The Australian Blueprint for Career Development
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The Australian Blueprint for Career Development

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The Australian Blueprint for Career Development The Australian Blueprint for Career Development Presentation Transcript

  • Promoting and Creating aK-12 Career Development Culture in Schools & Colleges Power Point compiled by Dr Peter Carey
  • How Do We ‘Create’ the Culture? WA Guidelines for Career Development Services and Transition Support Services KEY PRINCIPLES Career development in schools needs to:  be a “K-12 whole school approach”. It is the responsibility of all teachers for all students not just the Career Development Practitioner if it is to be sustainable. Parents must be engaged and involved.  have the support of the school’s Leadership Team  be part of the school’s ongoing strategic planning and evaluation- seen as an important education goal of the school.  have adequate resources allocated to provide essential services and information productsThe Australian Blueprint for Career Development (ABCD) is a significant tool forimplementing a career development culture in the school setting.Fundamental to creating a career development culture in schools is transitionplanning. Transition planning has three main elements:• Individual Pathway Plans (Career Plans)– a Transition Portfolio – an Exit Plan
  • WA Guidelines for Career DevelopmentServices and Transition Support ServicesEleven (11) Essential Career Development Services and programs in schools must include : Transition Support: Individual Pathway Plans (IPPs), a Transition Portfolio and a Exit Plan Follow-up Support Career Development Support Career Education Enterprise Education VET in Schools (VETiS), Workplace learning and Vocational Education Career Information, Guidance and Counselling Placement or Referral Access and Equity- Individual Support Approaches Monitoring and Tracking Mentoring
  • 5 Key Areas in the Implementation of the WA Guidelines 1. Whole School Planning, Support & Coordination • School & Community Support: Acceptance of the Leadership Team - all teachers – for all students - parents involved • Career Development Coordination of program delivery and their evaluation by someone? • Staff Professional Development • Sustainability 2. Embedding Career Competencies (ABCD) We need to: • Conduct a needs assessment: staff needs for delivery … are the students needs met? • Conduct an audit: are all the competencies of the ABCD being met? In what learning areas? • Identify connection with other programs – Integrated curriculum 3. Program Development / Redesign • Program Delivery: e.g. IPPs, Career Education, Transition Portfolio, exit plan • Service Provision: e.g. Career Information, guidance & counselling, transition support, monitoring and tracking 4. Effective Implementation • Follow through on decisions made • Monitor, review & evaluate 5. Continual Promotion • Promote the career development culture through staff, parent evenings etc.Incorporating the ABCD and the WA Guidelines for Career Development and Transition Support Services
  • Operational Manual The Operational Manual was developed to assist school implement the five (5) key areas of the WA Guidelines and determine ‘where a school is at’ in relation to:  Whole School Planning, Support & Coordination  Embedding Career Competencies (ABCD)  Program Development / Redesign  Effective Implementation of strategies  Continual PromotionUsing the Audit & Planning Tool: Where is your school at?
  • What the Operational Manual contains Individual planning tools and templates for each of the 5 key areas and its elements Flowchart of recommended activities Survey tools: needs assessment – conduct and audit ABCD Performance indicators documented Overarching Planning Tool: RubricSupport BookletA self assessment tool with possible types of evidence
  • What is Career Development? Career Development is the “process of managing life, learning and work over the lifespan” (Wolf & Kolb, cited in McMahon, Patton & Tatham, 2003, p. 4). It’s not just about “job searching, job “ matching or sending students out on work experience” … it’s about people taking responsibility for ones own life, learning and work and assisting them develop career managements skills essential for living in a rapidly changing and unpredictable world.It’s the acceptance of the notion of life long learning
  • things!In managing ones life students need:• to be literate and numerate• to feel good about oneself• to be a good corporate citizens• to be an active participant in the community• to be a lifelong learner having an opportunity for psychological success• to be resilientManage Learning• to develop learning to learn skills, metacognitive skills …• to develop critical thinking skills• to develop social and personal skills• to navigate the curriculum to achieve WACE- make lifelong career choices• to take responsibility for ones learning and career managementManaging Work• to plan, explore and make decisions about life, learning and work assisted through the participation in IPPs, transition planning and exit plans• to develop career management skills Are these not the responsibility of ALL teachers?
  • Implementing Career DevelopmentThe Australian Blueprint for Career Development(ABCD) is a significant tool for implementing a CareerDevelopment culture in the school setting from K to 12.
  • COMPETENCIES PHASE I PHASE II PHASE III PHASE IV AREA A: PERSONAL MANAGEMENT1 BUILD AND MAINTAIN A 1.1 Build a positive self concept 1.2 Build a positive self concept 1.3 Develop abilities to maintain 1.4 Improve abilities to maintainPOSITIVE SELF CONCEPT while discovering its influence on and understand its influence on a positive self concept a positive self concept yourself and others life and work2 INTERACT POSITIVELY 2.1 Develop abilities for building 2.2 Develop additional abilities 2.3 Develop abilities for building 2.4 Improve abilities for buildingAND EFFECTIVELY WITH positive relationships in life for building positive relationships positive relationships in life and positive relationships in life andOTHERS in life work work3 CHANGE AND GROW 3.1 Discover that change and 3.2 Learn to respond to change 3.3 Learn to respond to change 3.4 Develop strategies forTHROUGHOUT LIFE growth are part of life and growth that affects your well-being responding positively to life and work changes AREA B: LEARNING AND WORK EXPLORATION4 PARTICIPATE IN 4.1 Discover lifelong learning 4.2 Link life-long learning to 4.3 Link lifelong learning to the 4.4 Participate in continuousLIFELONG LEARNING and its contribution to life and personal career aspirations career building process learning supportive of careerSUPPORTIVE OF CAREER work goalsGOALS5 LOCATE AND 5.1 Understand the nature of 5.2 Locate and use career 5.3 Locate and evaluate a range 5.4 Use career informationEFFECTIVELY USE CAREER career information information of career information sources effectively in the management ofINFORMATION your career6 UNDERSTAND THE 6.1 Discover how work 6.2 Understand how work 6.3 Understand how societal 6.4 Incorporate yourRELATIONSHIP BETWEEN contributes to individuals lives contributes to the community needs and economic conditions understanding of changingWORK, SOCIETY AND THE influence the nature and structure economic, social and employmentECONOMY of work conditions into your career planning AREA 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 8.1 Explore and improve 8.2 Link decision-making to 8.3 Engage in career decision- 8.4 Incorporate realism into yourENHANCING DECISIONS decision-making career building making career decision-making9 MAINTAIN BALANCED 9.1 Explore and understand the 9.2 Explore and understand the 9.3 Link lifestyles and life stages 9.4 Incorporate life/work balanceLIFE AND 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 genderCHANGING NATURE OF LIFE gendered life and work roles and work options overcome stereotypes in your bias and stereotypes in yourAND WORK ROLES career building career building11 UNDERSTAND, ENGAGE 11.1 Explore the underlying 11.2 Understand and experience 11.3 Take charge of your career 11.4 Manage your careerIN AND MANAGE THE concepts of the career building the career building process building process building processCAREER BUILDING PROCESS process
  • Phase I - Competency 2.1
  • The Australian Blueprint for Career DevelopmentThree Areas:A: Personal ManagementB: Learning and Work ExplorationC: Career Building
  • Eleven Competencies eer(A) Personal Management: The 11 Car s ncie 1: Build and maintain a positive self-image Co mpete goals are broad 2: Interact positively and effectively with others eer for car ent 3: Change and grow throughout life de velopm(B) Learning and Work Exploration: 4: Participate in lifelong learning supportive of career goals 5: Locate and effectively use career information 6: Understand the relationship between work, society and the economy(C) Career Building: 7: Secure/create and maintain work 8: Make career enhancing decisions 9: Maintain balanced life and work roles 10: Understanding the changing nature of life and work roles 11: Understand, engage in and manage the career building process
  • Split Into Four Development Phases Across The Lifespan Phase I –students in K- Primary years Phase II –students middle years (Years 8-10) Phase III –students in senior years (Years 11-12) Phase IV –adults
  • Performance IndicatorsThe competency at each phase hasperformance indicators which progressthrough a four stage learning taxonomy Acquire ind Perfor ic m kno ators ance Apply attit wledg are sp nee ude e e s th , skills cific d to at indiv and ach d id ieve evelop uals Personalise com a car to pete eer ncy Act
  • COMPETENCIES PHASE I PHASE II PHASE III PHASE IV AREA A: PERSONAL MANAGEMENT1 BUILD AND MAINTAIN A 1.1 Build a positive self concept 1.2 Build a positive self concept 1.3 Develop abilities to maintain 1.4 Improve abilities to maintainPOSITIVE SELF CONCEPT while discovering its influence on and understand its influence on a positive self concept a positive self concept yourself and others life and work2 INTERACT POSITIVELY 2.1 Develop abilities for building 2.2 Develop additional abilities 2.3 Develop abilities for building 2.4 Improve abilities for buildingAND EFFECTIVELY WITH positive relationships in life for building positive relationships positive relationships in life and positive relationships in life andOTHERS in life work work3 CHANGE AND GROW 3.1 Discover that change and 3.2 Learn to respond to change 3.3 Learn to respond to change 3.4 Develop strategies forTHROUGHOUT LIFE growth are part of life and growth that affects your well-being responding positively to life and work changes AREA B: LEARNING AND WORK EXPLORATION4 PARTICIPATE IN 4.1 Discover lifelong learning 4.2 Link life-long learning to 4.3 Link lifelong learning to the 4.4 Participate in continuousLIFELONG LEARNING and its contribution to life and personal career aspirations career building process learning supportive of careerSUPPORTIVE OF CAREER work goalsGOALS5 LOCATE AND 5.1 Understand the nature of 5.2 Locate and use career 5.3 Locate and evaluate a range 5.4 Use career informationEFFECTIVELY USE CAREER career information information of career information sources effectively in the management ofINFORMATION your career6 UNDERSTAND THE 6.1 Discover how work 6.2 Understand how work 6.3 Understand how societal 6.4 Incorporate yourRELATIONSHIP BETWEEN contributes to individuals lives contributes to the community needs and economic conditions understanding of changingWORK, SOCIETY AND THE influence the nature and structure economic, social and employmentECONOMY of work conditions into your career planning AREA 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 8.1 Explore and improve 8.2 Link decision-making to 8.3 Engage in career decision- 8.4 Incorporate realism into yourENHANCING DECISIONS decision-making career building making career decision-making9 MAINTAIN BALANCED 9.1 Explore and understand the 9.2 Explore and understand the 9.3 Link lifestyles and life stages 9.4 Incorporate life/work balanceLIFE AND 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 genderCHANGING NATURE OF LIFE gendered life and work roles and work options overcome stereotypes in your bias and stereotypes in yourAND WORK ROLES career building career building11 UNDERSTAND, ENGAGE 11.1 Explore the underlying 11.2 Understand and experience 11.3 Take charge of your career 11.4 Manage your careerIN AND MANAGE THE concepts of the career building the career building process building process building processCAREER BUILDING PROCESS process
  • Phase I - Competency 2.1
  • LOCAL STANDARDSLocal standards can than be developed from eachperformance indicator to suit local needs Local StandardsLocal standards are activities that describewhat individuals will do to achieve a specificperformance indicator, how well they need todo it, and the conditions under which theywill perform the task
  • Example of Local Standard:Local standard for performance indicator 2.1.3 for year 3 students ce P erforman s forCAREER MANAGEMENT COMPETENCY 2.1: Indicator y 2 at ncDevelop abilities for building positive relationships in life. Compete imary : Pr Phase 1PERFORMANCE INDICATOR 2.1.3:Identify positive social skills, such as empathy, cooperation, a willingness tohelp and show respect for others.LOCAL STANDARD:Year 3 students are presented with four school-based scenarios, two showingpositive social skills, two showing poor social skills. Students are asked toidentify which scenarios demonstrate positive social skills, and to name them.In the scenarios that illustrate poor social skills, students are asked to suggestpositive behaviours that could have been used(Acquire)
  • Example of Local Standard:CAREER COMPETENCY 4:Participate in lifelong learning supportive of career goals ceAt PHASE I OF DEVELOPMENT (4.1) this reads as: Performan s for Indicator y 4 at‘Discover lifelong learning and its contributions to life and work’. nc Compete imary : PrDrill down to target PERFORMANCE INDICATOR: 4.1.7 to: Phase 1‘Evaluate your learning habits and study skills and identify those that help youbest to learn.Create a LOCAL STANDARD for your school population-Given a celebrity of their choice (e.g., football player, pop star), Year 3 studentswill develop and deliver a brief verbal report explaining what might happen if thecelebrity stopped putting effort into his or her work. The report must includereferences to at least two achievements that would be lost, and two abilities thatmight sustain the celebrity in his or her work.(Personalise)
  • Example of Local Standard:CAREER COMPETENCY 6:Understand the relationship between work, society and the economyrformance Pe s for Indicator y 6 at ncAt PHASE II OF DEVELOPMENT (6.2) this reads as: Compete wer : Lo Phase 2 ear 9‘Understand how work contributes to the community’ sec ondary YDrill down to target PERFORMANCE INDICATOR 6.2.6:‘Explore the impact of work on social, economic problems in the community’Create a LOCAL STANDARD for your school population-Following presentations from 7 local community service options, students will enrol in 1option for 8 afternoons over one term. At the conclusion of the service learning project,students will write a detailed thank you letter to the organisation and an exposition fortheir portfolio detailing a) the role and impact of the work of that service organisation intheir community and b) their personal experience of community service. (Acquire)
  • Familiarising yourself with theABCD Phase IV Competency Statements for adults • Where are you personally? • Which competencies have you mastered so far in the management of your own career path?
  • The Eleven Phase 4 CompetencyStatements PHASE IV AREA A: PERSONAL MANAGEMENT 1.4 Improve abilities to maintain a positive self concept 2.4 Improve abilities for building positive relationships in life and work 3.4 Develop strategies for responding positively to life and work changes AREA B: LEARNING AND WORK EXPLORATION 4.4 Participate in continuous learning supportive of career goals 5.4 Use career information effectively in the management of your career 6.4 Incorporate your understanding of changing economic, social and employment conditions into your career planning AREA C: CAREER BUILDING 7.4 Improve on abilities to seek, obtain/create and maintain work 8.4 Incorporate realism into your career decision-making 9.4 Incorporate life/work balance into the career building process 10.4 Seek to eliminate gender bias and stereotypes in your career building 11.4 Manage your career building process
  • Familiarising yourself with the ABCD Activity Consider Phase I; II; or III Competency Statements  What existing student activities from your school demonstrates a competency? … at what Phase?  What new activities can you think of?
  • Why is Career Development Important?ACTIVITY1. Read through each statement for Phase 4 (next slide) and choose one that you are really glad you have.2. Take a few minutes to explain to someone next to you the ways in which that competency has been important to you in your life.
  • What To Take Away? Career development is now part of school K-12 strategic planning in WA Activities from all learning areas can be mapped against Blueprint competencies Career development for students becomes a whole school approach – all teachers, all students, all year levels.
  • Questions/ Comments