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Creating a whole school approach to career guidance

Creating a whole school approach to career guidance. Workshop in Lillehammer 01/05/2019 Tristram Hooley. About the workshop. The workshop will look at how it is possible to build a whole school approach to career guidance in Norwegian schools.

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Creating a whole school approach to career guidance

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  1. Creating a whole school approach to career guidance Workshop in Lillehammer 01/05/2019 Tristram Hooley

  2. About the workshop The workshop will look at how it is possible to build a whole school approach to career guidance in Norwegian schools. It will draw on The Careers Leader Handbook as well as on other research. The workshop will be led by Tristram Hooley. Available from https://trotman.co.uk/our-books/careers-leader-handbook/

  3. The CLH companion site https://www.trotman.co.uk/CLH/

  4. Learning outcomes By the end of the workshop participants will be able to: • set out the key rationales for including career guidance within the school curriculum; • identify a range of approaches to delivering a whole school approach to career guidance; • define the roles that teachers, guidance counsellors, school leaders and others should play in a whole school approach to career guidance; and • enact a variety of strategies to drive change within the school.

  5. Programme for the day

  6. Programme for the day

  7. Career is the individual’s journey through life, learning and work

  8. Defining career guidance “Career guidance supports individuals and groups to discover more about work, leisure and learning and to consider their place in the world and plan for their futures… Career guidance can take a wide range of forms and draws on diverse theoretical traditions. But at its heart it is a purposeful learning opportunity which supports individuals and groups to consider and reconsider work, leisure and learning in the light of new information and experiences and to take both individual and collective action as a result of this.”

  9. A whole school approach to career guidance

  10. Introductions • Who are you? • Your role? • How close is your school to having a ‘whole school approach’ to career guidance? • What question do you want answered?

  11. Programme for the day

  12. Career guidance is both part of an effectively functioning education and employment system; and a safeguard against ineffective and imperfect systems.

  13. For schools career guidance can…

  14. For individuals career guidance can provide… • A way to explore your future • Clarity of purpose • Understanding about how current actions link to future aspirations • Motivation to work on educational work (even when it is difficult) • Access to resources that may not be available through the family • Support with transitions

  15. DOTS

  16. What is motivating…

  17. Career guidance systems should

  18. Learning as a social process • Vygotsky argues that learning is a social process. • It takes place through interactions with others. • Students learn from their peers as well as teachers. • Encouraging interaction, discussion and sharing supports learning.

  19. Career is also a social process • Other people (social capital) provide us with resources that we can use both to learn and to enact our career. • The learners who you are working with might be supporting each other in their career long after you have stopped working with them. • Forming peer communities can support both career learning and career enactment. • Career education is a place that this can happen.

  20. The school is both the context and the community for career learning

  21. Programme for the day

  22. Good career guidance • Summarises existing evidence and frames good practice as eight benchmarks. • Presents it in a way that can be understood by policy makers and acted on by school leaders. • Has achieved wide support amongst policy makers and practitioners alike. p.14

  23. The Benchmarks

  24. What does a careers leader do? Careers leaders are responsible and accountable for the delivery of the school’s or college’s programme of career guidance Careers leadership involves: • planning, implementing and quality assuring a careers programme for the school or college • managing the delivery of career guidance • networking with external partners • co-ordinating the contributions of school or college staff p.127

  25. Comprehensive guidance programmes

  26. Comprehensive guidance programmes

  27. Comprensive guidance programmes

  28. Guidance in Finnish schools • One-to-one guidance counselling from trained professionals. • Careers lessons • Work experience in a structured programme • Opportunities to meet employers • Discussion of careers in subject based lessons • Individual learning plans • All teachers are responsible • Co-ordination by the guidance counsellor

  29. Programme for the day

  30. Programme for the day

  31. The role of school staff in careers

  32. Careers roles in English schools p.128

  33. The jobs of careers leadership p.133

  34. Who does what in your school?

  35. How do you work with external stakeholders?

  36. Programme for the day

  37. Stategies

  38. Successful careers leadership • Clarity of role, made public • Authority and power (position) • Time and administrative support • Expertise and access to training/CPD p.139

  39. Getting the team of colleagues on board • Explain what you are trying to do, and why • Lead by example • Celebrate and publicise success • Make it easy for them • Make sure SLT back you up • Ask for feedback and use their ideas p.142

  40. Leading upwards • Advise SLT on policy, strategy and resources • Present proposals for developing the programme • Regular reviews with SLT link • Report on successes as well as areas needing improvement • Identify a link governor • Report to governors • Consider going for accreditation • Quality in Careers Standard • matrix p.143

  41. Curriculum planning cycle p.62

  42. Careers education: models KS3 & KS4 p.67

  43. Enhancing careers education through subject teaching • helping students understand the relevance and application of subject knowledge and skills in the workplace • helping students understand the progression routes and employment opportunities in the subject area • teaching planned elements of the careers education scheme of work, e.g. • targeted CVs in Norwegian • changes in local economy in humanities • digital career management skills in IT • helping students develop skills for independent learning p.69

  44. How you can help other teachers • Curriculum and structure • Lesson plans • Resources • Advice and mentoring • Observations • Co-teaching

  45. Linking subject teaching to careers Discussion • What strategies have you employed to engage with subject teachers and course leaders?

  46. Whose CPD are you responsible for? Colleagues that you line manage • other members of the careers leadership team • careers adviser • careers administrator Colleagues whose contributions you ‘project manage’ • tutors • PSHE and careers teachers, personal development tutors • subject teachers and course lecturers • SENCO/head of learner support, head of sixth, librarian • link governor, senior leader i/c careers p.212

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