WA Guidelines for Career Development and Transitions Launch
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WA Guidelines for Career Development and Transitions Launch

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  • It is important that teachers realise that what is being asked of them is not additional work that places further demands on their own, or their students’, time. In most cases, making explicit the links between the content of subject learning and the future aspirations of students adds to the relevance of learning, increases motivation and provides a focus for students. Can’t do it alone. Committee: advisory or steering. Chair / leader / coordinator: provides overall leadership coordinate the whole school approcah. Someone with genuine interest and time Maybe involve a community member or link to a community group (LCP) Need to involve administrators to facilitate support This will assist in all learning areas to take ownership of this new culture and therefore not leave it up to one learning area to manage. 2004: I had an assistant 1/day per week assisting with SWL (80 students) 2005: New assistant 2/days per week SWL / VET (90 students) / commenced a “Careers & Transition” team (Dep, me, psych, assistant 2006: Assistant 2/days per week SWL/VET/work exp all facets of careers / careers team in full swing, managed the audit etc. 2007: as 2006, incorporated the yr 10 prac program team leader (new position of resp removed from a Form class: 2 periods: 0.08FTE) Identify the need for PD (link to CEAWA, AACC, other forums… I’d like to start some) Activity 21 – What sort of Staff Development that maybe required in the school. – Brainstorm In groups of 8 – Brainstorm write ideas on butchers paper. Display around room. Then select 1 person from each group to summarise their ideas. Bluetac and sticky tape/ Butchers papers, markers.
  • Embedding Career Competencies (ABCD) Needs assessment Identify needs of students / school. Provides a basis for selecting / implementing activities. Critical to allocate funds / time to conduct this. Brainstorming / surveys… Needs analysis : for students. Plan what instrument you might use to identify their current exposure they have had to career competencies ( try to reduce overlap and repetition ) and therefore determining areas you wish to target. How can you determine past exposure to career competencies ?How do you determine areas of need to focus on? Section Two and Section Three (for teachers) and for students (in file) I found that some eg’s were needed to make the survey understandable (see maz career audit tool) Activity 22: Activity to familiarise with competencies: complete section 2 / 3. Use my elaborated phrases from maz audit Using information collated from survey instruments, you can gather a picture of the amount of exposure students have to the competencies. Connection Consider other programs within school. The blueprint can be used to as an organiser for current programs in schools (avoid duplication) ( Key idea ) Audit current activity : Identify competencies that learning areas address without changing anything. Adapt the 11 Career Competencies in a nutshell. (look at maz learning area audit tool) There is more than you will expect. Teachers will then feel that they have a part to play in Career Development. Activity 23: Learning area audit tool
  • Programs Using this workshop / other forums to tap into information about different programs / activities / resources etc. Services Using this workshop / other forums to tap into information about different programs / activities / resources etc. Implementation Slide : Use / tap into tools to measure success eg. Rates of student transfer to post school destinations Activity 24 – What type of monitoring, reviewing and evaluation do you currently do? In groups of 8 – Brainstorm write ideas on butchers paper. Display around room. Then select 1 person from each group to summarise their ideas. Bluetac and sticky tape/ Butchers papers, markers. If you ’re not living life on the edge, then you’re taking up too much space. Don ’t take yourself too seriously (Laugh at yourself) Promotion Slide: Brochure Evenings Career info centre Activity 25: SWOT analysis on the process

Transcript

  • 1. Welcome to the Catholic Education Office
  • 2. Acknowledgement of CountryWe would like to show ourrespect and acknowledge thetraditional custodians of thisland, of elders past andpresent, on which this eventtakes place.
  • 3. The WA Guidelines for Career Development and Transitions and it’s Audit and Planning Tools9.00 am Welcome and Acknowledgement of Country9.02 am Introduction to NPP YAT9.05 am The Official Launch: Mr David Wood9.10 am Key Principles- WA Guidelines for Career Development and Transitions9.20 am Using the Audit Tool- Practitioner Reflection9.40 am Career Practitioners section of the Career Centre website10.00 am Morning tea and networking
  • 4. FirstLaunchedin 2006The WA Guidelines wasfirst launched in 2006 afterbeing signed off by thethree Sector/SystemDirectors.This is very unique inAustralia and quite asignificant statement aboutthe importance and valueof career development.
  • 5. WA Guidelines for Career Development andKEY PRINCIPLES Transitions Career development in schools needs to:  be a whole school approach - K to 12. It is the responsibility of all teachers not just the career development practitioner- if it is to be sustainable.  be for ALL students not just the few, and parents should be encouraged to be engaged and involved.  have the support of the school’s Leadership Team- - all teachers – for all students - parents involved  be part of the school’s ongoing strategic planning and evaluation … Career Development needs to be seen as an important education goal of the school.  have adequate resources allocated to provide the essential programs,
  • 6. WA Guidelines for Career Development and Transitions BackThe Guidelines lists twelve (12) essential Career Development programs and services Career Education Career Information, Guidance and Counselling Career Development Support Individual Pathway and Exit Plans Transition Portfolio Transition Support Mentoring Monitoring and Tracking Placement or Referral Post-School Support Vocational Education and Training (VET), Workplace learning and Vocational Learning
  • 7. An Audit and Planning tool An Audit and Planning tool has been developed to assist schools to implement the 5 key areas of the WA Guidelines and determine ‘where schools are at’ in relation to promoting and creating a career development culture in schools: Whole School Planning, Support & Coordination Embedding the 11 Career Competencies of the Australian Blueprint Program Development & Redesign Effective Implementation of 12 essential career development programs and services Continual promotion and evaluation next
  • 8. The Audit and Planning Tool What is it? A framework to support schools in the design and implementation of a career development culture in schools. Based on the Australian Blueprint for Career Development and the WA Guidelines for Career Development and Transitions and underpinned by the Professional Standards for Career Development Practitioners.
  • 9. The Audit and Planning Tool How is it used?Audit Tool- Is a self assessment tool-a ‘rubric’ which identifies areas thatare in need of attention and whatcould be done to move forward.Planning Tool- Using templates toidentify proposed outcomes, actions anda timeframe.
  • 10. Back
  • 11. ToolExample: Element 3 - Program Development / Redesign
  • 12. An Extract from the Planning Tool- Element 3: Program Development / Redesign3.3 Individual Pathway Plans (Proposed Outcomes, Action Required and Timeframe)To be located at: http://www.careercentre.dtwd.wa.gov.au/Pages/CareerCentre.aspx
  • 13. 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 and service delivery and their evaluation by someone?  Staff Professional Development  Sustainability
  • 14. 2. Embedding Career Competencies (Blueprint)We need to:Conduct a needs assessment: staff needs for delivery … are the students needs met?Identify connection with other programs – Integrated curriculumConduct an audit: are all the competencies of the Blueprint being met? In what learning areas?
  • 15. 3. Program Development / RedesignProgram Delivery:  Career Education  Vocational Education and Training (VET), Workplace learning and Vocational Learning  Individual Pathway Planning  Exit Planning  Transition Portfolio
  • 16. 3. Program Development / RedesignService Provision:  Access & Equity  Community, Industry & interagency relationships  Community, Industry & interagency relationships  Mentoring  Monitoring & Tracking  Placement or Referral  Transition Support
  • 17. 4. Effective Implementation Following through on decisions made Monitor, Review & Evaluate
  • 18. 5. Continual Promotion Promote the programs and services through staff, parent evenings etc. e.g. Develop and Implement a career resource centre
  • 19. Resources Department of Education: Promoting a Career Development Culture in Schools file & Career Education lessons CD WA Career Centre Online http://www.careercentre.dtwd.wa.gov.au/Pages/CareerCentre.aspx Cross Sectoral WA publication: Career Development and Transition Support Services file Victorian Government: Careers and Transition resource kit http://www.education.vic.gov.au/school/teachers/support/Pages/careers.aspx Career Keys (QLD): Career and Transition workbooks Careercope (Canada) : Career education resource
  • 20. things!Teachers assist and support students in career development:In Managing Life•to be literate and numerate•to feel good about themself•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 resilientIn Manage 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 managementIn Managing Work•to plan, explore and make decisions about life, learning and work assisted through theparticipation in IPPs, transition planning and exit plans•to develop career management skills These are the responsibility of ALL teachers? Back
  • 21. The support of the school’sLeadership Team… to ensure that all students are equipped andsupported to:make informed choices about learning, work and lifeopportunities and take personal responsibility for those choices;develop, implement, review and adapt action strategies tooptimise learning, work and life choices; andaccess relevant and timely information and networks. Back