nadija anin, careers coordinator aninn@lowtherhall.vic.edu.au

Nadija Anin, Careers coordinator aninn@lowtherhall.vic.edu.au

1. The Pathway Planning Process

2. Tertiary outcomes

3. The CFT Program

4. Classroom Strategies

5. Career Education Resources

Today’s presentation:

Key functions of schooling

Learning +

Belonging

Good preparation for the next phase in life

(good destinations/pathways)

EDUCATION =good preparation for the next phase in life

DESTINATION PATHWAY

BELONGINGLEARNING

SUGGESTED PROCESS FOR PATHWAY DEVELOPMENT

• Establish a culture that ‘destinations’ on leaving school ARE important! ……using the principles of CHANGE MANAGEMENT

• Identify those at risk of leaving school early (Research: Deb Hull; Process: SAR Mapping Tool)

• Develop ideas/programs aimed at motivating and equipping students to complete year 12, e.g.– A sense of ‘belonging’– Achieving competence in learning (espec. in Literacy & Numeracy)

• Build an integrated approach towards Pathways/ Destinations preparation including curriculum choices, Careers Fast Track, MIPs,

• Don’t try and do it yourself: involve the school community (i.e. students, parents & staff) and the wider community

School-based indicators/behavioursfor “students at risk” of school drop-out

• Truancy• Behavioural issues• Low literacy level• Low numeracy level• Significant change in demeanour, behaviour or

performance• Attitude to schooling• Does not value school completion• Articulated intention of early school leaving• Negative peer influence• Aggression/violence

School-based risk factors

• Unsupportive school culture• Repressive discipline• Large class sizes• Unstimulating content• Competitive exam-dominated

assessment• Negative student-teacher

relationships• Negative peer relationships in

school community

•Absence of school counsellors•Lack of student participation in decision-making•Poor school/home relationships•Poor teaching quality•Lack of clear relationships with the wider community leading to an absence of support and referrals

Community and family risk factors

• Poverty

• Low income household

• Parental unemployment

• Australian-born parents, English-speaking background

• Aboriginal or Islander

• Refugee

• Fragmented/reconstituted family structures

• Separation from family

•Low parental education attainment•Poor family management practices•Poor parent-child relationships•Abuse•High crime neighbourhood•Incarcerated parent•Frequent change of location/school•High number of people in neighbourhood with vocational qualifications

Personal Risk Factors

• Poor health• Low birth weight• Ill health or disability• Disruptive behaviours• Passivity• Low self esteem• Low motivation• Self-harming• High level of

aggression/violence• Pregnancy/motherhood

•Offending•Substance misuse•Association with anti-social peers/adults•Sex work•Social isolation•Male•Non-metropolitan•Working more than 5 hours of paid employment per week, especially for males•Primary carer for parent or guardian with illness or mental illness

Where does our school get help?

A very wide range of agencies:• Regional office of DEECD• LLEN (Local Learning Education Network)• Commonwealth agencies/programs e.g.

• Western LCP • Youth Pathways

• State Government• Local Government (Family & Youth services)• Education providers e.g.Victoria University• Welfare agencies• Members of the WYF (Western Youth Futures)• Career and VET networks

Where do young people go when they leave school?

The GOOD:– Further education (university, higher level

VET/TAFE); training (apprenticeship); employment (full-time)

The SO-SO:– Lower level VET; traineeship; part-time

employment

The UGLY: – “Looking for Work”

Year 12 Destinations by LLEN and for Victoria

0 20 40 60 80 100

Brimbank Melton

Capital City

Maribyrnong & Moonee Valley

WynBay

Victoria

%

University

VET Cert IV+

VET Entry-level

Apprentice/Trainee

Employed

Unemployed

Year 12 Destinations by LLEN and for Victoria

Year 12 Destinations by LLEN and by Gender

Glenelg SouthernGrampians

Smart GeelongRegion

South West

0

20

40

60

80

100

Males Females Males Females Males Females Males Females

%

University

VET Cert IV+

VET Entry-level

Apprentice/Trainee

Employed

Unemployed

Brimbank Melton Capital CityMaribyrnong & Moonee Valley

Wyn Bay

Labour force status of school completers at March-April(includes both students and non-students – state-wide statistics)

Part-time work50%

Full-time work10%

Apprenticeship5%

Traineeship4%

Unemployed20%

Not in workforce11%

Most common jobs of school completers not in education or training (%) - Females

0 5 10 15 20 25 30 35 40 45 50

Science, Environment

Computing & IT

Media, The Arts

Cleaning

Welfare/Security

Labourers

Gardening, Farming

Accounting

Marketing/Sales

Health, Beauty

Teaching/Child Care

Administration

Food, Hospitality

Sales Assistants

%

Longitudinal Survey - Destinations of VCE completers who enrolled in University in 2004

UNIVERSITY(n=636)

still in studyor training

(n=578)

not in studyor training

(n=58)

Original course (80%)

changed course (9%)

TAFE/VET/APP (2%)

9%

91%

Note: Data do not include deferrers

not in studyor training

(n=35)6%

Returned to university 15 (2%)

Returned to other study 8 (1%)

Original course 439 (69%)

Changed course 18 (3%)

TAFE/VET/APP 14 (2%)

Not in study 39 (6%)

Same course as 2005 51 (8%)

Changed course 4 (1%)

Same course as 2005 8 (1%)

Not in study 6 (1%)

Judging a school by its outcomes: ACCOUNTABILTY

Destination Outcomes“EARNING”

“LEARNING” “BELONGING”

2006 School leaver Tertiary Destinations (Lowther Hall)

Victoria Uni

RMIT UniMelbourne Uni

Aust Catholic Uni

La Trobe Uni

Monash Uni

Deakin Uni

TAFE

Swinburne Uni

Course destinations 2006 VCE students

Law

Commerce

Music Arts

Fashion

Architecture

Psychology

Visual arts

I.T.

Science

Engineering

Business

Pharmacy

Health Sciences

Business

Commerce

Engineering

Law

Fashion

Arts

Music

Science

I.T.

Health Sciences

Pharmacy

Psychology

Visual arts

Architecture

Improving destination outcomes - The Pathway Planning Process

Who am I?

Where am I going?

How will I get there?

Careers in Year 9 Yannergee program

• Girl power day

• Job skills day

• What is work?

Careers in Year 10

• Work experience

• Careers Fast Track program

• Investigating pathways

• University Open Days

• Subject selection

• Developing individual pathways

Careers in Year 11

• Exploring career pathways

• Careers counselling

• University Open Days

• TAFE Taster courses

• Further developing individual pathways

• Subject selection

Careers in Year 12

• Consolidating pathways into tertiary studies

• Individual counselling

• PPP preparation (a Victoria University initiative)

• University Special Entry Access applications

• Tertiary applications / university or TAFE admittance

Year 12 Tertiary transition

CAREER MENTORING PROGRAM

School alumni as:

• mentors for new university entrants

• job mentors

The Careers Fast Track Program

Three Stages:

1. Engage and Assess

2. Portfolio Training

3. Individual Counselling + Planning

Resources that support a whole school approach

1. TBQ Magazine

2. The Big Question Books

3. My School Passport

4. My Career & Subject Planning Guide

5. Interactive Website

Value to the school Understand student learning style/s Assist curriculum development Improve student engagement Better support student career aspirations Understand personal teaching style/s

The Careers Fast Track Program

Career Related Assessments

Easy and valid for middle school

students upwards

Assessments Used at Lowther Hall

1. Personality based (Jungian)

2. Career Interest Profile

3. Values

4. Personal interests

5. Allwell testing

6. Current performance (school assessments)

Personalised Career Portfolio

20 to 30 pages of

career related information specifically relevant for that student

Uses MBTI typing:

E…………….I

S…………….N

T…………….F

J…………….P

Personalised Career Portfolio

Extravert -----------Introvert

Where do I focus my attention?

OutgoingEnergised by outer worldAct then reflect

ContemplativeEnergised by inner worldReflect then act

Extraverted & Introverted Types

• E’s: Sometimes mistake the ‘quiet reflection’ of an Introvert as agreement or that they don’t have an opinion. So E’s often feel the need to fill in the quiet - with more talk.

• I’s: Sometimes think that extroverts will have the same level of deep understanding of an issue as they do – because it is obvious.

Sensing ------------- iNtuition

Focus on details and specifics Need to see the parts and pieces in order to understand the whole

Focus on the whole & the generalNeed to see the whole to know how the pieces fit together

iNtuitive & Sensing Types…

N’s: A frequent mistake that iNtuitive types make when communicating about change is to assume that the amount of information that convinced them of the need for change will be sufficient for the Sensing type.

S’s: A frequent mistake that Sensing types can make when communicating with iNtuitives about change can be to stifle creative thinking by detailing too many existing facts and specifics.

Thinking ------------- Feeling

Tend to base their decisions primarily on logic and on objective analysis of cause and effect

Tend to base their decisions primarily on values and on subjective evaluation of people-centred concerns

Thinking and Feeling Types

• A frequent mistake of the Thinking type is to move too quickly to logical analysis and solutions without giving due consideration to the people issues

• A frequent mistake of the Feeling type is to take offence

Judging ------------- Perceiving

Comes to closure asapPlanned + Ordered

Waits for as much info as possibleFlexible + spontaneous

The Careers Fast Track Program

Identifies Career Interests:B Business

S Scientific

C Creative

P Practical

O Outdoor

E PEople contact

F OFfice

The Careers Fast Track Program

• Identifies career interests and links these to the personality type

• Portfolio is generated

• Students identify career preferences to explore further

Students get to explore

and validate some 1500

career pathways specific to

their profile

Integrates with Subject

Selection Processes in the school – the subjects required for their future

career choice are already identified…

Personalised Pathway Plan

Pastoral Care Teacher or Personal

MentorUp to 6 validated career pathways from counselling

Pathway Options and intended

learning outcomesPersonalised Action Plan the student

needs to implement

Support Network Identified

Employability Skills Development Plan

Individual contract – Student + Parent +

School

Using academic skills profile: Allwell data

Group of 66 students tested:

Group 1 24 students have aptitude for tertiary academic studies (University)

Group 2 34 students have aptitude for courses with some theoretical component (TAFE / University)

Group 3 6 students have a fair chance of success VCE & are likely to seek TAFE program

Group 4 2 students demonstrate very poor academic performance; alternative VCE program suggested leading to TAFE certificate entry

ClassroomStrategies

ClassroomStrategies

The Careers Fast Track Program produces a Student Career Profile Report.

Teachers: Obtain a report for your student group from Careers Teacher

Use this report to develop your understanding of strategies to:Better understand individual student behaviour

Develop behavioural management strategies

Develop more personalised learning strategies

Assist students to be planned and organised

Inspire students with career-life choices related to your subject

Use the TBQ Magazine + The Big Question Books + My School Passport

Home Group Teachers:Use the Career Portfolio as part of the students work requirement

Assist students to better understand their profiles (working to develop identified weaknesses and better utilise strengths – use as a means of positive feedback)

Ensure students work towards achieving their Action Plans

Identify and provide extension activities that stretch the students development

Document & praise student progress and achievements

ClassroomStrategies

Technical

Interpersonal

Self-Management

Assist students to explore careers aligned with subject

Assist student to develop employability skills

Record and document student progress

Develop public speaking skills

Develop teamwork skills

Develop leadership skills

Record and document student progress

Assist students to:Improve their organisation and planning skills

Improve their study and home learning skills

Establish support structures with parents

Establish guidelines that the student can manage

Extraversion 73% Introversion 27%

Sensing 51% Intuition 49%

Thinking 23% Feeling 77%

Judging 31% Perceiving 69%

Insight Game – Personality(Sample of 66 students)

Entertainer, free spirit, resourceful Immediacy, short attention span, spontaneity Need physical involvement and activity Are not good team members Thrive on verbal and visual May well be restless in “regular” classroom

settings

Sensing-Perceiving Learning Styles 28%

© Otto Kroeger Associates 1998

Need acceptance, caring, support Enjoy group interaction Prefer cooperation over competition Focus more on people than on the

abstract Learn best in face-to-face dialogue

Intuitive-Feeling Learning Styles 41%

© Otto Kroeger Associates 1998

Interested in principles and logic Enjoy developing own ideas Technology appeals to them Need constant success experiences Constantly escalating standards on self and

others

Intuitive-Thinking Learning Styles 8%

© Otto Kroeger Associates 1998

Value responsibility, dependability, obedience Prefer a structured classroom Like and need organisation, schedule,

and the discipline of authority Do well with a workbook Expect teacher to “Rule and Teach”, students to

“Follow and Learn”

Sensing-Judging Learning Styles 23%

© Otto Kroeger Associates 1998

Intuitive –Feeling types (38%): they need warmth & caring in the classroom, enjoy cooperative group work, people focus, learn best in face-to-face dialogue

Sensing-Judging types(33%): value responsibility; prefer a structured classroom - expect teacher to “Rule & teach” & student to “Follow & learn”; need organisation, a schedule, discipline & authority; do well with a workbook

Sensing-Perceptives(25%): free spirited & resourceful; short attention span, spontaneous; need physical involvement; not good team members; thrive on visual & verbal; may be restless in “regular” class setting.

In conclusion 10A are a mix of:

In conclusion 10B are a mix of:

Intuitive –Feeling types (38%): need warmth & caring in the classroom, enjoy cooperative group work, focus on people more than on the abstract, learn best in face-to-face dialogue

Sensing-Judging types(25%): value responsibility; prefer a structured classroom - expect teacher to “Rule & teach” & student to “Follow & learn”; need organisation, a schedule, discipline & authority; do well with a workbook

Sensing-Perceptives(33%): free spirited & resourceful; short attention span, spontaneous; need physical activity & involvement; not good team members; thrive on visual & verbal; may be restless in “regular” class setting.

In conclusion 10C are a mix of:

Intuitive –Feeling types (46%): need warmth & caring in the classroom, enjoy cooperative group work, focus on people more than on the abstract, learn best in face-to-face dialogue

Sensing-Perceptives(25%): free spirited & resourceful; short attention span, spontaneous; need physical activity & involvement; not good team members; thrive on visual & verbal; may be restless in “regular” class setting.

Career EducationResources

Career EducationResources

A whole school approach

1. Career Counselling and Coaching Program

2. TBQ Magazine

3. The Big Question Books

4. My School Passport

5. My Career & Subject Planning Guide

6. Interactive Website

The 5 day training program + resources

See www.careersfasttrack.com.au or Tel: +613 9941 3104

The Career Counsellingand Coaching Workshop

Professional Career Counselling Qualifications1. 5 days accelerated program

2. Comprehensive Training Manual

3. All templates, resources and tools valued in excess of $450

4. Accreditation to use all instruments

5. Complete online career management system

6. Articulates to recognised Post Graduate Qualifications see www.worklifecollege.org Grad Dip in Career Development and Grad Cert in Career Development conferred by Swinburne Uni

7. Highly regarded by Career Teachers, Psychologists and HRM professionals who have undertaken this workshop around Australia (see testimonials online)

See www.careersfasttrack.com.au or Tel: +613 9941 3104

TBQ Magazine andThe Big Question Books

Quarterly Magazine • Primary to Secondary students• Interview positive role models• Interactive activities for parents & students• latest industry information and data• Industry relevant employability action plans• Answers to career-life questions• Supported by interactive website

The Big Question Books • Primary to Secondary students• Address the Career Development Blueprint• Activity based and easily assessable • Personal development plans • Interactive activities for parents & students• Integrate with TBQ Magazine• Supported by interactive website

Online Resources

TBQ Magazine The Big Question (books) Learning Centre CFT Extranet 5 day accreditation

Interactive Learning Centre

Free use of online quizzes, articles, industry profiles etc.

And so…

“...The best way to get to where you want to go is to plan ahead…”

For any questions

Success is a journey – take the fast track!

Contact: Nigel Phillips Careers Fast Track T: +613 9941 3104

E: nphillips@careersfasttrack.com.au W: www.careersfasttrack.com.au