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Nadija Anin, Careers coordinator

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1 Nadija Anin, Careers coordinator


3 1.The Pathway Planning Process 2.Tertiary outcomes 3.The CFT Program 4.Classroom Strategies 5.Career Education Resources Today’s presentation:

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 BELONGINGLEARNING

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/behaviours for “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 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

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

14 Year 12 Destinations by LLEN and by Gender Glenelg Southern Grampians Smart Geelong Region 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 UNIVERSITY (n=636) still in study or training (n=578) not in study or training (n=58) Original course (80%) changed course (9%) TAFE/VET/APP (2%) 9% 91% Note: Data do not include deferrers not in study or 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%)

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: 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

28 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

29 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)

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

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

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

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: B B usiness S S cientific C C reative P P ractical O O utdoor EP E ople contact FO F fice

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 234 students have aptitude for courses with some theoretical component (TAFE / University) Group 36 students have a fair chance of success VCE & are likely to seek TAFE program Group 42 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 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

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

49  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

50  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

51  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

52  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

53  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:

54 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.

55 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.

56 Career Education Resources

57 Career Education Resources 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 or Tel: +613 9941

58 The Career Counselling and Coaching Workshop Professional Career Counselling Qualifications 1.5 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 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 or Tel : +613 9941

59 TBQ Magazine and The 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

60 Online Resources TBQ Magazine The Big Question (books) Learning Centre CFT Extranet 5 day accreditation

61 Interactive Learning Centre Free use of online quizzes, articles, industry profiles etc.


63 And so… “...The best way to get to where you want to go is to plan ahead…”

64 For any questions Success is a journey – take the fast track! Contact: Nigel Phillips Careers Fast Track T: +613 9941 3104 E: W:

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