career planning tool

8/11/2019 Career Planning Tool

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Promoting a Career

Development Culture inSchools Planning Tool

A f k t t h l


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A f k t t h l

FOREWARDThis planning tool is designed to assist schools in the planning and decision makingprocesses related to the development and implementation of a whole school approach toCareer Development and Transition.

This planning tool has een developed through incorporating the !estern Australian"uidelines for Career Development and Transition #upport #ervices and the Australian$lueprint for Career Development %A$CD&. This has culminated in a single framework toguide schools through a comprehensive process of promoting a career developmentculture.

'.$. (se of this tool presupposes familiarisation with the !estern Australian "uidelines forCareer Development and Transition #upport #ervices and the Australian $lueprint forCareer Development. #chools engaging in this activit) would have participated in some

professional development on *+romoting a Career Development Culture in #chools,

ACKNOWED!E"ENTSThis planning tool was produced ) $runo +ileggi- #enior +rogram fficer from theDepartment of /ducation and Training of !estern Australia.

Acknowledgement is given to the proect team of the !estern Australian "uidelines for


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/ducation and Training of !estern Australia.


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CONTENTS

1lowchart of recommended activit) in schools 55555555555555 pages 6

Planning Templates $$$$$$$$$$$$$$ page %

7.0 !hole #chool #upport Coordination 55555555555555 page 9

2.0 /medding Career Competencies %A$CD& 55555555555555 page 77

4.0 +rogram Development : ;edesign

+rogram Deliver) 55555555555555 page 7

-.7 Whole School Support / Coor&inationE++ective Practice Ru1ric

School an&Communit,Support

Template3+age >

CareerDevelopmentCoor&ination

Template3+age 8

8n&evelope& Developing Esta1lishing Achieving E'celling

Sta++Pro+essionalDevelopment

Template3+age ?

Sustaina1ilit,

Template3+age 70

Career Development activit)

is provided to students

informall) and in informal

settings.

#ome adustment is made

to accommodate aspects ofCareer Developmentprograms on a needs asis-e.g. timetaling toaccommodate CareerDevelopment.

!a)s of modif)ing the school

organisational structure andstaffing to achieve CareerDevelopment outcomes aresought- e.g. staff memers or aspecific learning area isresponsile for CareerDevelopment activit).

Career Development polic)

and processes aresupported ) staffprofessional development-e.g. staff memersunderstand CareerDevelopment concepts.

Career Development is

coordinated and effectivecommunication occursacross all ear levels. Allstaff have identifiale rolesand career supportresponsiilities.

Career development

activit) is ad5hoc-

uncoordinated and

poorl) resourced.

A memer of staff is

responsile for the

administration of @/T-

#! and other

vocational programs and

services.

A memer of staff isresponsile for theadministration anddeliver) of career

development activit)-e.g. @/T- #!- =++s-career education etc.

A memer of staff works

collaorativel) with other

staff to meet career

development outcomes.

There is a dedicatedcareer developmentpractitioner who pla)s anactive role in whole

school decision makingand is supported )administration- staff andthe wider communit).

+rofessional development is

provided in an informal wa)

and there is no adherence

to national standards.

#ome formal Career

Development professional

development is offered to

some staff and there is an

awareness of national

standards

+rofessional Career

Development needs of staff

are identified and

appropriate professional

development is provided.

There is a planned program

of professional Career

Development to support the

#chool +lan. =ncluding

some further stud) in career

development- e.g. ACD#

Career development activit)

underpinned ) the national

standards is planned and

provided for all school staff-

ased on identified needs.

Career development

activit) is discussed

informall) etween

interested staff memers

Career development

activit) is formall)

discussed etween

relevant memers of

staff

Career development

activit) is a priorit) in the

school for selected

students or in selected

learning areas

Career development

activit) is a priorit) for

the current whole school

plan and appropriate

staffing and resources

has een allocated to its

deliver)

Career development

activit) is seen ) all

stakeholders as critical to

the ongoing success of the

school and is a critical

component of long term

planning with long term

fundingattached to itsimplementation


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-.- Whole School Support / Coor&ination School an& Communit, Support

Description Propose& Outcome5s Action5s Re9uire& Time+rameow will the school andcommunit) support aCareer Development

CultureE

!hat process will eused to enlist theirsupportE

!hat resources arereBuiredE

ow : !hen will this ereviewedE

!hat staff andcommunit) support wille reBuiredE

+age3 8


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-.0 Whole School Support / Coor&ination Career Development Coor&ination

Description Propose& Outcome5s Action5s Re9uire& Time+rame!ho will coordinateCareer Development Transition #upport

#ervicesE

ow will the coordinatore supportedE !ho wille involved in the Career

Development Transition #upport#ervices teamE



+age3 ?


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-.4 Whole School Support / Coor&ination Sta++ Pro+essional Development

Description Propose& Outcome5s Action5s Re9uire& Time+rame

!hat professionaldevelopmentopportunities will eprovided to staffE

Do the CareerDevelopment+ractitioners have

recognised minimumBualifications andmemership of aprofessional associationE



+age3 70


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-.6 Whole School Support / Coor&ination Sustaina1ilit,


ow does the schoolensure that allstakeholders view careerdevelopment activit)critical to the long termsuccess of the schoolE

ow does the schoolensure that careerdevelopment activit) is acritical component of theschool long term planE



+age3 77


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+age3 72

0.7 Em1e&&ing Career CompetenciesE++ective Practice Ru1ric


#&enti+, the

connection(#ntegrate&Curriculum

Template3+age 74

Con&ucting anau&it

Template3+age 76

#taff and students are

unaware of the A$CD and

77 career competencies

Con&ucting a

nee&sassessment

Template3+age 72

A variet) of studentFs needs

data is gathered and used

to inform appropriate

student pathwa)s.

Career development staff or

a particular learning area

have identified student

needs against the A$CD.

All staff are involved in

determining the need for

career development activit)

using the A$CD

competencies and their

input is provided as a asis

for program planning.


is planned and developed

according to information

gathered through A$CD

needs assessment surve)s

conducted with staff-

students and parents.

#tudentsF programs address

the outcomes of the

Curriculum 1ramework and

senior schooling courses

without connection to career

development.

Discrete elements of career

development are identified

within learning areas and

addressed in a general wa).

#pecific connections

etween some learning

areas and career

development are made :

emedded.

All students participate in

integrated career

development and transition

support services across the

learning areas using

specificall)5targeted

resources.

The culture of the school is

underpinned ) a wholeschool approach to career

development where all

students demonstrate

career development

outcomes against the A$CD

competencies


is provided without an) link

to the A$CD.

+articular competencies are

addressed and highlighted

within career development

activit)

Career development staff or

a particular learning area

has audited their activit)

against the A$CD.

All staff are involved in

auditing current activit)

against the A$CD to

determine the etent of

activit)- strengths-

weaknesses and areas that

need improvement.

!hole school planning is

ased on information

gathered from auditing

programs and services

against the A$CD.


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0.- Em1e&&ing Career Competencies Con&uct a nee&s assessment


ow will the needsassessment econductedE !ill there ea surve)E 1orumE

!ho will complete thesurve) : participate in theforumE All staff- Ds-administrationE

!hich students will thesurve) : forum refer toE

ow will the surve) :forum e distriutedEow will the informatione collectedE

+age3 74


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0.0 Em1e&&ing Career Competencies #&enti+, the connection( #ntegrate& Curriculum


Determine how learningareas will e mapped tocareer developmentcompetencies.

Determine how )ou willhighlight among staff howcareer developmentaligns with initiativeswithin schools. /.g.national goals ofschooling- emplo)ailit)skills framework.

+age3 76


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0.4 Em1e&&ing Career Competencies Con&uct an au&it


!hat process will eused to audit the learningareas : )ear levelsE

!hich staff will einvolvedE ow will the)conduct their auditE !hat

support will e providedE

ow will the results of theaudit e used to informrecommendations for

change3 time allocation-staff involvement support- resourcesavailale : reBuiredE

+age3 7

Targeted student groups

have =++s

All students are informed

aout transition pathwa)s

and students at risk are

offered =++s.

All students are provided

with opportunities to

develop an =++.

All students have =++s thatare regularl) monitored and

reviewed. #tudents engage

with =++s to present

evidence of well considered

decision making regarding

life- learning and work and

strategies to achieve those

goals

#tudents collect andorganise samples of work-

e.g. assessments

#tudents have anunderstanding of the

transition process and its

reBuirements.

All students have the skillsto compile resumes and

identif) skills and ailities.

This information is stored in

a transition portfolio.

All students collect-

organise and appropriatel)

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 in making

effective transitions.

#tudents have standard eit

forms such as school

reports.

Targeted student groups are

provided with some form of

eit process.

#tudents at risk are offered

eit plans to support their

transitions


with opportunities to

develop an eit plan.

All students achieve

effective transitions through

school and to post5school

destinations through using

an eit plan as part of a

comprehensive transition

process.


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+age3 7>

4.- Program Deliver, continuedE++ective Practice Ru1ric


Enterprise

E&ucation

Template3+age 27

:ET; SW /:ocational

earning

Template3+age 22

#uect selection

information is provided

informall) to students- e.g.

suect selection ooklet

CareerE&ucation

Template3+age 20

#tudents are provided with

some career education at

significant points of

transition- e.g. )ear 70

suect selection process

#elected students are

provided with opportunitiesto eplore A$CD

competencies- develop

career awareness and

eplore future options

through particular learning

areas


with comprehensive careereducation centred on the

A$CD incorporating self

and career awareness-

career eploration and the

development of self

management skills


with comprehensive career

education centred on the

A$CD as part of an

integrated curriculum

/nterprising opportunities

are provided to students

informall) and upon

reBuest.


provided with opportunities

to develop enterprising

attriutes through particular

learning areas


making an impact on the

school culture through

sharing and celerating

their enterprise

achievements- e.g. school

assemlies- open da) stalls


with comprehensiveenterprise education that is

centred on eBuipping )oung

people to e innovative and

to manage their personal-

usiness and work

opportunities.


with comprehensive

enterprise education as part

of an integrated curriculum

Class visits to worksites are

availale. #elected students

visit Career /pos

!orkplace learning and

@/T is offered and somestudents participate.

#tudents have the

opportunit) to participate in

Taster programs.

Targeted students

participate in vocationallearning as well as

structured workplace

programs- such as #!

and: or @/T programs.

All students have access to

@/T from a variet) of

training packages as well as

structured workplace

eperiences across a wide

range of industr) areas-

linked to the achievement of

A$CD competencies.

All students participate andhave access to a range of

@/T and structuredworkplace programs linkedto Career Developmentgoals- as well as linked torelevant industries andlocall) identified skillsshortage areas wereapplicale.


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4.-.- Program Deliver, #n&ivi&ual Path*a, Plan


!hich students will thisinvolveE

!ho : where will this edeliveredE

!hat process will eused to deliver thisE


ow will this link withother learningopportunitiesE

ow : !hen will this e

reviewedE

!hat staff support will ereBuiredE

+age3 78


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4.-.0 Program Deliver, Career Development / Transition Port+olio









+age3 7?


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4.-.4 Program Deliver, E'it Planning









+age3 20


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4.-.% Program Deliver, Career E&ucation









+age3 27


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4.-.< Program Deliver, Enterprise E&ucation









+age3 22


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4.-.= Program Deliver, :ET; W / :ocational earning









+age3 24


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4.-.> Program Deliver, Other Programs









+age3 26


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+age3 2

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