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The Careers Leader Handbook

The Careers Leader Handbook. A one-day masterclass David Andrews Tristram Hooley. 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

  2. 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/

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

  4. Programme for the day

  5. Programme for the day

  6. So why this handbook and why now?

  7. The Careers Strategy

  8. A new statutory basis p.23

  9. Amendment to the School Information Regulations From 1 September 2018 schools are required to publish: • the name, email address and telephone number of their Careers Leader • a summary of the careers programme • how the school measures and assesses the impact of the careers programme on pupils • the date of the next review of the information published

  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. 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

  14. The Benchmarks

  15. 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

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

  17. Programme for the day

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

  19. The jobs of careers leadership p.133

  20. History of the role Careers Teacher Head of Careers Careers Coordinator Careers and PSHE/WRL Co-ordinator IAG Manager Careers Leader p.129

  21. The role of school staff in careers

  22. Careers roles in schools p.128

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

  24. Careers leadership in colleges • more likely, particularly in larger, multi-campus FE colleges, to have a ‘careers leadership team’ with: • a distributed approach to operational leadership • a strategic leadership role in SLT • in smaller FE colleges, and most sixth form colleges, there may be a single careers leader p.132

  25. 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)

  26. Programme for the day

  27. And so we all need different kinds of support Our careers are unique

  28. Image from https://www.deviantart.com/moxie2d/art/STARDUST-Fight-stances-610956899 Stances • Independent • Impartial • Transparently partial • Offering multiple perspectives • Fostering criticality p.44

  29. Challenging stereotypes

  30. Equality and diversity audit Equality Strands p.46

  31. p.51

  32. Keeping good records • Whether students have met employers and which employers they have met. • Which workplaces or post-secondary learning providers they have visited. • How many careers interviews they have had and information about what was discussed in these interviews. • Their participation in any online career learning. • What experiences of the workplace they have participated in. • Whether they have a part-time job. • What extra-curricular activities they are involved in. p.53

  33. Effective data management Permission. Students should know what information you are keeping on them and they and their parents should have given you permission to hold this information. Accuracy. Information that you keep on students should be accurate and not misrepresent them. Retrievability. Students and their parents should be able to gain access to the information held on them to allow them to check its accuracy and see what information is held about them. p.54

  34. Tracking p.55

  35. In summary • Benchmark #3 is about making sure that your programme works for ALL your learners. • You need to • Avoid stereotyping and respect difference • Think about the needs of learners with SEND • Keep good records and track your students • As the careers leader it is your job to notice who is being left out.

  36. Programme for the day

  37. The Benchmarks and careers education

  38. 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

  39. Careers education: skills and knowledge

  40. Curriculum planning cycle p.62

  41. Careers education: models KS3 & KS4 p.67

  42. Careers education: models Post-16 • part of a tutorial programme • part of a separately timetabled enrichment programme • a series of events • integrated into a main course p.68

  43. Section 2, Chapter 2.4: additional materials Resources • Research evidence on impact of careers education on young people • Careers education frameworks • 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)

  44. 2.4C: proforma for reviewing curriculum organisation for careers education Discussion Careers leaders • How might you use this tool in your school or college, 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?

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

  46. Linking subject teaching to careers Discussion • What strategies have you employed to engage with subject teachers and course leaders?

  47. Programme for the day

  48. Programme for the day

  49. The role of careers leader: Leading • Leading the team of teachers, administrators, external partners and others who deliver the careers programme • Advising senior leadership on policy, strategy and resources • Reporting to senior leaders and governors • Reviewing and evaluating the careers programme • Preparing and implementing a careers development plan • Understanding the implications for career guidance of changes in education, training and the labour market • Ensuring compliance with legal requirements to provide independent career guidance and access to providers of technical education and apprenticeships p.137

  50. The role of careers leader: Managing • Planning schemes of work for careers education and other activities • Briefing and supporting teachers delivering the careers programme • Monitoring teaching and learning in careers education and delivery of the careers programme • Supporting tutors providing initial information and advice • Managing the work of the careers adviser and other staff, including the careers administrator • Monitoring access to, and take up of, career guidance • Managing the careers budget • Managing own CPD and supporting CPD forthe careers team p.148

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