Empowerment Engagement/ Inspiration Leadership. Careers Advisers and Transition Advisers - 2013

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Empowerment Engagement/ Inspiration Leadership. Careers Advisers and Transition Advisers - 2013

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 Empowerment  Engagement/ Inspiration  Leadership. Careers Advisers and Transition Advisers - 2013. Agenda . 8:45 - 9:00amCoffee & Registration 9:00 – 9:15amSetting the Scene 9:15- 10:45amEmpowerment 10:45-11:15amMorning Tea 11:15- 1pm: Inspiration and Engagement - PowerPoint PPT Presentation

Transcript of Empowerment Engagement/ Inspiration Leadership. Careers Advisers and Transition Advisers - 2013

Page 1: Empowerment  Engagement/ Inspiration  Leadership. Careers Advisers and Transition Advisers - 2013

EmpowermentEngagement/ Inspiration

Leadership.Careers Advisers and Transition

Advisers - 2013

Page 2: Empowerment  Engagement/ Inspiration  Leadership. Careers Advisers and Transition Advisers - 2013

Agenda 8:45 - 9:00am Coffee & Registration9:00 – 9:15am Setting the Scene9:15- 10:45am Empowerment

10:45-11:15am Morning Tea

11:15- 1pm: Inspiration and Engagement

1- 1:30pm: Lunch

1:30- 2:50pm: Leadership2:50-3pm: Review & Future Directions

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Setting the scene• 32 respondents in 2013 * 33 respondents in 2009• Years as a careers adviser:

• View of C.A Role today:– 66% think it is becoming more interesting – 69% increased innovative capacity

• C.A Perception:Has remained consistent with 66% indicating they are first point of contact- welfare programs utilizing employers'.

2009 2013

• 64% less than 5 years • 60% over 10 years

• Nil less than one year • 19% 1-5 yrs / 12% less than a year

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• Work Experience– 29 schools have a work experience program that

predominately caters for Yr 10 students.– Almost 100% of responsibility for paperwork lies

with Careers Adviser however 48% of schools have a team who organises vocational learning opportunities.

– 15 respondents indicated work experience is reactive to student need whilst 11 schools indicated the block release format.

• C.A role in the K-10 Syllabus implementation.

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Empowerment

• National Career Development Strategy• NSW K–10 syllabuses for the Australian

curriculum- additional capabilities of:• Civics and Citizenship• Difference and Diversity• Work and Enterprise

• Workplace Learning Policy - Update

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NSW K-10 Syllabuses for the Australian Curriculum

• Cross Curriculum Priorities–Aboriginal and Torres Straight Islander

histories and culture.

–Asia and Australia’s engagement with Asia

– Sustainability

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NSW K-10 Syllabuses for the Australian Curriculum

• General Capabilities:General capabilities encompass the knowledge, skills, attributes and behaviours that will assist students' to live and work successfully in the 21st Century.• Critical and creative thinking• Ethical understanding• Information and communication technology capability• Intercultural understanding• Literacy• Numeracy• Personal and social capabilityBOS Additions:• Civics and citizenship• Difference and diversity• Work and enterprise.

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Workplace Learning Policy for Secondary Students

Up-date

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Objectives- Policy Statement

• Policy covers HSC VET work placement, work experience, career and enterprise programs, student mentoring in the workplace, SBATs.

• Duty of Care rests with the school/ TAFE• Insurance and Indemnity provisions of DEC apply to work

place learning placement approved by the Principal.• Regular and effective communication with

parents/carers, support staff and host employers• Appropriate work place learning opportunities for

students with special needs.

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Audience and Applicability

• The policy applies to all education and training organisations involved in the provision of workplace learning programs to students over 14 years of age.

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Responsibilities and Delegation• Principals• Duty of Care• Authorization of a suitable

contact person and approval of workplace learning programs.

• Insurance is enacted upon Principal approval of work placement

• Injury Claims referred to Principal

• Teachers/ Careers Advisers

• Duty of Care• Providing Parents Guide to

all students.• HSC VET: Working with

WPSPs to match students appropriately and ensure SPR is complete.

• Prepare students for WPL and follow-up during and after WPL.

• Communicate with employers.

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Responsibilities

• Parents• Understand purpose of

work place learning programs.

• Provide permission• Plan safe travel

arrangements.• Emergency contact for

placements after normal business hours.

• Report concerns to school

• Students• Complete SPR• Participate in work

placement activities.• Travel safely• Communicate concerns.

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Monitoring, Evaluation and Reporting Requirements

• Principals or delegates are responsible for monitoring and evaluating workplace learning programs.

• Inclusion of workplace learning programs into School Management Plan.

• Reporting of workplace learning programs annually or as required.

• Incident reporting in line with DEC Incident and reporting Policy and Procedures.

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Support Documentation

• Student Placement Record• Procedures & Standards – expands on policy

document• An Employer’s Guide to Workplace Learning• Guide for Parents/Carers• Prohibited Activities

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Inspiration and Engagement• Career Search- Susan Beamer St Clair HS.• Women in Trades- Michelle Ibrahim-

Parramatta HS• WOW- Peter Rance- Kingswood HS• myFuture- Lyn Tuckwell- Hawkesbury HS• ‘Maths Deadlys’- Sandra Palmer- Cranebrook

HS

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Inspiration and Engagement

Strengths • Who would this benefit in my school?• Where / who in the school would this

initiative enhance?• What could this initiative add value to?• How could this strategy be used to

strengthen initiatives already in place?

Weaknesses• Where are the weaknesses of this

initiative for your school?• Who would oppose the initiative?• What resources are lacking?

Opportunities• How could this strategy enable me to

demonstrate my leadership skills?• What is occurring the school that the

initiative might enhance or add value to? • Are there any external

connections/activity that the initiative might support?

Threats• Where will the main threats come from? • Why will they feel threatened?• Will the initiative compete with other

internal of external school activity?

Using as many of the snapshots as you are interested in complete the SWOT analysis. Use the points mentioned as thought prompters.

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Leadership

Inspiration and Engagement - reflection using SWOT - 5 or more people share a sentence that is expressed like:

My school could consider “initiative…eg GIT” by linking it with “identified opportunity” which would strengthen “a current strength or overcome a current weakness”.

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Leadership

• Leadership hinges on sharing a vision of possibility.

• Leadership involves inspiring others to support you to enact the vision.

• Leadership also involves identifying and seizing an opportunity.

How will you use your expertise to create sustainability and leave a legacy of effective practise?

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Leadership

• Essential Information – Careers Advisers– Orientation– Management and Accountability– Career Development– Clients and Stakeholders– Professional Development

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Leadership – Personal / Communal• Stephen Covey – “ 7 habits of highly effective people”.• Key areas of focus for careers and transition• How are you using your time?

http://www.youtube.com/watch?v=ODyG5lKbH08

• Urgent and Important matrix• Where are you spending most of your time?• What could you do better?

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urgent not urgent important 1 - DO NOW

emergencies, complaints and crisis issues

demands from superiors or customers

planned tasks or project work now due

meetings and appointments

reports and other submissions

staff issues or needs

problem resolution, fire-fighting, fixes

2 - PLAN TO DO planning, preparation, scheduling

research, investigation, designing, testing

networking relationship building

thinking, creating, modelling, designing

systems and process development

anticipation and prevention

developing change, direction, strategy

not important 3 - REJECT AND EXPLAIN trivial requests from others

apparent emergencies

ad-hoc interruptions and distractions

misunderstandings appearing as complaints

pointless routines or activities

accumulated unresolved trivia

boss's whims or tantrums

4 - RESIST AND CEASE 'comfort' activities, computer games, net surfing,

excessive cigarette breaks

chat, gossip, social communications

daydreaming, doodling, over-long breaks

reading nonsense or irrelevant material

unnecessary adjusting equipment etc.

embellishment and over-production

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Reflection on your Matrix

• In the worksheet provided I want you to brainstorm how you use your time over a day / week/ term……Your decision.

• Reflect on your matrix and write a sentence on this reflection.

• Can you identify areas for improvement? If so what?

• Share in a group and see if the group can identify one idea for further PD.

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Review and Reflect

• Collate all PD ideas from room• Brainstorm other PD ideas that emerged

throughout the day.

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Days reflection• What I thought I’d get• What I wanted to get from the day.• What I did get• What I would like in the future