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The Careers Leader Handbook

The Careers Leader Handbook. A one-day masterclass David Andrews & Tristram Hooley Thursday 7 March 2019. Programme for the day. Programme for the day. Programme for the day. About the workshop.

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The Careers Leader Handbook

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  1. The Careers Leader Handbook A one-day masterclass David Andrews & Tristram Hooley Thursday 7 March 2019

  2. Programme for the day

  3. Programme for the day

  4. Programme for the day

  5. About the workshop The workshop will introduce The Careers Leader Handbook and examine ways in which careers leaders, and those who support them, can use this new resource to create outstanding careers programmes. It will be led by David Andrews and Tristram Hooley. Available from https://trotman.co.uk/our-books/careers-leader-handbook/

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

  7. So why this handbook and why now?

  8. 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

  9. The Benchmarks

  10. The birth of careers leadership • Careers Leaders have responsibility for the delivery of a school or college’s careers programme. They should be ensuring, among other things, that: • The school has a good careers programme that meets the expectations set out in the Gatsby Benchmarks. • The school has published on its website details of its careers programme • The destinations of young people from the school are tracked and that this information is used to improve the effectiveness of the school’s careers programme.

  11. Also… • Having someone to have responsibility and accountability for careers provision in your school or college just makes sense! • Without someone who is responsible and has some authority it is impossible to make progress in your careers provision.

  12. Case study • Turn to page p.11 • Read the case study • Discuss what advice you would offer to Rita. p.11

  13. Contents • Section 1: Introduction • Section 2: Delivering outstanding careers provisionEight chapters – one per benchmark • Section 3: The role of the careers leaderFour chapters: leading; managing; co-ordinating; networking • Section 4: Ensuring continuous improvementFour chapters: evaluation and development; own CPD; CPD of others; own career development • Section 5: Final thoughts p.iii

  14. Structure • Text • Resources • Case studies • Tools

  15. Programme for the day

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

  17. The jobs of careers leadership p.133

  18. The partnership approach to career guidance in England

  19. History of the role in England Careers Teacher Head of Careers Careers Coordinator Careers Leader p.129

  20. The role of school staff in careers

  21. Careers roles in schools p.128

  22. Careers leader: models (schools) p.131

  23. Who can be a careers leader? • Careers leaders can come from a range of professional backgrounds • They need to have authority (either by being on SLT or working closely with someone who is) • They need to be located in the right position in management structures to fulfil their leadership responsibilities • They need to have time to do the job • They need to have expertise in both careers and leadership (but they can build this up on the job and through training/CPD)

  24. Programme for the day

  25. Programme for the day

  26. The Benchmarks and careers education

  27. Aims and purpose of careers education Careers education is part of preparing students for adult and working life. It aims to equip young people to: • make realistic and informedchoices about their future roles as learners and workers; • manage the transitions to the next phases of education, training or employment; • succeed in further and higher education, training and work. p.59

  28. The ‘DOTS’ framework p.59

  29. Careers education: skills and knowledge

  30. Curriculum planning cycle p.62

  31. Section 2, Chapter 2.4: additional materials Resources • Research evidence on impact of careers education on young people • Careers education frameworkswww.thecdi.net/Careers-Framework-2018 • Careers education published materials • Accreditation schemes for careers education Case study • Mapping existing careers education across the curriculum Tools • Lesson plan template (ref. 2.4A) • Monitoring careers education lessons (ref. 2.4B) • Reviewing current curriculum model (ref. 2.4C)

  32. 2.4A: Template for a careers lesson plan • Learning objective – overall intention • Activities • content to be covered • teaching and learning method to be used • Resources needed • Learning outcomes – what students should know or be able to do Discussion Careers leaders • How might you use this tool in your school or adapt it to use? Roles supporting careers leaders • How might you use, or adapt, this tool with the careers leaders with whom you work?

  33. 2.4B: Monitoring a careers lesson

  34. 2.4B: Monitoring a careers lesson Discussion Careers leaders • How might you use this tool in your school or adapt it to use? Roles supporting careers leaders • How might you use, or adapt, this tool with the careers leaders with whom you work?

  35. 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. • changes in local economy in humanities • digital career management skills in IT • helping students develop skills for independent learning p.69

  36. Career learning: models of delivery • discrete careers lessons (Choice of Education in Norway) • modules of careers education within a personal, social, health and economic education (PSHE) programme • part of an integrated PSHE course • part of a tutorial programme • curriculum days • cross-curricular approach

  37. Programme for the day

  38. Benchmarks 5,6 & 7

  39. The Benchmarks and encounters with employers

  40. Employers and career guidance Employers can: Employers can’t: provide impartial guidance • inspire young people • inform young people and their parents • advise young people and their parents • add value to careers education

  41. Why engage with employers? • Learning • about work • for work • through work • Broaden horizons • Increase social and cultural capital • Extend networks

  42. The importance of capital • Financial capital • Social capital • Cultural capital p.75

  43. People from the world of work • Employers • Employees • Self-employed people • Volunteers and people involved in caring work p.73 p.73

  44. Five surprising ‘employer encounters’ • Someone who has never worked for anyone else • Someone who has set up a business that has failed • A trade unionist • Someone who has experienced discrimination • A former pupil/student p.74

  45. What is a ‘meaningful’ encounter? A ‘meaningful encounter’ is one in which the student has the opportunity to learn about what work is like or what it takes to be successful in the workplace. Gatsby Charitable Foundation

  46. Links to other Benchmarks #2 Access to career and labour market information, through hearing from employers #4 Linking curriculum learning to careers, through employer involvement in subject lessons

  47. Principles of effective encounters • Clearly identified outcomes • Focus on learning • Delivered as part of a broader programme • A regular feature • Varied • Experiential • Designed and co-delivered with teaching staff • Students prepared • Differentiated and personalised • Feedback and assessment

  48. Types of employer encounter • Business games and enterprise competitions • Careers carousels (‘speed networking’) • Careers fairs • Careers talks • Employer involvement in the curriculum • Employer mentoring • Transition skills workshops (e.g. CVs, mock interviews, presentations) • Interviewing a family member or friend as homework

  49. Contacts and resources The Careers & Enterprise Company • What Works? www.careersandenterprise.co.uk/research/publications/20 • Enterprise Adviser Networkwww.careersandenterprise.co.uk/schools-colleges/sign-your-school • Provider directory www.careersandenterprise.co.uk/find-activity-provider

  50. Exercise: How would you create an encounter with this person

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