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

1. Promoting and Creating a K-12 Career Development Culture in Schools & Colleges Power Point compiled by Dr Peter Carey

2. How Do We ‘Create’ the Culture? 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 ofall teachers not just the Career Development Practitioner if it is to be sustainable. All students should be involvedandparents 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 KEY PRINCIPLES • 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

3. WA Guidelines for Career Development Services and Transition Support Services • 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

4. 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

5. 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 Promotion Using the Audit & Planning Tool: Where is your school at?

6. 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: Rubric Support Booklet A self assessment tool with possible types of evidence

7. 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

8. 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?

9. Implementing Career Development 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.

11. Phase I - Competency 2.1

12. The Australian Blueprint for Career Development Three Areas: A: Personal Management B: Learning and Work Exploration C: Career Building

13. Eleven Competencies The 11 Career Competencies are broad goals for career development (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

14. 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

15. Performance 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

17. Phase I - Competency 2.1

18. LOCAL STANDARDS Local standards can than be developed from each performance indicator to suit local needs 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

19. 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

20. Example of Local Standard: CAREER COMPETENCY 4: Participate in lifelong learning supportive of career goals 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: ‘Evaluate your learning habits and study skills and identify those that help you best to learn. 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) Performance Indicators for Competency 4 at Phase 1: Primary

21. Example of Local Standard: Performance Indicators for Competency 6 at Phase 2: Lower secondary Year 9 CAREER COMPETENCY 6: Understand the relationship between work, society and the economy 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: ‘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 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)

22. Familiarising yourself with the 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?

23. The Eleven Phase 4 Competency Statements PHASE IV AREA A: PERSONAL MANAGEMENT 1.4Improve abilities to maintain a positive self concept 2.4Improve abilities for building positive relationships in life and work 3.4Develop strategies for responding positively to life and work changes AREA B: LEARNING AND WORK EXPLORATION 4.4Participate in continuous learning supportive of career goals 5.4Use career information effectively in the management of your career 6.4Incorporate your understanding of changing economic, social and employment conditions into your career planning AREA C: CAREER BUILDING 7.4Improve on abilities to seek, obtain/create and maintain work 8.4Incorporate realism into your career decision-making 9.4Incorporate life/work balance into the career building process 10.4Seek to eliminate gender bias and stereotypes in your career building 11.4Manage your career building process

24. 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?

25. Why is Career Development Important? 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.

26. 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.

28. Questions/ Comments