Promoting a K-12 Career Development Culture in Schools & Colleges

1. Promoting a K-12 Career Development Culture in Schools & Colleges Power Point compiled by Dr Peter Carey

2. How Do We ‘Create’ the Culture? WA Guidelines for Career Development Services and Transition Support Services Career development in schools needs to: • be a “whole school K-12 approach”. It is the responsibility of all teachers not just the Career Development Practitioner. • have the support of the school’s Leadership Team • Be seen as an important education goal of the school. • be part of the school’s ongoing strategic planning and evaluation- have adequate resources allocated to provide essential services and information products KEY PRINCIPLES The Australian Blueprint for Career Development(ABCD) and the Employability Skills Framework are significant tools for implementing a career development culture in the school setting. Fundamental to creating a career development culture in schools is transition planning. Transition planning has three main elements: Individual Pathway Plans – a Transition Portfolio – an Exit Plan

3. WA Guidelines for Career Development Services and Transition Support Services Essential Career Development Services in schools: • Transition Support: Individual Pathway Plans (IPPs), a Transition Portfolio and a Exit Plan • Follow-up Support • Career Development Support • Career Education • Enterprise Education • VET in Schools (VETiS), Workplace learning and Vocational Education • Career Information, Guidance and Counselling • Placement or Referral • Access and Equity- Individual Support Approaches • Monitoring and Tracking • Mentoring

4. What is Career Development? • Career Development is the “process of managing life, learning and work over the lifespan”. • It is the acceptance of the notion of life long learning. • (Wolf & Kolb, cited in McMahon, Patton & Tatham, 2003, p. 4).

5. Career Development • Managing life • To be literate and numerate • To feel good about oneself • To be a good corporate citizens • To be an active participant in the community • To be a lifelong learner having an opportunity for psychological success • To be resilient • Manage Learning • To develop learning to learn skills, metacognitive skills … • To develop critical thinking skills • To develop social and personal skills • To navigate the curriculum to achieve WACE- lifelong career choices • To take responsibility for ones learning and career management • Managing Work • Career exploration- IPPs, transition planning and exit plans • Career management skills • Are these the responsibility of ALL teachers?

6. Implementing Career Development The Australian Blueprint for Career Development(ABCD) is a significant tool for implementing a Career Development culture in the school setting from K to 12.

7. The Australian Blueprint for Career Development Three Areas: A: Personal Management B: Learning and Work Exploration C: Career Building

8. Eleven Competencies The 11 Career Competencies are broad goals for career development (A) Personal Management: • 1: Build and maintain a positive self-image • 2: Interact positively and effectively with others • 3: Change and grow throughout life (B) Learning and Work Exploration: • 4: Participate in lifelong learning supportive of career goals • 5: Locate and effectively use career information • 6: Understand the relationship between work, society and the economy (C) Career Building: • 7: Secure/create and maintain work • 8: Make career enhancing decisions • 9: Maintain balanced life and work roles • 10: Understanding the changing nature of life and work roles • 11: Understand, engage in and manage the career building process

9. Split Into Four Development Phases Across The Lifespan • Phase I –students in K- Primary years • Phase II –students middle years (Years 8-10) • Phase III –students in senior years (Years 11-12) • Phase IV –adults

10. Performance Indicators Each phase has performance indicators which progress through a four stage learning taxonomy Acquire Apply Personalise Act Performance indicators are specific knowledge, skills and attitudes that individuals need to develop to achieve a career competency

12. Phase I - Competency 2.1

13. Local Standards describe what individuals will do to achieve a specific performance indicator, how well they need to do it, and the conditions under which they will perform the task LOCAL STANDARDS Local standards can than be developed from each performance indicator to suit local needs • Example Phase IV: career competency for an adult population working with an organisation COMPETENCY 11: “Understand, Engage in and Manage the Career Building Process” PHASE IV CAREER COMPETENCY 11.4: “Manage the career building process”. PERFORMANCE INDICATOR 11.4.11: Revisit your preferred future to determine whether or not it is necessary to modify and/or create new goals and aspirations and adjust your short-term action plans. LOCAL STANDARDS – Within the organisation’s annual review process, employees will discuss their coming year’s plans. This discussion will include at least two references to the employee’s preferred future and at least one reference to the employee’s willingness to modify expectations/plans for the coming year.

14. Example of Local Standard: Local standard for performance indicator 2.1.3 for year 3 students CAREER MANAGEMENT COMPETENCY 2.1: Develop abilities for building positive relationships in life. PERFORMANCE INDICATOR 2.1.3: Identify positive social skills, such as empathy, cooperation, a willingness to help and show respect for others. LOCAL STANDARD: Year 3 students are presented with four school-based scenarios, two showing positive social skills, two showing poor social skills. Students are asked to identify which scenarios demonstrate positive social skills, and to name them. In the scenarios that illustrate poor social skills, students are asked to suggest positive behaviours that could have been used Performance Indicators for Competency 2 at Phase 1: Primary

15. Example of Local Standard: CAREER COMPETENCY 4: Participate in lifelong learning supportive of career goals At PHASE I OF DEVELOPMENT (4.1) this reads as: ‘Discover lifelong learning and its contributions to life and work’. Drill down to target PERFORMANCE INDICATOR: 4.1.7 to: ‘Evaluate your learning habits and study skills and identify those that help you best to learn. Create a LOCAL STANDARD for your school population- Given a celebrity of their choice (e.g., football player, pop star), Grade 3 students will develop and deliver a brief verbal report explaining what might happen if the celebrity stopped putting effort into his or her work. The report must include references to at least two achievements that would be lost, and two abilities that might sustain the celebrity in his or her work. (Personalise) Performance Indicators for Competency 4 at Phase 1: Primary

16. Example of Local Standard: Performance Indicators for Competency 6 at Phase 2: Lower secondary CAREER COMPETENCY 6: Understand the relationship between work, society and the economy At PHASE II OF DEVELOPMENT (6.2) this reads as: ‘Understand how work contributes to the community’ Drill down to target PERFORMANCE INDICATOR 6.2.6: ‘Explore the impact of work on social, economic problems in the community’ Create a LOCAL STANDARD for your school population- Following presentations from 7 local community service options, students will enrol in 1 option for 8 afternoons over one term. At the conclusion of the service learning project, students will write a detailed thank you letter to the organisation and an exposition for their portfolio detailing a) the role and impact of the work of that service organisation in their community and b) their personal experience of community service. (Aquire)

17. Familiarising yourself with the ABCD • Phase IV Competency Statements for adults • Where are you personally? • Which competencies have you mastered so far in the management of your own career path?

18. The Eleven Phase 4 Competency Statements 1.4 Improve abilities to maintain a positive self concept 2.4 Improve abilities for building positive relationships in life and work 3.4 Develop strategies for responding positively to life and work changes 4.4 Participate in continuous learning supportive of career goals 5.4 Use career information effectively in the management of your career 6.4 Incorporate your understanding of changing economic, social and employment conditions into your career planning 7.4 Improve on abilities to seek, obtain/create and maintain work 8.4 Incorporate realism into your career decision-making 9.4 Incorporate life/work balance into the career building process 10.4 Seek to eliminate gender bias and stereotypes in your career building 11.4 Manage your career building process

19. What To Take Away? • Career development is now part of school K-12 strategic planning in WA • Activities from all learning areas can be mapped against Blueprint competencies • Career development for students becomes a whole school approach – all teachers, all students, all year levels.

20. Questions/ Comments