Promoting and Creating a Promoting and Creating a K-12 Career Development K-12 Career Development Culture in Schools & Culture in Schools &

CollegesColleges

Power Point compiled by Dr Peter Carey

WA Guidelines for Career Development Services and Transition Support Services

Career development in schools needs to: be a “K-12 whole school approach”. It is the responsibility of all teachers not just the Career Development Practitioner if it is to be sustainable. All students should be involved and parents must be encouraged to 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 products

The Australian Blueprint for Career Development (ABCD) is a significant tool for implementing a career development culture in the school setting.

Fundamental to creating a career development culture in schools is transition planning. Transition planning has three main elements:

• Individual Pathway Plans (Career Plans)– a Transition Portfolio – an Exit Plan

KEY PRINCIPLES

How Do We ‘Create’ the How Do We ‘Create’ the Culture?Culture?

Eleven (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

WA Guidelines for Career Development Services and Transition Support

Services

5 Key Areas in the Implementation of the WA Guidelines1. 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 ManualThe 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 Promotion

Using 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 What is Career Development?Development?

Career Development is theCareer Development is the “process of “process of managing life, learning and work over the managing life, learning and work over the lifespan” lifespan” (Wolf & Kolb, cited in McMahon, Patton & Tatham, 2003, p. 4).

It’s not just about “It’s not just about “job searching, job matching or sending students out on work experience” … it’s about people taking … it’s about people taking responsibility for ones own life, learning and responsibility for ones own life, learning and work and assisting them develop career work and assisting them develop career managements skills essential for living in a managements skills essential for living in a rapidly changing and unpredictable worldrapidly changing and unpredictable world..

It’s the acceptance of the notion of life long learning

Career Development means many 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 resilient

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 management

Managing 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 Implementing Career DevelopmentDevelopment

The Australian Blueprint for Career Development (ABCD) is a significant tool for implementing a Career Development culture in the school setting from K to 12.

COMPETENCIES PHASE I PHASE II PHASE III PHASE IV

AREA A: PERSONAL MANAGEMENT

1 BUILD AND MAINTAIN A POSITIVE 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 concept

2 INTERACT POSITIVELY AND EFFECTIVELY WITH OTHERS

2.1 Develop abilities for building positive relationships in life

2.2 Develop additional abilities for building positive relationships in life

2.3 Develop abilities for building positive relationships in life and work

2.4 Improve abilities for building positive relationships in life and work

3 CHANGE AND GROW THROUGHOUT LIFE

3.1 Discover that change and growth are part of life

3.2 Learn to respond to change and growth

3.3 Learn to respond to change that affects your well-being

3.4 Develop strategies for responding positively to life and work changes

AREA B: LEARNING AND WORK EXPLORATION

4 PARTICIPATE IN LIFELONG LEARNING SUPPORTIVE OF CAREER GOALS

4.1 Discover lifelong learning and its contribution to life and work

4.2 Link life-long learning to personal career aspirations

4.3 Link lifelong learning to the career building process

4.4 Participate in continuous learning supportive of career goals

5 LOCATE AND EFFECTIVELY USE CAREER INFORMATION

5.1 Understand the nature of career information

5.2 Locate and use career information

5.3 Locate and evaluate a range of career information sources

5.4 Use career information effectively in the management of your career

6 UNDERSTAND THE RELATIONSHIP BETWEEN WORK, SOCIETY AND THE ECONOMY

6.1 Discover how work contributes to individuals' lives

6.2 Understand how work contributes to the community

6.3 Understand how societal needs and economic conditions influence the nature and structure of work

6.4 Incorporate your understanding of changing economic, social and employment conditions into your career planning

AREA C: CAREER BUILDING

7 SECURE / CREATE AND MAINTAIN WORK

7.1 Explore effective ways of working

7.2 Develop qualities to seek and obtain/create work

7.3 Develop abilities to seek, obtain/create and maintain work

7.4 Improve on abilities to seek, obtain/create and maintain work

8 MAKE CAREER ENHANCING DECISIONS

8.1 Explore and improve decision-making

8.2 Link decision-making to career building

8.3 Engage in career decision-making

8.4 Incorporate realism into your career decision-making

9 MAINTAIN BALANCED LIFE AND WORK ROLES

9.1 Explore and understand the interrelationship of life roles

9.2 Explore and understand the interrelationship between life and work roles

9.3 Link lifestyles and life stages to career building

9.4 Incorporate life/work balance into the career building process

10 UNDERSTAND THE CHANGING NATURE OF LIFE AND WORK ROLES

10.1 Discover the nature of gendered life and work roles

10.2 Explore non-traditional life and work options

10.3 Understand and learn to overcome stereotypes in your career building

10.4 Seek to eliminate gender bias and stereotypes in your career building

11 UNDERSTAND, ENGAGE IN AND MANAGE THE CAREER BUILDING PROCESS

11.1 Explore the underlying concepts of the career building process

11.2 Understand and experience the career building process

11.3 Take charge of your career building process

11.4 Manage your career building process

Phase I - Competency 2.1

Three Areas:Three Areas:A: Personal Management

B: Learning and Work Exploration

C: Career Building

The Australian Blueprint for The Australian Blueprint for Career DevelopmentCareer Development

Eleven CompetenciesEleven Competencies(A) Personal Management: 1: Build and maintain a positive self-image 2: Interact positively and effectively with others 3: Change and grow throughout life

(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

The 11 Career

Competencies

are broad goals

for career

development

Split Into Four Development Split Into Four Development Phases Phases

Across The LifespanAcross 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 IndicatorsPerformance Indicators

The competency at each phase has performance indicators which progress through a four stage learning taxonomy

Acquire Apply Personalise Act

Performance

indicators are specific

knowledge, skills and

attitudes that individuals

need to develop to

achieve a career competency

COMPETENCIES PHASE I PHASE II PHASE III PHASE IV

AREA A: PERSONAL MANAGEMENT

1 BUILD AND MAINTAIN A POSITIVE 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 concept

2 INTERACT POSITIVELY AND EFFECTIVELY WITH OTHERS

2.1 Develop abilities for building positive relationships in life

2.2 Develop additional abilities for building positive relationships in life

2.3 Develop abilities for building positive relationships in life and work

2.4 Improve abilities for building positive relationships in life and work

3 CHANGE AND GROW THROUGHOUT LIFE

3.1 Discover that change and growth are part of life

3.2 Learn to respond to change and growth

3.3 Learn to respond to change that affects your well-being

3.4 Develop strategies for responding positively to life and work changes

AREA B: LEARNING AND WORK EXPLORATION

4 PARTICIPATE IN LIFELONG LEARNING SUPPORTIVE OF CAREER GOALS

4.1 Discover lifelong learning and its contribution to life and work

4.2 Link life-long learning to personal career aspirations

4.3 Link lifelong learning to the career building process

4.4 Participate in continuous learning supportive of career goals

5 LOCATE AND EFFECTIVELY USE CAREER INFORMATION

5.1 Understand the nature of career information

5.2 Locate and use career information

5.3 Locate and evaluate a range of career information sources

5.4 Use career information effectively in the management of your career

6 UNDERSTAND THE RELATIONSHIP BETWEEN WORK, SOCIETY AND THE ECONOMY

6.1 Discover how work contributes to individuals' lives

6.2 Understand how work contributes to the community

6.3 Understand how societal needs and economic conditions influence the nature and structure of work

6.4 Incorporate your understanding of changing economic, social and employment conditions into your career planning

AREA C: CAREER BUILDING

7 SECURE / CREATE AND MAINTAIN WORK

7.1 Explore effective ways of working

7.2 Develop qualities to seek and obtain/create work

7.3 Develop abilities to seek, obtain/create and maintain work

7.4 Improve on abilities to seek, obtain/create and maintain work

8 MAKE CAREER ENHANCING DECISIONS

8.1 Explore and improve decision-making

8.2 Link decision-making to career building

8.3 Engage in career decision-making

8.4 Incorporate realism into your career decision-making

9 MAINTAIN BALANCED LIFE AND WORK ROLES

9.1 Explore and understand the interrelationship of life roles

9.2 Explore and understand the interrelationship between life and work roles

9.3 Link lifestyles and life stages to career building

9.4 Incorporate life/work balance into the career building process

10 UNDERSTAND THE CHANGING NATURE OF LIFE AND WORK ROLES

10.1 Discover the nature of gendered life and work roles

10.2 Explore non-traditional life and work options

10.3 Understand and learn to overcome stereotypes in your career building

10.4 Seek to eliminate gender bias and stereotypes in your career building

11 UNDERSTAND, ENGAGE IN AND MANAGE THE CAREER BUILDING PROCESS

11.1 Explore the underlying concepts of the career building process

11.2 Understand and experience the career building process

11.3 Take charge of your career building process

11.4 Manage your career building process

Phase I - Competency 2.1

Local Standards

Local standards are activities that describe what individuals will do to achieve a specific performance indicator, how well they need to do it, and the conditions under which they will perform the task

LOCAL STANDARDSLocal standards can than be developed from each performance indicator to suit local needs

Example of Local Standard:

Local standard for performance indicator 2.1.3 for year 3 students

CAREER MANAGEMENT COMPETENCY 2.1:Develop abilities for building positive relationships in life.

PERFORMANCE INDICATOR 2.1.3:Identify positive social skills, such as empathy, cooperation, a willingness to help and show respect for others.

LOCAL STANDARD:Year 3 students are presented with four school-based scenarios, two showing positive social skills, two showing poor social skills. Students are asked to identify which scenarios demonstrate positive social skills, and to name them. In the scenarios that illustrate poor social skills, students are asked to suggest positive behaviours that could have been used

(Acquire)

Performance

Indicators for

Competency 2 at

Phase 1: Primary

Example of Local Standard:

CAREER COMPETENCY 4: CAREER COMPETENCY 4:

Participate in lifelong learning supportive of career goals

At PHASE I OF DEVELOPMENT (4.1) this reads as:At PHASE I OF DEVELOPMENT (4.1) this reads as:

‘Discover lifelong learning and its contributions to life and work’.

Drill down to target PERFORMANCE INDICATOR: 4.1.7 to:Drill down to target PERFORMANCE INDICATOR: 4.1.7 to:

‘Evaluate your learning habits and study skills and identify those that help you best to learn.

Create a LOCAL STANDARD for your school population-Create a LOCAL STANDARD for your school population-

Given a celebrity of their choice (e.g., football player, pop star), Year 3 students will develop and deliver a brief verbal report explaining what might happen if the celebrity stopped putting effort into his or her work. The report must include references to at least two achievements that would be lost, and two abilities that might sustain the celebrity in his or her work.

(Personalise)(Personalise)

Performance

Indicators for

Competency 4 at

Phase 1: Primary

CAREER COMPETENCY 6: CAREER COMPETENCY 6:

Understand the relationship between work, society and the economy

At PHASE II OF DEVELOPMENT (6.2) this reads as: At PHASE II OF DEVELOPMENT (6.2) this reads as:

‘Understand how work contributes to the community’

Drill down to target PERFORMANCE INDICATOR 6.2.6:Drill 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-Create a LOCAL STANDARD for your school population-

Following presentations from 7 local community service options, students will enrol in 1 option 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 for their portfolio detailing a) the role and impact of the work of that service organisation in their community and b) their personal experience of community service.

(Acquire)(Acquire)

Performance

Indicators for

Competency 6 at

Phase 2: Lower

secondary Year 9

Example of Local Standard:

Familiarising yourself with Familiarising yourself with the ABCDthe ABCD

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 Competency The Eleven Phase 4 Competency StatementsStatements

PHASE IVAREA A: PERSONAL MANAGEMENT1.4 Improve abilities to maintain a positive self concept2.4 Improve abilities for building positive relationships in life and work3.4 Develop strategies for responding positively to life and work changesAREA B: LEARNING AND WORK EXPLORATION4.4 Participate in continuous learning supportive of career goals5.4 Use career information effectively in the management of your career6.4 Incorporate your understanding of changing economic, social and employment conditions into your career planningAREA C: CAREER BUILDING7.4 Improve on abilities to seek, obtain/create and maintain work8.4 Incorporate realism into your career decision-making9.4 Incorporate life/work balance into the career building process10.4 Seek to eliminate gender bias and stereotypes in your career building11.4 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?

ACTIVITY ACTIVITY

1. 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.

Why is Career Development Important?Why is Career Development Important?

What To Take Away?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/ CommentsQuestions/ Comments