Planning Tool:  WA Guidelines for Career Development and Transitions
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Planning Tool: WA Guidelines for Career Development and Transitions

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The Planning Tool will assist teachers reflect on where they are at to a whole school approach to creating a career Development Culture in a school environment

The Planning Tool will assist teachers reflect on where they are at to a whole school approach to creating a career Development Culture in a school environment

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Planning Tool:  WA Guidelines for Career Development and Transitions  Planning Tool: WA Guidelines for Career Development and Transitions Presentation Transcript

  • Career Development and Transitions PlanningA tool to support the design and implementation of career development and transitions programs and services
  • AcknowledgementsThe Planning Tool was originally developed under the Australian Government Quality Teacher program managed by the Department of Education, Science and Training. This updatedversion reflects the published Australian Blueprint for Career Development and the most recent Western Australian Guidelines for Career Development and Transitions, and has beendeveloped by the Association of Independent Schools of Western Australia (AISWA), the Catholic Education Office of Western Australia (CEOWA) and the Department of Education WesternAustralia (DoE) with funding provided under the National Partnerships on Youth Attainment and Transitions (NP YAT). The NP YAT, administered by the Department of Education,Employment and Workplace Relations, aims to assist young people to make a successful transition from school to a variety of post-school options including further education, training andemployment.© COMMONWEALTH OF AUSTRALIA 2012This work is copyright. The Department of Education, Employment and Workplace Relations gives permission for the use (i.e. print copy, digitally reproduce and/or communicate) andreproduction in whole or part for study and training purposes, subject to the inclusion of an acknowledgement of the source and no commercial usage or sale. Reproduction for purposesother than those indicated above requires the written permission of the Department of Education, Employment and Workplace Relations. Requests concerning reproduction and copyrightshould be sent to copyright@deewr.gov.au.DISCLAIMERThe views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Employment and Workplace Relations. CAREER DEVELOPMENT AND TRANSITIONS PLANNING 2
  • INTRODUCTION................................................................................................................... 4 SUGGESTED ACTIVITY ..................................................................................................... 5 PLANNING TEMPLATES ................................................................................................... 6 1.0 Whole school support and coordination ......................................................................................... 7 2.0 Embedding career competencies ................................................................................................. 12 3.0 Delivery elements Programs......................................................................................................................................... 16 Services........................................................................................................................................... 23 4.0 Effective implementation ................................................................................................................ 32 5.0 Continual promotion ........................................................................................................................ 35CONTENTS CAREER DEVELOPMENT AND TRANSITIONS PLANNING 3
  • INTRODUCTIONThis tool is designed to assist schools in the planning and decision making processes related to the implementation of career development and transitions programs andservices.It incorporates the Western Australian Guidelines for Career Development and Transitions and the Australian Blueprint for Career Development (Blueprint), and aims toassist schools through a comprehensive process to implement and promote career development and transitions. As this planning tool is intended to specifically supportschool students it utilises only the first three phases of the eleven Blueprint competencies. For specific details and further information refer to the Blueprint atwww.blueprint.edu.au.Depending on the career development and transitions programs and services currently delivered, schools may utilise the planning tool as a whole, or select one or moreareas on which to focus. This flexibility enables schools to make decisions that meet both school and student needs. CAREER DEVELOPMENT AND TRANSITIONS PLANNING 4
  • SUGGESTED ACTIVITY1. WHOLE SCHOOL SUPPORT AND COORDINATION • School and community support • Career development coordination • Staff professional learning • Sustainability2. EMBEDDING CAREER COMPETENCIES (BLUEPRINT) • Conduct a needs assessment [eg Blueprint Appendix A] • Identify connection with other programs: integrated curriculum • Conduct an audit [eg Audit Tool]3. DELIVERY ELEMENTS • Programs • Services4. EFFECTIVE IMPLEMENTATION • Follow through on decisions made • Monitor, review and evaluate5. CONTINUAL PROMOTION CAREER DEVELOPMENT AND TRANSITIONS PLANNING 5
  • PLANNING TEMPLATES1. WHOLE SCHOOL SUPPORT AND COORDINATION Services 1.1 School and community support 3.7 Access and equity 1.2 Career development and transitions coordination 3.8 Career information, guidance and counselling 1.3 Staff professional learning 3.9 Community, industry and interagency relationships 1.4 Sustainability 3.10 Mentoring 3.11 Monitoring and tracking2. EMBEDDING CAREER COMPETENCIES (BLUEPRINT) 3.12 Placement or referral 2.1 Conduct a needs assessment 3.13 Transition support 2.2 Identify connections with other programs: integrated curriculum 2.3 Conduct an audit 4. EFFECTIVE IMPLEMENTATION 4.1 Follow through on decisions made3. DELIVERY ELEMENTS 4.2 Monitor, review and evaluatePrograms 5. CONTINUAL PROMOTION 3.1 Career education 3.2 VET and/or workplace learning and/or vocational learning 5.1 Promote programs and services 3.3 Individual pathway planning 3.4 Exit planning 3.5 Transition portfolio 3.6 Other programs CAREER DEVELOPMENT AND TRANSITIONS PLANNING 6
  • WHOLE SCHOOL SUPPORT AND COORDINATION UNDEVELOPED DEVELOPING ESTABLISHING ACHIEVING EXCELLINGSchool and Career development and Some adjustment to staffing or Ways of modifying school Career development and Career development andcommunity transitions activity is provided timetabling is made to organisational structure and transitions policy and processes transitions are coordinated andsupport to students informally. accommodate aspects of career staffing to achieve career are supported by staff effective communication occurs development and transition development and transition professional learning. across all year levels. programs on a needs basis. outcomes are sought. Identifiable roles and career support responsibilities are outlined for all staff.Career Career development and A member of staff is responsible A member of staff is responsible A member of staff works There is a dedicated careerdevelopment transitions activity is ad-hoc, for the administration of career for the administration and collaboratively with other staff to development practitioner whoand uncoordinated and poorly development and transitions delivery of career development meet career development and plays an active role in wholetransitions resourced. activity including VET, and transitions activity. transition outcomes. school decision making and iscoordination workplace learning and other supported by administration, vocational programs and staff and the wider community. services.Staff Career development Some formal career Career development There is a planned program of Based on identified needs andprofessional professional learning is development professional professional learning that career development underpinned by the Professionallearning provided in an informal way learning is offered to selected adheres to the Professional professional learning to support Standards for Career with little or no adherence to staff, and there is an awareness Standards for Career the school plan, including some Practitioners, career the Professional Standards for of the Professional Standards Practitioners is provided to further study in career development professional Career Practitioners. for Career Practitioners. interested staff. development. learning is planned and provided for all school staff.Sustainability Career development and Career development and Career development and Career development and Career development and transitions activity is discussed transitions activity is formally transitions activity is a priority in transitions activity is a priority in transitions activity is seen by all informally between interested discussed between relevant the school for selected students the current school plan and stakeholders as critical to the staff members. members of staff. or in selected learning areas. appropriate staffing and success of the school. It is a resources have been allocated component of long term to its delivery. planning with ongoing funding attached to its implementation. CAREER DEVELOPMENT AND TRANSITIONS PLANNING 7
  • WHOLE SCHOOL SUPPORT AND COORDINATION1.1 WHOLE SCHOOL SUPPORT AND COORDINATION – SCHOOL AND COMMUNITY SUPPORT DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME How will the school and community support a career development and transitions focus? What process or processes will be used to enlist their support? What resources are required? What staff and community support will be required? How and when will this be reviewed? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 8
  • WHOLE SCHOOL SUPPORT AND COORDINATION1.2 WHOLE SCHOOL SUPPORT AND COORDINATION – CAREER DEVELOPMENT AND TRANSITIONS COORDINATION DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME Who will coordinate the career development and transition programs and services? How will the coordinator be supported? Who will be involved in the career development and transitions team? What resources are required? How and when will this be reviewed? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 9
  • WHOLE SCHOOL SUPPORT AND COORDINATION1.3 WHOLE SCHOOL SUPPORT AND COORDINATION – STAFF PROFESSIONAL LEARNING DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME What career development and transitions professional learning opportunities will be provided to staff? Which school career development practitioners have recognised minimum qualifications and/or membership of a professional association? (This is recommended, but not compulsory) What resources are required? How and when will this be reviewed? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 10
  • WHOLE SCHOOL SUPPORT AND COORDINATION1.4 WHOLE SCHOOL SUPPORT AND COORDINATION – SUSTAINABILITY DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME How does the school ensure that all stakeholders view career development and transitions activity as critical to the long term success of the school? How does the school ensure that career development and transitions activity is a critical component of the school long term plan? What resources are required? How and when will this be reviewed? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 11
  • EMBEDDING CAREER COMPETENCIES UNDEVELOPED DEVELOPING ESTABLISHING ACHIEVING EXCELLINGConduct a needs Staff and students are A variety of data about Career development or All staff use the Blueprint Career development andassessment unaware of the Blueprint and student needs is gathered specific learning area staff competencies to determine the transitions activity is planned and the career competencies. and used to inform have identified student needs need for career development developed according to appropriate student against the Blueprint. and transitions activity and this information gathered through pathways. forms the basis of program Blueprint needs assessment planning. surveys conducted with staff, students and parents.Identify the Student programs address Discrete elements of career Specific connections between All students participate in A whole school approach toconnection: the curriculum and senior development and transitions some learning areas and integrated career development career development andintegrated curriculum schooling courses without are identified within learning career development and and transition programs and transitions where all students connection to career areas and addressed in a transitions are made and/or services across learning areas demonstrate career development development and transitions. general way. embedded. using specifically targeted outcomes against the Blueprint resources. competencies is evident.Conduct an audit Career development and Particular competencies are Career development or All staff are involved in auditing Whole school planning is based transitions activity is addressed and highlighted specific learning area staff current activity against the on information gathered from provided without any link to within career development audit their activity against the Blueprint to determine the auditing programs and services the Blueprint competencies. and transitions activity. Blueprint. extent of activity, strengths, against the Blueprint weaknesses and areas that competencies. need improvement. CAREER DEVELOPMENT AND TRANSITIONS PLANNING 12
  • EMBEDDING CAREER COMPETENCIES2.1 EMBEDDING CAREER COMPETENCIES – CONDUCT A NEEDS ASSESSMENT DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME How will the needs assessment be conducted? Will there be a survey and/or a forum? Who will complete the survey and/or participate in the forum? To which students will the survey and/or forum refer? How will the survey be distributed and/or the forum conducted? How will the information be collected? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 13
  • EMBEDDING CAREER COMPETENCIES2.2 EMBEDDING CAREER COMPETENCIES – IDENTIFY THE CONNECTION: INTEGRATED CURRICULUM DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME Determine how learning areas will be mapped to career development competencies. Determine how career development and transitions align with initiatives within the school and how staff can be made aware of this. CAREER DEVELOPMENT AND TRANSITIONS PLANNING 14
  • EMBEDDING CAREER COMPETENCIES2.3 EMBEDDING CAREER COMPETENCIES – CONDUCT AN AUDIT DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME What process will be used to audit the learning areas and/or year levels? Which staff will be involved? How will they conduct their audit? What support will be provided? How will the results of the audit be used to inform recommendations for change including time allocation, staff involvement and support, resources available and/or required? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 15
  • DELIVERY ELEMENTS – PROGRAMS UNDEVELOPED DEVELOPING ESTABLISHING ACHIEVING EXCELLINGCareer education Career education is Students are provided with Selected students are provided All students are provided with As part of an integrated curriculum all provided informally to some career education at with opportunities to explore comprehensive career education students are provided with students. significant points of Blueprint competencies, develop incorporating self and career comprehensive career education transition. career awareness and explore awareness, career exploration centred on the Blueprint. future options. and the development of self management skills, and centred on the Blueprint.VET and/or Class visits to VET and/or workplace Targeted students participate in All students have access to VET All students participate and haveworkplace learning worksites are learning programs are vocational learning and/or and/or structured workplace access to a range of VET and/orand/or vocational available. Selected offered and some students structured programs such as VET experiences across a wide range workplace learning programs linkedlearning students visit career participate. Students have and/or workplace learning. of industry areas linked to their to career development goals, expos and industry the opportunity to try out career development goals. relevant industries and/or locally forums. taster programs. identified skills shortage areas.Individual pathway Students have a Students within targeted All students are informed about All students are provided with All students monitor and regularlyplanning general sense of groups each have an transition pathways and students opportunities to develop an IPP. review their IPPs to demonstrate preferred pathways Individual Pathway Plan at risk are offered IPPs. decision making regarding life, and essential courses (IPP). learning and work and identify in senior schooling strategies to achieve these goals. years.Exit planning Students have Targeted student groups are Students at risk are offered exit All students are provided with All students use an exit plan as part standard exit forms provided with some form of plans to support their transitions. opportunities to develop an exit of a comprehensive and effective such as school exit process. plan. transitions process within school and reports. to post-school destinations.Transition portfolio Students collect and Students have an All students have the skills to All students collect, organise and All students use well constructed organise work understanding of a transition compile résumés and identify appropriately present evidence of transition portfolios in real or samples. portfolio as well as its skills and abilities. This their developing skills, interests simulated environments to support requirements and purpose. information is stored in their and achievements relative to them to make effective transitions. transition portfolio. their life, learning and work goals. CAREER DEVELOPMENT AND TRANSITIONS PLANNING 16
  • DELIVERY ELEMENTS – PROGRAMS3.1 PROGRAMS – CAREER EDUCATION DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME Which students will this involve? Who will deliver this program? Where will it be delivered? What process will be used to deliver this? What resources are required? How will this link with other learning opportunities? How and when will this be reviewed? What staff support will be required? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 17
  • DELIVERY ELEMENTS – PROGRAMS3.2 PROGRAMS – VET/ WORKPLACE LEARNING/ VOCATIONAL LEARNING DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAMEWhich students will this involve?Who will deliver this program?Where will it be delivered?What process will be used todeliver this?What resources are required?How will this link with otherlearning opportunities?How and when will this bereviewed?What staff support will berequired? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 18
  • DELIVERY ELEMENTS – PROGRAMS3.3 PROGRAMS – INDIVIDUAL PATHWAY PLANNING DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME Which students will this involve? Who will deliver this program? Where will it be delivered? What process will be used to deliver this? What resources are required? How will this link with other learning opportunities? How and when will this be reviewed? What staff support will be required? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 19
  • DELIVERY ELEMENTS – PROGRAMS3.4 PROGRAMS – EXIT PLANNING DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME Which students will this involve? Who will deliver this program? Where will it be delivered? What process will be used to deliver this? What resources are required? How will this link with other learning opportunities? How and when will this be reviewed? What staff support will be required? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 20
  • DELIVERY ELEMENTS – PROGRAMS3.5 PROGRAMS – TRANSITION PORTFOLIO DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME Which students will this involve? Who will deliver this program? Where will it be delivered? What process will be used to deliver this? What resources are required? How will this link with other learning opportunities? How and when will this be reviewed? What staff support will be required? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 21
  • DELIVERY ELEMENTS – PROGRAMS3.6 PROGRAMS – OTHER DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME Which students will this involve? Who will deliver this program? Where will it be delivered? What process will be used to deliver this? What resources are required? How will this link with other learning opportunities? How and when will this be reviewed? What staff support will be required? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 22
  • DELIVERY ELEMENTS – SERVICES UNDEVELOPED DEVELOPING ESTABLISHING ACHIEVING EXCELLINGAccess and Students with high Support is offered to Students with high support Students with high support needs are Students with high support needs areequity support needs are students with high needs are provided with support provided with intensive one on one an integral part of an inclusive identified. support needs. packages to assist them to approaches including mentoring environment within the school, and overcome barriers. and/or case management. programs are tailored to meet their needs.Career Students are aware Students and parents are Students at risk of disengaging At key transition points all students All students are able to identify theirinformation, of the career informed of the process have comprehensive career are provided with comprehensive needs and have the skills to access andguidance and information, of engaging with career counselling along with up to date career counselling along with up to use appropriate career counselling andcounselling guidance and counselling and are information about jobs, courses date information about jobs, courses career information. counselling services encouraged to use the and industries. and industries. available to them. service.Community, Informal and person School, community There are formal links with all There are joint planned initiatives Industry and community based servicesindustry and dependent networks and/or cluster stakeholders. with all stakeholders. help initiate, and are actively involvedinteragency are made. management groups in, the delivery of career developmentrelationships have representation from and transition programs and services appropriate stakeholders. within the school.Mentoring Mentoring occurs in Students are aware of Students at risk of disengaging All students are encouraged to Students actively engage with their informal ways and suitable mentors in their are matched with mentors who identify suitable mentors who are mentor/s. Meetings are regularly situations. networks and consult assist them with guidance, able to assist them with guidance, convened so direction, options and them when needed. support and direction. support and direction. plans can be discussed and ongoing feedback provided.Monitoring and Data is collected A variety of student Career development and Career development and transition Planning is based on reliable datatracking about student results needs data is gathered. transition programs and services programs and services are reviewed collection to foster successful student and information is This data is used to are monitored and reviewed and improved on the basis of data transitions through, and from, school. obtained through inform appropriate based on gathered data. collected from relevant sources. New destination data. student pathways. programs are designed to target identified needs. CAREER DEVELOPMENT AND TRANSITIONS PLANNING 23
  • DELIVERY ELEMENTS – SERVICES UNDEVELOPED DEVELOPING ESTABLISHING ACHIEVING EXCELLINGPlacement or Students are Students are offered Students at risk of disengaging All students receive efficient and All students achieve effective transitionsreferral supported to find support to gain a are provided extensive support effective support to secure a place in to post-school destinations and have workplace learning placement in further to secure a place in further further education, training or access to post-school support. and/or work education, training or education, training or employment suitable to their experience employment. employment suitable to their individual needs. placements. individual needs.Transition Information is Students at risk of All students at risk of All students at risk of disengaging All students are provided withsupport collected about disengaging are informed disengaging are provided with and other selected students are individualised strategies to support students who are at of future options. support strategies to ensure provided with support strategies to effective transitions based on the risk of disengaging. they are equipped to make ensure they are equipped to make identification and development of early effective transitions. effective transitions. intervention support strategies. CAREER DEVELOPMENT AND TRANSITIONS PLANNING 24
  • DELIVERY ELEMENTS – SERVICES3.7 SERVICES – ACCESS AND EQUITY DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME Which students will have access to this service? Who will deliver this service? Where will it be delivered? What process will be used to deliver this service? What resources are required? How will this service link and/or complement other services and/or activities? How and when will this be reviewed? What staff support will be required? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 25
  • DELIVERY ELEMENTS – SERVICES3.8 SERVICES – CAREER INFORMATION, GUIDANCE AND COUNSELLING DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME Which students will have access to this service? Who will deliver this service? Where will it be delivered? What process will be used to deliver this service? What resources are required? How will this service link and/or complement other services and/or activities? How and when will this be reviewed? What staff support will be required? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 26
  • DELIVERY ELEMENTS – SERVICES3.9 SERVICES – COMMUNITY, INDUSTRY AND INTERAGENCY RELATIONSHIPS DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME Which students will have access to this service? Who will deliver this service? Where will it be delivered? What process will be used to deliver this service? What resources are required? How will this service link and/or complement other services and/or activities? How and when will this be reviewed? What staff support will be required? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 27
  • DELIVERY ELEMENTS – SERVICES3.10 SERVICES – MENTORING DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAMEWhich students will have accessto this service?Who will deliver this service?Where will it be delivered?What process will be used todeliver this service?What resources are required?How will this service link and/orcomplement other services and/oractivities?How and when will this bereviewed?What staff support will berequired? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 28
  • DELIVERY ELEMENTS – SERVICES3.11 SERVICES – MONITORING AND TRACKING DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAMEWhich students will have accessto this service?Who will deliver this service?Where will it be delivered?What process will be used todeliver this service?What resources are required?How will this service link and/orcomplement other services and/oractivities?How and when will this bereviewed?What staff support will berequired? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 29
  • DELIVERY ELEMENTS – SERVICES3.12 SERVICES – PLACEMENT OR REFERRAL DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAMEWhich students will have accessto this service?Who will deliver this service?Where will it be delivered?What process will be used todeliver this service?What resources are required?How will this service link and/orcomplement other services and/oractivities?How and when will this bereviewed?What staff support will berequired? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 30
  • DELIVERY ELEMENTS – SERVICES3.13 SERVICES – TRANSITION SUPPORT DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAMEWhich students will have accessto this service?Who will deliver this service?Where will it be delivered?What process will be used todeliver this service?What resources are required?How will this service link and/orcomplement other services and/oractivities?How and when will this bereviewed?What staff support will berequired? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 31
  • EFFECTIVE IMPLEMENTATION UNDEVELOPED DEVELOPING ESTABLISHING ACHIEVING EXCELLINGFollow through on There is informal One specific staff Working parties are encouraged Working parties involved during the Working parties incorporating teachingdecisions made planning and member or learning to devise plans though there is planning phase are empowered to and administration staff, parents and the implementation of area is responsible for no responsibility aligned to their put forward plans and are community are empowered to make a career development planning and implementation. instrumental in their positive impact on school planning and transitions implementing career implementation. through their input and follow through in activity. development and implementing a whole school approach to transitions activity for career development and transitions. selected students.Monitor, review Monitoring of Outcomes are identified Monitoring and reviewing occurs Monitoring and reviewing informs Monitoring, reporting, reviewing andand evaluate achievements and some formal in accordance with an the school career development and evaluating are an integral part of the occurs in an monitoring occurs. established career development transitions plan. Outcomes are school performance improvement and informal way. and transitions plan. evaluated to inform future program review process. and service delivery. CAREER DEVELOPMENT AND TRANSITIONS PLANNING 32
  • EFFECTIVE IMPLEMENTATION4.1 EFFECTIVE IMPLEMENTATION – FOLLOW THROUGH ON DECISIONS MADE DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME What process will be used to enlist support for an ongoing working party with representatives from teaching and administration staff, parents and the community? What process will the working party use to put forward its recommendations? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 33
  • EFFECTIVE IMPLEMENTATION4.2 EFFECTIVE IMPLEMENTATION – MONITOR, REVIEW AND EVALUATE DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME What process will be used to evaluate the effectiveness of the program? How will the committee ensure changes based on the evaluations will be supported by the school administration, staff, parents and the community? How will the program be monitored? How frequently will this occur? How will the gathered information (monitoring and evaluating) be shared among all stakeholders? CAREER DEVELOPMENT AND TRANSITIONS PLANNING 34
  • CONTINUAL PROMOTION UNDEVELOPED DEVELOPING ESTABLISHING ACHIEVING EXCELLINGPromote Career development and Staff, students and parents are Career development and Career development and Career development andprograms and transition programs and aware of the career development transitions activity is transitions activity is promoted to transition programs and servicesservices services are promoted in and transition programs and promoted to selected all students in a variety of ways are effectively promoted and informal ways. services available to students. students in a variety of including guest speakers, forums, showcased to all stakeholders in a Parents are invited to information ways including talks, print print and web based materials variety of ways on an ongoing evenings. material and website and an adequately equipped basis including parent evenings, links. career resource centre. newsletters and a well equipped and staffed resource centre. CAREER DEVELOPMENT AND TRANSITIONS PLANNING 35
  • CONTINUAL PROMOTION5.1 CONTINUAL PROMOTION – PROMOTE PROGRAMS AND SERVICES DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME Which stakeholder groups will be used to promote career development and transitions support services? How will the promotion be managed and delivered to each stakeholder group? Examples to consider: Deliver presentations to staff about enlisting their support to help promote a career development within the school. Present at parent evenings about the benefits of career development and transitions opportunities. Develop and implement a resource centre in a central space within the school or library to house all career resources, preferably overseen by a member of career development and transitions team. Produce a regular publication spreading news and information about the career development and transitions activity of students in the school. CAREER DEVELOPMENT AND TRANSITIONS PLANNING 36