Planning Tool: WA Guidelines for Career Development and Transitions

Career Development and Transitions Planning

A tool to support the design and implementation of career development and transitions programs and services

CAREER DEVELOPMENT AND TRANSITIONS PLANNING

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Acknowledgements The Planning Tool was originally developed under the Australian Government Quality Teacher program managed by the Department of Education, Science and Training. This updated version reflects the published Australian Blueprint for Career Development and the most recent Western Australian Guidelines for Career Development and Transitions, and has been developed by the Association of Independent Schools of Western Australia (AISWA), the Catholic Education Office of Western Australia (CEOWA) and the Department of Education Western Australia (DoE) with funding provided under the National Partnerships on Youth Attainment and Transitions (NP YAT). The NP YAT, administered by the Department of Education, Employment and Workplace Relations, aims to assist young people to make a successful transition from school to a variety of post-school options including further education, training and employment. © COMMONWEALTH OF AUSTRALIA 2012 This work is copyright. The Department of Education, Employment and Workplace Relations gives permission for the use (i.e. print copy, digitally reproduce and/or communicate) and reproduction in whole or part for study and training purposes, subject to the inclusion of an acknowledgement of the source and no commercial usage or sale. Reproduction for purposes other than those indicated above requires the written permission of the Department of Education, Employment and Workplace Relations. Requests concerning reproduction and copyright should be sent to [email protected]. DISCLAIMER The views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Employment and Workplace Relations.


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CONTENTS

INTRODUCTION ................................................................................................................... 4

SUGGESTED ACTIVITY ..................................................................................................... 5

PLANNING TEMPLATES ................................................................................................... 6

1.0 Whole school support and coordination ......................................................................................... 7

2.0 Embedding career competencies ................................................................................................. 12

3.0 Delivery elements

Programs ......................................................................................................................................... 16

Services ........................................................................................................................................... 23

4.0 Effective implementation ................................................................................................................ 32

5.0 Continual promotion ........................................................................................................................ 35


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INTRODUCTION

This tool is designed to assist schools in the planning and decision making processes related to the implementation of career development and transitions programs and services.

It incorporates the Western Australian Guidelines for Career Development and Transitions and the Australian Blueprint for Career Development (Blueprint), and aims to assist schools through a comprehensive process to implement and promote career development and transitions. As this planning tool is intended to specifically support school students it utilises only the first three phases of the eleven Blueprint competencies. For specific details and further information refer to the Blueprint at www.blueprint.edu.au.

Depending on the career development and transitions programs and services currently delivered, schools may utilise the planning tool as a whole, or select one or more areas on which to focus. This flexibility enables schools to make decisions that meet both school and student needs.


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SUGGESTED ACTIVITY

1. WHOLE SCHOOL SUPPORT AND COORDINATION

• School and community support • Career development coordination • Staff professional learning • Sustainability

2. EMBEDDING CAREER COMPETENCIES (BLUEPRINT)

• Conduct a needs assessment [eg Blueprint Appendix A] • Identify connection with other programs: integrated curriculum • Conduct an audit [eg Audit Tool]

3. DELIVERY ELEMENTS

• Programs • Services

4. EFFECTIVE IMPLEMENTATION

• Follow through on decisions made • Monitor, review and evaluate

5. CONTINUAL PROMOTION


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PLANNING TEMPLATES

1. WHOLE SCHOOL SUPPORT AND COORDINATION

1.1 School and community support

1.2 Career development and transitions coordination

1.3 Staff professional learning

1.4 Sustainability

2. EMBEDDING CAREER COMPETENCIES (BLUEPRINT)

2.1 Conduct a needs assessment

2.2 Identify connections with other programs: integrated curriculum

2.3 Conduct an audit

3. DELIVERY ELEMENTS

Programs

3.1 Career education

3.2 VET and/or workplace learning and/or vocational learning

3.3 Individual pathway planning

3.4 Exit planning

3.5 Transition portfolio

3.6 Other programs

Services

3.7 Access and equity

3.8 Career information, guidance and counselling

3.9 Community, industry and interagency relationships

3.10 Mentoring

3.11 Monitoring and tracking

3.12 Placement or referral

3.13 Transition support

4. EFFECTIVE IMPLEMENTATION

4.1 Follow through on decisions made

4.2 Monitor, review and evaluate

5. CONTINUAL PROMOTION

5.1 Promote programs and services


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WHOLE SCHOOL SUPPORT AND COORDINATION

UNDEVELOPED DEVELOPING ESTABLISHING ACHIEVING EXCELLING

School and community support

Career development and transitions activity is provided to students informally.

Some adjustment to staffing or timetabling is made to accommodate aspects of career development and transition programs on a needs basis.

Ways of modifying school organisational structure and staffing to achieve career development and transition outcomes are sought.

Career development and transitions policy and processes are supported by staff professional learning.

Career development and transitions are coordinated and effective communication occurs across all year levels. Identifiable roles and career support responsibilities are outlined for all staff.

Career development and transitions coordination

Career development and transitions activity is ad-hoc, uncoordinated and poorly resourced.

A member of staff is responsible for the administration of career development and transitions activity including VET, workplace learning and other vocational programs and services.

A member of staff is responsible for the administration and delivery of career development and transitions activity.

A member of staff works collaboratively with other staff to meet career development and transition outcomes.

There is a dedicated career development practitioner who plays an active role in whole school decision making and is supported by administration, staff and the wider community.

Staff professional learning

Career development professional learning is provided in an informal way with little or no adherence to the Professional Standards for Career Practitioners.

Some formal career development professional learning is offered to selected staff, and there is an awareness of the Professional Standards for Career Practitioners.

Career development professional learning that adheres to the Professional Standards for Career Practitioners is provided to interested staff.

There is a planned program of career development professional learning to support the school plan, including some further study in career development.

Based on identified needs and underpinned by the Professional Standards for Career Practitioners, career development professional learning is planned and provided for all school staff.

Sustainability

Career development and transitions activity is discussed informally between interested staff members.

Career development and transitions activity is formally discussed between relevant members of staff.

Career development and transitions activity is a priority in the school for selected students or in selected learning areas.

Career development and transitions activity is a priority in the current school plan and appropriate staffing and resources have been allocated to its delivery.

Career development and transitions activity is seen by all stakeholders as critical to the success of the school. It is a component of long term planning with ongoing funding attached to its implementation.


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1.1 WHOLE SCHOOL SUPPORT AND COORDINATION – SCHOOL AND COMMUNITY SUPPORT

DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME

How will the school and community support a career development and transitions focus?

What process or processes will be used to enlist their support?

What resources are required?

What staff and community support will be required?

How and when will this be reviewed?


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1.2 WHOLE SCHOOL SUPPORT AND COORDINATION – CAREER DEVELOPMENT AND TRANSITIONS COORDINATION


Who will coordinate the career development and transition programs and services?

How will the coordinator be supported? Who will be involved in the career development and transitions team?




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1.3 WHOLE SCHOOL SUPPORT AND COORDINATION – STAFF PROFESSIONAL LEARNING


What career development and transitions professional learning opportunities will be provided to staff?

Which school career development practitioners have recognised minimum qualifications and/or membership of a professional association? (This is recommended, but not compulsory)




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1.4 WHOLE SCHOOL SUPPORT AND COORDINATION – SUSTAINABILITY


How does the school ensure that all stakeholders view career development and transitions activity as critical to the long term success of the school?

How does the school ensure that career development and transitions activity is a critical component of the school long term plan?




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EMBEDDING CAREER COMPETENCIES


Conduct a needs assessment

Staff and students are unaware of the Blueprint and the career competencies.

A variety of data about student needs is gathered and used to inform appropriate student pathways.

Career development or specific learning area staff have identified student needs against the Blueprint.

All staff use the Blueprint competencies to determine the need for career development and transitions activity and this forms the basis of program planning.

Career development and transitions activity is planned and developed according to information gathered through Blueprint needs assessment surveys conducted with staff, students and parents.

Identify the connection: integrated curriculum

Student programs address the curriculum and senior schooling courses without connection to career development and transitions.

Discrete elements of career development and transitions are identified within learning areas and addressed in a general way.

Specific connections between some learning areas and career development and transitions are made and/or embedded.

All students participate in integrated career development and transition programs and services across learning areas using specifically targeted resources.

A whole school approach to career development and transitions where all students demonstrate career development outcomes against the Blueprint competencies is evident.

Conduct an audit

Career development and transitions activity is provided without any link to the Blueprint competencies.

Particular competencies are addressed and highlighted within career development and transitions activity.

Career development or specific learning area staff audit their activity against the Blueprint.

All staff are involved in auditing current activity against the Blueprint to determine the extent of activity, strengths, weaknesses and areas that need improvement.

Whole school planning is based on information gathered from auditing programs and services against the Blueprint competencies.


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2.1 EMBEDDING CAREER COMPETENCIES – CONDUCT A NEEDS ASSESSMENT


How will the needs assessment be conducted? Will there be a survey and/or a forum?

Who will complete the survey and/or participate in the forum?

To which students will the survey and/or forum refer?

How will the survey be distributed and/or the forum conducted? How will the information be collected?


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2.2 EMBEDDING CAREER COMPETENCIES – IDENTIFY THE CONNECTION: INTEGRATED CURRICULUM


Determine how learning areas will be mapped to career development competencies.

Determine how career development and transitions align with initiatives within the school and how staff can be made aware of this.


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2.3 EMBEDDING CAREER COMPETENCIES – CONDUCT AN AUDIT


What process will be used to audit the learning areas and/or year levels?

Which staff will be involved? How will they conduct their audit? What support will be provided?

How will the results of the audit be used to inform recommendations for change including time allocation, staff involvement and support, resources available and/or required?


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DELIVERY ELEMENTS – PROGRAMS


Career education Career education is provided informally to students.

Students are provided with some career education at significant points of transition.

Selected students are provided with opportunities to explore Blueprint competencies, develop career awareness and explore future options.

All students are provided with comprehensive career education incorporating self and career awareness, career exploration and the development of self management skills, and centred on the Blueprint.

As part of an integrated curriculum all students are provided with comprehensive career education centred on the Blueprint.

VET and/or workplace learning and/or vocational learning

Class visits to worksites are available. Selected students visit career expos and industry forums.

VET and/or workplace learning programs are offered and some students participate. Students have the opportunity to try out taster programs.

Targeted students participate in vocational learning and/or structured programs such as VET and/or workplace learning.

All students have access to VET and/or structured workplace experiences across a wide range of industry areas linked to their career development goals.

All students participate and have access to a range of VET and/or workplace learning programs linked to career development goals, relevant industries and/or locally identified skills shortage areas.

Individual pathway planning

Students have a general sense of preferred pathways and essential courses in senior schooling years.

Students within targeted groups each have an Individual Pathway Plan (IPP).

All students are informed about transition pathways and students at risk are offered IPPs.

All students are provided with opportunities to develop an IPP.

All students monitor and regularly review their IPPs to demonstrate decision making regarding life, learning and work and identify strategies to achieve these goals.

Exit planning Students have standard exit forms such as school reports.

Targeted student groups are provided with some form of exit process.

Students at risk are offered exit plans to support their transitions.

All students are provided with opportunities to develop an exit plan.

All students use an exit plan as part of a comprehensive and effective transitions process within school and to post-school destinations.

Transition portfolio Students collect and organise work samples.

Students have an understanding of a transition portfolio as well as its requirements and purpose.

All students have the skills to compile résumés and identify skills and abilities. This information is stored in their transition portfolio.

All students collect, organise and appropriately present evidence of their developing skills, interests and achievements relative to their life, learning and work goals.

All students use well constructed transition portfolios in real or simulated environments to support them to make effective transitions.


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3.1 PROGRAMS – CAREER EDUCATION


Which students will this involve?

Who will deliver this program? Where will it be delivered?

What process will be used to deliver this?


How will this link with other learning opportunities?


What staff support will be required?


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3.2 PROGRAMS – VET/ WORKPLACE LEARNING/ VOCATIONAL LEARNING










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3.3 PROGRAMS – INDIVIDUAL PATHWAY PLANNING










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3.4 PROGRAMS – EXIT PLANNING










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3.5 PROGRAMS – TRANSITION PORTFOLIO










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3.6 PROGRAMS – OTHER










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DELIVERY ELEMENTS – SERVICES


Access and equity

Students with high support needs are identified.

Support is offered to students with high support needs.

Students with high support needs are provided with support packages to assist them to overcome barriers.

Students with high support needs are provided with intensive one on one approaches including mentoring and/or case management.

Students with high support needs are an integral part of an inclusive environment within the school, and programs are tailored to meet their needs.

Career information, guidance and counselling

Students are aware of the career information, guidance and counselling services available to them.

Students and parents are informed of the process of engaging with career counselling and are encouraged to use the service.

Students at risk of disengaging have comprehensive career counselling along with up to date information about jobs, courses and industries.

At key transition points all students are provided with comprehensive career counselling along with up to date information about jobs, courses and industries.

All students are able to identify their needs and have the skills to access and use appropriate career counselling and career information.

Community, industry and interagency relationships

Informal and person dependent networks are made.

School, community and/or cluster management groups have representation from appropriate stakeholders.

There are formal links with all stakeholders.

There are joint planned initiatives with all stakeholders.

Industry and community based services help initiate, and are actively involved in, the delivery of career development and transition programs and services within the school.

Mentoring Mentoring occurs in informal ways and situations.

Students are aware of suitable mentors in their networks and consult them when needed.

Students at risk of disengaging are matched with mentors who assist them with guidance, support and direction.

All students are encouraged to identify suitable mentors who are able to assist them with guidance, support and direction.

Students actively engage with their mentor/s. Meetings are regularly convened so direction, options and plans can be discussed and ongoing feedback provided.

Monitoring and tracking

Data is collected about student results and information is obtained through destination data.

A variety of student needs data is gathered. This data is used to inform appropriate student pathways.

Career development and transition programs and services are monitored and reviewed based on gathered data.

Career development and transition programs and services are reviewed and improved on the basis of data collected from relevant sources. New programs are designed to target identified needs.

Planning is based on reliable data collection to foster successful student transitions through, and from, school.


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Placement or referral

Students are supported to find workplace learning and/or work experience placements.

Students are offered support to gain a placement in further education, training or employment.

Students at risk of disengaging are provided extensive support to secure a place in further education, training or employment suitable to their individual needs.

All students receive efficient and effective support to secure a place in further education, training or employment suitable to their individual needs.

All students achieve effective transitions to post-school destinations and have access to post-school support.

Transition support

Information is collected about students who are at risk of disengaging.

Students at risk of disengaging are informed of future options.

All students at risk of disengaging are provided with support strategies to ensure they are equipped to make effective transitions.

All students at risk of disengaging and other selected students are provided with support strategies to ensure they are equipped to make effective transitions.

All students are provided with individualised strategies to support effective transitions based on the identification and development of early intervention support strategies.


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3.7 SERVICES – ACCESS AND EQUITY


Which students will have access to this service?

Who will deliver this service? Where will it be delivered?

What process will be used to deliver this service?


How will this service link and/or complement other services and/or activities?




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3.8 SERVICES – CAREER INFORMATION, GUIDANCE AND COUNSELLING










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3.9 SERVICES – COMMUNITY, INDUSTRY AND INTERAGENCY RELATIONSHIPS










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3.10 SERVICES – MENTORING










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3.11 SERVICES – MONITORING AND TRACKING










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3.12 SERVICES – PLACEMENT OR REFERRAL










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3.13 SERVICES – TRANSITION SUPPORT










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EFFECTIVE IMPLEMENTATION


Follow through on decisions made

There is informal planning and implementation of career development and transitions activity.

One specific staff member or learning area is responsible for planning and implementing career development and transitions activity for selected students.

Working parties are encouraged to devise plans though there is no responsibility aligned to their implementation.

Working parties involved during the planning phase are empowered to put forward plans and are instrumental in their implementation.

Working parties incorporating teaching and administration staff, parents and the community are empowered to make a positive impact on school planning through their input and follow through in implementing a whole school approach to career development and transitions.

Monitor, review and evaluate

Monitoring of achievements occurs in an informal way.

Outcomes are identified and some formal monitoring occurs.

Monitoring and reviewing occurs in accordance with an established career development and transitions plan.

Monitoring and reviewing informs the school career development and transitions plan. Outcomes are evaluated to inform future program and service delivery.

Monitoring, reporting, reviewing and evaluating are an integral part of the school performance improvement and review process.


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4.1 EFFECTIVE IMPLEMENTATION – FOLLOW THROUGH ON DECISIONS MADE


What process will be used to enlist support for an ongoing working party with representatives from teaching and administration staff, parents and the community?

What process will the working party use to put forward its recommendations?


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4.2 EFFECTIVE IMPLEMENTATION – MONITOR, REVIEW AND EVALUATE


What process will be used to evaluate the effectiveness of the program?

How will the committee ensure changes based on the evaluations will be supported by the school administration, staff, parents and the community?

How will the program be monitored? How frequently will this occur?

How will the gathered information (monitoring and evaluating) be shared among all stakeholders?


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CONTINUAL PROMOTION


Promote programs and services

Career development and transition programs and services are promoted in informal ways.

Staff, students and parents are aware of the career development and transition programs and services available to students. Parents are invited to information evenings.

Career development and transitions activity is promoted to selected students in a variety of ways including talks, print material and website links.

Career development and transitions activity is promoted to all students in a variety of ways including guest speakers, forums, print and web based materials and an adequately equipped career resource centre.

Career development and transition programs and services are effectively promoted and showcased to all stakeholders in a variety of ways on an ongoing basis including parent evenings, newsletters and a well equipped and staffed resource centre.


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CONTINUAL PROMOTION

5.1 CONTINUAL PROMOTION – PROMOTE PROGRAMS AND SERVICES


Which stakeholder groups will be used to promote career development and transitions support services?

How will the promotion be managed and delivered to each stakeholder group? Examples to consider: Deliver presentations to staff about enlisting their support to help promote a career development within the school. Present at parent evenings about the benefits of career development and transitions opportunities. Develop and implement a resource centre in a central space within the school or library to house all career resources, preferably overseen by a member of career development and transitions team. Produce a regular publication spreading news and information about the career development and transitions activity of students in the school.

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