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

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

3. Today’s presentation: • The Pathway Planning Process • Tertiary outcomes • The CFT Program • Classroom Strategies • Career Education Resources

4. Key functions of schooling Learning + Belonging Good preparation for the next phase in life (good destinations/pathways)

5. EDUCATION =good preparation for the next phase in life DESTINATION PATHWAY LEARNING BELONGING

6. 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

7. 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

8. 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

9. Community and family risk factors • 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 • Poverty • Low income household • Parental unemployment • Australian-born parents, English-speaking background • Aboriginal or Islander • Refugee • Fragmented/reconstituted family structures • Separation from family

10. 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

11. 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

12. 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”

13. Year 12 Destinations by LLEN and for Victoria Year 12 Destinations by LLEN and for Victoria

14. Year 12 Destinations by LLEN and by Gender Glenelg SouthernGrampians Smart GeelongRegion South West

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

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

17. Longitudinal Survey - Destinations of VCE completers who enrolled in University in 2004 Original course 439 (69%) Original course (80%) Changed course 18 (3%) TAFE/VET/APP 14 (2%) still in studyor training(n=578) Not in study 39 (6%) 91% Same course as 2005 51 (8%) changed course (9%) Changed course 4 (1%) UNIVERSITY(n=636) Same course as 2005 8 (1%) TAFE/VET/APP (2%) Not in study 6 (1%) not in studyor training(n=35) not in studyor training(n=58) 6% 9% Returned to other study 8 (1%) Returned to university 15 (2%) Note: Data do not include deferrers

18. Judging a school by its outcomes: ACCOUNTABILTY Destination Outcomes “EARNING” “LEARNING” “BELONGING”

21. Improving destination outcomes - The Pathway Planning Process • Who am I? • Where am I going? • How will I get there?

22. Careers in Year 9 Yannergee program • Girl power day • Job skills day • What is work?

23. Careers in Year 10 • Work experience • Careers Fast Track program • Investigating pathways • University Open Days • Subject selection • Developing individual pathways

24. Careers in Year 11 • Exploring career pathways • Careers counselling • University Open Days • TAFE Taster courses • Further developing individual pathways • Subject selection

25. 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

26. Year 12  Tertiary transition CAREER MENTORING PROGRAM School alumni as: • mentors for new university entrants • job mentors

27. The Careers Fast Track Program Three Stages: • Engage and Assess • Portfolio Training • Individual Counselling + Planning Resources that support a whole school approach • TBQ Magazine • The Big Question Books • My School Passport • My Career & Subject Planning Guide • Interactive Website

28. Value to the school The Careers Fast Track Program • Understand student learning style/s • Assist curriculum development • Improve student engagement • Better support student career aspirations • Understand personal teaching style/s

29. Career Related Assessments Assessments Used at Lowther Hall • Personality based (Jungian) • Career Interest Profile • Values • Personal interests • Allwell testing • Current performance (school assessments) Easy and valid for middle school students upwards

30. Personalised Career Portfolio 20 to 30 pages of career related information specifically relevant for that student

31. Personalised Career Portfolio Uses MBTI typing: E…………….I S…………….N T…………….F J…………….P

32. Extravert -----------Introvert Where do I focus my attention? Outgoing Energised by outer world Act then reflect Contemplative Energised by inner world Reflect then act

33. 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.

34. Sensing ------------- iNtuition Focus on the whole & the general Need to see the whole to know how the pieces fit together Focus on details and specifics Need to see the parts and pieces in order to understand the whole

35. 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.

36. 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

37. 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

38. Judging ------------- Perceiving Comes to closure asap Planned + Ordered Waits for as much info as possible Flexible + spontaneous

39. The Careers Fast Track Program Identifies Career Interests: BBusiness S Scientific CCreative PPractical O Outdoor E PEople contact F OFfice

40. 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

41. Students get to explore and validate some 1500 career pathways specific to their profile

42. Integrates with Subject Selection Processes in the school – the subjects required for their future career choice are already identified…

43. Personalised Pathway Plan Pastoral Care Teacher or Personal Mentor Up to 6 validated career pathways from counselling Pathway Options and intended learning outcomes Personalised Action Plan the student needs to implement Support Network Identified Employability Skills Development Plan Individual contract – Student + Parent + School

44. 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

45. Classroom Strategies

46. Classroom Strategies 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

47. Classroom Strategies • 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 Technical Interpersonal Self-Management

48. Insight Game – Personality (Sample of 66 students) Extraversion 73% Introversion 27% Sensing 51% Intuition 49% Thinking 23% Feeling 77% Judging 31% Perceiving 69%

49. Sensing-Perceiving Learning Styles 28% • 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 © Otto Kroeger Associates 1998

50. Intuitive-Feeling Learning Styles 41% • 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 © Otto Kroeger Associates 1998