including further education, training and employment. Source: WA Guidelines for Career Development and Transition Support Services http://careyp.customer.netspace.net.au/guidelines.html Next
    • 3. COMPETENCIES PHASE I PHASE II PHASE III PHASE IVAREA A: PERSONAL MANAGEMENT +1 BUILD AND MAINTAIN APOSITIVE SELF CONCEPT 1.1 Build a positive self concept while discovering its influence on yourself and others 1.2 Build a positive self concept and understand its influence on life and work 1.3 Develop abilities to maintain a positive self concept 1.4 Improve abilities to maintain a positive self concept2 INTERACT POSITIVELY AND 2.1 Develop abilities for building 2.2 Develop additional abilities for 2.3 Develop abilities for building 2.4 Improve abilities for buildingEFFECTIVELY WITH OTHERS positive relationships in life building positive relationships in positive relationships in life and positive relationships in life and life work work3 CHANGE AND GROW 3.1 Discover that change and 3.2 Learn to respond to change and 3.3 Learn to respond to change 3.4 Develop strategies forTHROUGHOUT LIFE growth are part of life growth that affects your well-being responding positively to life and work changesAREA B: LEARNING AND WORK EXPLORATION4 PARTICIPATE IN LIFELONG 4.1 Discover lifelong learning and 4.2 Link life-long learning to 4.3 Link lifelong learning to the 4.4 Participate in continuousLEARNING SUPPORTIVE OF its contribution to life and work personal career aspirations career building process learning supportive of career goalsCAREER GOALS5 LOCATE AND EFFECTIVELY 5.1 Understand the nature of career 5.2 Locate and use career 5.3 Locate and evaluate a range of 5.4 Use career informationUSE CAREER INFORMATION information information career information sources effectively in the management of your career6 UNDERSTAND THE 6.1 Discover how work contributes 6.2 Understand how work 6.3 Understand how societal needs 6.4 Incorporate your understandingRELATIONSHIP BETWEEN to individuals lives contributes to the community and economic conditions influence of changing economic, social andWORK, SOCIETY AND THE the nature and structure of work employment conditions into yourECONOMY career planningAREA C: CAREER BUILDING7 SECURE / CREATE AND 7.1 Explore effective ways of 7.2 Develop qualities to seek and 7.3 Develop abilities to seek, 7.4 Improve on abilities to seek,MAINTAIN WORK working obtain/create work obtain/create and maintain work obtain/create and maintain work8 MAKE CAREER ENHANCING 8.1 Explore and improve decision- 8.2 Link decision-making to career 8.3 Engage in career decision- 8.4 Incorporate realism into yourDECISIONS making building making career decision-making9 MAINTAIN BALANCED LIFE 9.1 Explore and understand the 9.2 Explore and understand the 9.3 Link lifestyles and life stages 9.4 Incorporate life/work balanceAND WORK ROLES interrelationship of life roles interrelationship between life and to career building into the career building process work roles10 UNDERSTAND THE 10.1 Discover the nature of 10.2 Explore non-traditional life 10.3 Understand and learn to 10.4 Seek to eliminate gender biasCHANGING NATURE OF LIFE gendered life and work roles and work options overcome stereotypes in your and stereotypes in your careerAND WORK ROLES career building building11 UNDERSTAND, ENGAGE IN 11.1 Explore the underlying 11.2 Understand and experience 11.3 Take charge of your career 11.4 Manage your career buildingAND MANAGE THE CAREER concepts of the career building the career building process building process processBUILDING PROCESS processThe Blueprint aiding student transition planning K- 12 …Source: http://www.blueprint.edu.au
    • 4. + Transition Planning in the Early Years YEARS 5 -6 Assessment and Reporting: Work Sample Portfolio and Initial IPP Emphasis on identification of strengths and weaknesses YEARS K - 4 Assessment and Reporting: Work Sample Portfolio Emphasis on building a positive self concept, self image, self esteem and relationships with others- discovering the nature of life and work roles- simple identification of strengths and weaknesses
    • 5. +Transition Planning in the Secondary Years YEARS 10 - 12 Personal Transition Portfolio Emphasis on post school options IPP that emphasises transitions to post school options Exit plans that showcase attainment of blueprint and employability skills YEARS 7 - 9 Personal Transition portfolioEmphasis on career development and career exploration including development of resumes and interview technique training Development/monitoring of IPP that emphasises school and training options
    • 6. + What is an Individual Pathway Plan (IPP)? An IPP is a summary of ones skills, knowledge and attributes together with short and long term goals and associated action plans to assist a person manage their life, learning and work throughout the many transition points in their life
    • 7. + Recommendations for an IPP An IPP should be developed by a young person with support from parents, teachers and mentors and be flexible enough to change as life experiences, access to information and decisions change in the course of a young person’s schooling.Source: Youth Pathways Action Plan Taskforce 2001 DEST (call them a Learning Transition Plan; VIC Managed Individual Plan (MIP); NSW Senior Education and Training Plans (SET) plans; TAS Pathway Plans; WA Career Action Plans or Individual Pathway Plan( IPP). Examples located at: http://www.ceo.wa.edu.au/home/carey.peter/career_management.html
    • 8. +ransition Planning, Support & CoordinationT Preparation: • Context: connection to other programs- e.g. The Blueprint • Structure: case management approach- it can not be adhoc • Resources: course selection, career exploration, site visits, guest speakers, work placement, the Real Game. • Time: Year 10 version can take up to 7 hours to complete properly, Year 7- 9, 3 hours, preferably over a day or 2 • Staffing: Choice of staff is important – their level of interest / connection with the students Opportunity for Self Exploration: • Students need to know that they are going to have to look within • They need to understand that its safe to dream Opportunity for Self exploration • Set the scene: start where the student is at • Emphasis it is about future planning • Set the tone: students need to be willing, it is about them Emphasise Flexibility • Putting pen to paper does not mean that plans cannot change- student directions and aspirations may and usually do change
    • 9. + IPP– Primary School Years  About me • My leisure time, key people in my life • What I’m good at, what I’m proud of • What I’d like to do better • How I learn best  My future • Dreams/goals • Why, how • Choices for next year  My Self Concept • Building a positive self concept, self image, self esteem • Relationships with others  My support network • Family, friends, teachers, community • Discovering the nature of life and work roles in the community  Opportunities to reviewKids Health: Self Esteem Building Programs. Source: http://kidshealth.org / orhttp://www.dvirc.org.au/whenlove/selfesteem.htm Career Development in the Early Years:http://careyp.customer.netspace.net.au/primary.html
    • 10. + IPP– Primary School Years They can take many forms, this is just one example!Source: Department of Education: IPPs http://www.det.wa.edu.au/curriculumsupport/secondary/detcms/navigation/wace-resources
    • 11. +IPP – Secondary School Years  About me • My learning style, values, interests, skills and abilities  Where I am heading • Jobs/occupations I am considering • School performance and targets  My career goals • Lifestyle, learning and work • Career competencies  My career plan • What do I need to do to get there • How will I know I’m there  My support network • Family, friends, community  Opportunities to review
    • 12. + IPP – Secondary School Years They can take many forms, this is just one example!Source: Department of Education: IPPs http://www.det.wa.edu.au/curriculumsupport/secondary/detcms/navigation/wace-resources
    • 13. + IPP– The Review  How am I going? • Successes, concerns/challenges  Where I am heading? • Jobs/occupations I am considering  My reviewed action plan • What do I need to do to get there • How will I know I’m there  Opportunities to review
    • 14. + IPP– The Review They can take many forms, this is just one example!Source: Department of Education: IPPs http://www.det.wa.edu.au/curriculumsupport/secondary/detcms/navigation/wace-resources
    • 15. + Exit Plan  My Achievements • School based achievements: subjects, awards, responsibilities • VET achievements • Community based achievements • Extra curricula Activities  Long Term Goals • Where to from here?  Short term actions • What do I need to do to get there? • How will I know I’m there?  My support network • Family, friends, teachers, community
    • 16. + Exit Plan They can take many forms, this is just one example!Source: Department of Education: IPPs http://www.det.wa.edu.au/curriculumsupport/secondary/detcms/navigation/wace-resources
    • 17. A K-12 PORTFOLIO PROGRESSION+ POST SCHOOL Employment Portfolio YEARS 10 – 12 Personal Transition Portfolio Emphasis on post school options IPPs that emphasises transitions to post school options Exit plans that showcase attainment of blueprint competencies and employability skills YEARS 8 - 9 Transition Portfolio and IPPs emphasis on career development and career exploration YEARS 6 – 7 Assessment and Reporting: Work Sample Portfolio and Initial IPP Emphasis on identification of strengths and weaknesses YEARS K – 5 Assessment and Reporting: Work Sample Portfolio Emphasis on building a positive self concept, self image and self esteem and relationships with others- discovering the nature of life and work roles- simple identification of strengths and weaknesses
    • 18. WA Guidelines Audit and Planning Tool +Source located at: http://careyp.customer.netspace.net.au/guidelines.html
    • 19. Reporting Blueprint Competencies demonstrated+ Reporting

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