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Nadija Anin, Careers coordinator [email protected]
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: [email protected] W: www.careersfasttrack.com.au