Presentation on theme: "Career Education Benchmarks: Year 7 and 8 A set of quality benchmarks to improve career development in New Zealand schools with Year 7 and 8 students."— Presentation transcript:
Career Education Benchmarks: Year 7 and 8 A set of quality benchmarks to improve career development in New Zealand schools with Year 7 and 8 students
“The OECD has recognised that career services are necessary for effective transition systems. It notes that career management skills are an essential literacy alongside other literacies for successful transitions into and from education, training and work.” - Career Guidance and Public Policy Bridging the Gap 2004 Report The importance of career development in schools
The benchmarks will provide… A framework for: high quality, consistent, sustainable career development programmes supporting students to make successful transitions competencies that enable students to self manage their life and work.
Why do we need a framework? The changing nature of careers… R:\Operations\Capability building From: Decision guidanceTo: Career development guidance Linear, single destination orientation – help people to make an informed decision Dynamic, change, growth orientation – help people to learn to live well as citizens What do you want to be when you grow up? Separation of paid work from rest of life Who might you become? What kind of life do you want? Paid work and life roles connected Choose a career Making a living Create a career Making a life
The Benchmarks will… Enable a common understanding of good practice for effective career education Provide a self review tool for schools to evaluate, identify specific areas to focus on and forward plan to develop their career development programmes and services Provide those who are supporting schools with a framework to focus their work Promote engagement and discussion about a vital part of the education system
Who are they for? Boards of Trustees Principals School senior leaders Teachers Career development staff in schools The benchmarks can be used by: Organisations who work with schools (eg. Careers New Zealand, Education Review Office, Ministry of Education, and other professional career development agencies)
Where do the benchmarks fit? National Administration Guidelines Objective of career education Career Education Benchmarks What good practice looks like Career Education Guidelines How to go about career education
Part of a suite of benchmarks for the sector: Year 7 & 8 Under development Secondary Published October 2011, in use in schools around NZ Tertiary Developed: Launch pending The Year 7 and 8 Benchmarks are the final set in a suite of three written for the education sector
Timeline for development Jul – Aug 2012Working draft developed Sep 2012Road-test in individual schools and school clusters across New Zealand Feedback sought from the sector and interested parties Oct – Nov 2012Finalise benchmarks based on feedback T1 2013Publish and launch benchmarks Schools using the benchmarks
Evidence base National and international research and evidence has informed the benchmarks A number of leading career development and education experts have provided expertise and/or advice throughout the development process
Introducing the project team The Year 7 and 8 Benchmarks project was: Led by Dale Bailey, Odie Johnson, Jackie Fowke and Mitch de Vries Developed with input and advice from across the education sector Overseen by an External Reference Group of education sector and industry representatives
School Trustees Association NZ Principals Federation NZAIMS NZEI Career Development Association of New Zealand (CDANZ) External Reference Group Auckland University of Technology Nelson/Marlborough Institute of Technology Te Wananga O Aotearoa NZ Council for Educational Research Representatives from the following organisations were on the External Reference Group:
The Brief The brief for the development of the benchmarks was to ensure that they are: Cutting edge Aspirational Future focused World leading
The framework of the benchmarks Student career management competencies are at the heart – these are the competencies that our students must have developed to enable a successful transition to Year 9. They are outcomes. The other three dimensions are the inputs that are required to enable all students to develop these competencies.
Unpacking the Benchmarks: The layers are: dimension, category, sub category, benchmark statement For the student career management competency dimension, there are two possible placements for each sub category – competent and highly competent For each of the remaining dimensions, there are four possible placements for each sub category – from ‘ineffective’ to ‘highly effective’ The following slides will unpack the dimensions and categories to show you the overall framework. From there, go to the Benchmarks document to read the detail
Key dimensions for effective career development SStudent career management competencies The development of capability to self-manage their life and learning, and to enable them to successfully transition to secondary school LLeadershipSound leadership creates a climate for whole school approach to career development. PProgramme delivery High quality career development programme that is consciously embedded within the schools year 7 and 8 curriculum TTransition to secondary school A planned, co-constructed and inclusive approach to the transition of year 8 students to year 9
Summary tables The next four pages show the structure of the dimensions, each unpacked with their category statements.
Structure of student career management competencies benchmark Dimension Sub-category CompetentHighly Competent Sub-category descriptor The competent column is shaded as it is intended that you start by reading these descriptors first. The descriptors in the highly competent column are additional.
Student career management competencies Categories for student career management competencies S1Stronger awareness of self, how they relate to others & their potential for development. Recognize how they can apply these to their lives & the lives they aspire for themselves. S2Identify future possibilities & opportunities available to them in life, learning & work, Have access to accurate career information and technology S3Beginning to understand the consequences of their choices & decisions. Recognize need to identify all available options for making informed choices in planning their next steps. S4Able to make flexible life, learning & work plans and goals. Have capabilities to seek & secure opportunities & are adaptable & responsive to change.
Structure of benchmark input dimensions: Dimension sub-category IneffectiveAdequateConsolidating effectiveness Highly effective Sub-category descriptor The Leadership, Programme delivery, Transition to Secondary school dimensions are structured as below. The ‘Adequate’ column is shaded as it is intended that you read this first and then move to the left or right depending upon your school’s position
L. LeadershipP. Programme DeliveryT. Transition to secondary school L1. Active and committed leadership drives the school’s vision for career development and ensures its forward direction. The school has a comprehensive, future focused plan for the development of Student Career Management Competencies and these are integrated into teaching and learning strategies. P1. Documentation demonstrates that there is a school- wide career development programme that provides innovative and diverse opportunities for students to develop and demonstrate the key competencies described in the New Zealand School Curriculum. There is evidence of a cohesive, coordinated approach to build Student Career Management Competencies through career education across all curriculum areas of the school. T1. Transition processes between Year 8 schools and Secondary School. Systems and procedures are well established with clear and open communication and planning to ensure students experience a smooth transfer to secondary school. The application and enrolment processes and Orientation activities are well structured, advertised widely and designed to encourage maximum participation. L2. Career Development Programme. There is a strategic, planned approach to career development which is led by a member of the school’s senior leadership team and may include a career specialist. The role of the leader is clearly defined as are the roles of the career development team and all other staff. P2. The Career Development Programme is modified and improved through information, data analysis, review and evaluation. It is enriched by incorporating new approaches and opportunities to meet the identified, specific career development needs of students. T2. Transition to Secondary School between Year 8 School and Student. Planning and preparation for transition is established and clearly outlined in the schools career development programme. Orientation opportunities and activities are strategically timetabled, advertised widely, and evaluated and modified regularly. L3. School leadership provides the information management systems, professional support and resources to ensure that the development of Student Career Management Competencies meets the needs of all students. Career development resources are used strategically to ensure the successful transition of all students to life, learning and work. P3. Families, whanau and community are actively involved in supporting student career development and the whole school community are active partners in the process. Networking and network development, both formal and informal, and personal connections are evident and are on-going activities: they are used as a “source of shared learning, knowledge production and knowledge management” 7 to promote equality of opportunity, celebrate diversity and challenge stereotypes. T3. Transition to Secondary School - interaction between Year 8 School and family, whanau and community. Students and parents are supported in the planning and preparation for secondary school. Systems and procedures are well established with clear and open communication and planning to ensure students experience a smooth transfer to secondary school. The application and enrolment processes and Orientation activities are well structured, advertised widely and designed to encourage maximum participation. Input dimensions and category statements
Delving into the Benchmarks The next step is to go to the Year 7 and 8 Benchmarks web page on the Careers New Zealand website: and download the Benchmarks document »You can provide feedback on as many dimensions as you wish. »Give your feedback using the link on the Year 7 and 8 Benchmarks web page. This is the only way we are collecting feedback. Feedback is open until 5pm Sunday 30 September