Compiled by Peter Carey

1. Western Australian Guidelines for Career Development Services and Transition Support Servicesfor all Schools in Western Australian (DET, AISWA and CEO) A response to the Careers Education Quality Framework, 1999, MCEETYA’s National Framework for Career and Transition Services, 2003 & the National Career Framework, 2007 Compiled by Peter Carey

2. Western Australian Guidelines for Career Development Services and Transition Support Services Background • Discussion Paper presented to CECWA • Cross System/Sector Working Party formed • AGQTP program developed to promote the Guidelines “Promoting a Career Development Culture in Schools”

3. Careers Education Quality Framework The Framework is derived from the 1999 Australian Business Excellence Framework, which is used by the Australian Quality Council to bring about improvement in management systems in all kinds of programs and organisations. There are seven categories in the Framework. • Leadership and Innovation • Strategy and Planning Processes • Data, Information and Analysis • People • Customer and Market Focus • Processes, Products and Services • Results

4. The Career and Transition Services Framework, MCEETYA Taskforce on Transition from School, 2003 Framework Structure The Framework is underpinned by a number of key objectives and a set of operating principles. It comprises the following ten elements: • Learning Pathways Plan • Transition Plan and Portfolio • Exit Plan • Follow-up Support • Career Education • Brokerage: Vocational Education & Training (VET), Structured Workplace • Learning, Vocational Education • Career Information, Guidance and Counselling • Brokerage: Placement or Referral • Individual Support Approaches • Monitoring and Tracking The Framework provides a range of effective strategies, programs and activities that schools, community service providers, government agencies and industry bodies can use to support young people in making effective transitions through school and between school and post-school destinations.

6. WA Guidelines- key objectives • To provide students with access to quality “career development services and information products” that will assist them to make informed choices about life, learning and work opportunities, and • To encourage students to take responsibility for their own career development and life long learning

7. What is Career Development? • Career Development is the “process of managing life, learning and work over the lifespan”. • It is the acceptance of the notion of life long learning. • (Wolf & Kolb, cited in McMahon, Patton & Tatham, 2003, p. 4).

8. Career Development Managing life • 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- lifelong career choices • To take responsibility for ones learning and career management Managing Work • Career exploration- IPPs, transition planning and exit plans • Career management skills Are these the responsibility of ALL teachers?

9. The Australian Blueprint for Career Development THREE AREAS A: Personal Management B: Learning and Work Exploration C: Career Building ELEVEN MAIN CAREER COMPETENCIES (A) Personal Management: Competency 1: Build and maintain a positive self-image Competency 2: Interact positively and effectively with others Competency 3: Change and grow throughout life (B) Learning and Work Exploration: Competency 4: Participate in lifelong learning supportive of career goals Competency 5: Locate and effectively use career information Competency 6: Understand the relationship between work, society and the economy (C) Career Building: Competency 7: Secure/create and maintain work Competency 8: Make career enhancing decisions Competency 9: Maintain balanced life and work roles Competency 10: Understanding the changing nature of life and work roles Competency 11: Understand, engage in and manage the career building process 11 Career Competencies are broad goals for career development An essential tool for implementing Career Development

10. WA Guidelines for Career Development Services and Transition Support Services KEY PRINCIPLES Career development in schools needs to: • be a “whole school K-12 approach”. It is the responsibility of all teachers not just the Career Development Practitioner. • 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) and the Employability Skills Framework are significant tools 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 – a Transition Portfolio – an Exit Plan

11. WA Guidelines for Career Development Services and Transition Support Services Essential Career Development Services in schools: • 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

12. Transition Planning • Individual Pathway Plan (IPP) • For school students the Individual Pathway Plan is a plan for how an individual will navigate the curriculum to demonstrate career competencies and achieve career development outcomes. The IPP is a valuable tool for managing transitions. • Transition Portfolio • The Transition Portfolio is a student-owned product used to record and inform the student’s Transition Planning processes. The opportunity for students to develop a portfolio provides early intervention support that will: • give every student the opportunity to develop a skills portfolio document to record the development of skills and competencies; and • enable all education providers to develop the school-community (including business and industry) partnerships required to underpin successful early intervention and transition strategies. • Exit Plan • Young people will develop an exit transition plan assisted • by schools and families which will outline the strategies for • transition to post-school destinations including further education, • training and employment

13. A K-12 PORTFOLIO PROGRESSION POST SCHOOL Employment Portfolio YEARS 10-12 Personal Transition Portfolio Emphasis on post school options IPP that emphasises transitions to post school options Exit plans that showcase attainment of blueprint competencies and employability skills YEARS 8-9 Personal Transition portfolio Emphasis on career development and career exploration including development of resumes Development and monitoring of IPP that emphasises upper school and training options YEARS 6-7 Work sample portfolio Early identification of strengths and weaknesses Initial IPP YEARS K-5 Work sample portfolio Assessment and reporting emphasis Simple identification of strengths and weaknesses