Learning - Center on Education and Work

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Transcript Learning - Center on Education and Work

Nadija Anin, Careers coordinator [email protected]

Today’s presentation:

The Pathway Planning Process Tertiary outcomes The CFT Program Classroom Strategies Career Education Resources

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 LEARNING BELONGING

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

Deb Hull; Process: SAR Mapping Tool) (Research:

• 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/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

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 Year 12 Destinations by LLEN and for Victoria Victoria WynBay Maribyrnong & Moonee Valley Capital City Brimbank Melton 0 20 40 % 60 80 100 University VET Cert IV+ VET Entry-level Apprentice/Trainee Employed Unemployed

Year 12 Destinations by LLEN and by Gender 100 80 % 60 40 20 0 Males Females Brimbank Melton Glenelg Southern Grampians Males Females Males Females Capital City Smart Geelong Region Maribyrnong & Moonee Valley Males Females Wyn Bay South West University VET Cert IV+ VET Entry-level Apprentice/Trainee Employed Unemployed

Labour force status of school completers at March-April (includes both students and non-students – state-wide statistics) Not in workforce 11% Unemployed 20% Part-time work 50% Traineeship 4% Apprenticeship 5% Full-time work 10%

Most common jobs of school completers not in education or training (%) - Females Sales Assistants Food, Hospitality Administration Teaching/Child Care Health, Beauty Marketing/Sales Accounting Gardening, Farming Labourers Welfare/Security Cleaning Media, The Arts Computing & IT Science, Environment 0 5 10 15 20 25 % 30 35 40 45 50

Longitudinal Survey - Destinations of VCE completers who enrolled in University in 2004 91% still in study or training (n=578) Original course (80%) Original course 439 (69%) Changed course 18 (3%) TAFE/VET/APP 14 (2%) Not in study 39 (6%) changed course (9%) Same course as 2005 51 (8%) Changed course 4 (1%) UNIVERSITY (n=636) TAFE/VET/APP (2%) Same course as 2005 8 (1%) Not in study 6 (1%) 9% not in study or training (n=58) 6% not in study or training (n=35) Returned to other study 8 (1%) Returned to university 15 (2%) Note: Data do not include deferrers

Judging a school by its outcomes:

ACCOUNTABILTY

Destination Outcomes “EARNING” “LEARNING” “BELONGING”

2006 School leaver Tertiary Destinations (Lowther Hall) RMIT Uni Swinburne Uni TAFE Deakin Uni Victoria Uni Melbourne Uni Aust Catholic Uni La Trobe Uni Monash Uni

Course destinations 2006 VCE students Visual arts Psychology Pharmacy Health Sciences I.T. Science Music Architecture Business Arts Commerce Engineering Law Fashion

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:

Engage and Assess Portfolio Training Individual Counselling + Planning Resources that support a whole school approach 1.

TBQ Magazine The Big Question Books My School Passport My Career & Subject Planning Guide Interactive Website

The Careers Fast Track Program

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

Career Related Assessments Assessments Used at Lowther Hall

Personality based (Jungian) Career Interest Profile Values Personal interests Allwell testing Current performance (school assessments)

Easy and valid for middle school students upwards

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

Personalised Career Portfolio

Uses MBTI typing:

E…………….I

S…………….N

T…………….F

J…………….P

E

xtravert -----------

I

ntrovert

Where do I focus my attention?

Outgoing Energised by outer world Act then reflect Contemplative Energised by inner world Reflect then act

E

xtraverted &

I

ntroverted Types

•

’ s: Sometimes mistake the ‘quiet reflection’ of an Introvert as agreement or that they an opinion. So don’t have

’s often feel the need to fill in the quiet - with more talk.

•

’s: Sometimes think that extroverts will have the same level of deep understanding of an issue as they do – because it is obvious.

Sensing ------------- i

tuition

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

i

tuitive &

ensing Types…

’s: A frequent mistake that i

tuitive 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

ensing type.

’s: A frequent mistake that

ensing types can make when communicating with i

tuitives about change can be to stifle creative thinking by detailing too many existing facts and specifics.

hinking -------------

eeling

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

hinking type is to move too quickly to logical analysis and solutions without giving consideration to the people issues due • A frequent mistake of the

eeling type is to take offence

udging -------------

erceiving

Comes to closure asap Planned + Ordered Waits for as much info as possible Flexible + spontaneous

The Careers Fast Track Program Identifies Career Interests:

B

usiness

S

cientific

C P O E F

C

reative

P

ractical

O

utdoor P

E

ople contact O

F

fice

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…

Up to 6 validated career pathways from counselling Personalised Action Plan the student needs to implement Employability Skills Development Plan

Personalised Pathway Plan

Pastoral Care Teacher or Personal Mentor Pathway Options and intended learning outcomes Support Network Identified 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 Group 3 Group 4 34 students have aptitude for courses with some theoretical component (TAFE / University) 6 students have a fair chance of success VCE & are likely to seek TAFE program 2 students demonstrate very poor academic performance; alternative VCE program suggested leading to TAFE certificate entry

Classroom

Strategies

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

Classroom

Strategies Technical Assist students to explore careers aligned with subject Assist student to develop employability skills Record and document student progress Interpersonal Self-Management 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

Insight Game – Personality

(Sample of 66 students)

Extraversion 73% Introversion 27% Sensing 51% Thinking 23% Intuition 49% Feeling 77% Judging 31% Perceiving 69%

Sensing-Perceiving Learning Styles 28%

      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

Intuitive-Feeling Learning Styles 41%

    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-Thinking Learning Styles 8%

     Interested in principles and logic Enjoy developing own ideas Technology appeals to them Need constant success experiences Constantly escalating standards on self and others

Sensing-Judging Learning Styles 23%

     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”

In conclusion

10A are a mix of:



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

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%):

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 Education

Resources

Career Education

Resources

A whole school approach 1.

Career Counselling and Coaching Program 2.

TBQ Magazine 3.

The Big Question Books My School Passport My Career & Subject Planning Guide Interactive Website

The 5 day training program + resources See www.careersfasttrack.com.au

or Tel: +613 9941 3104

The Career Counselling

and Coaching Workshop

Professional Career Counselling Qualifications

5 days accelerated program Comprehensive Training Manual All templates, resources and tools valued in excess of $450 Accreditation to use all instruments Complete online career management system 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 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 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

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 Contact: Nigel Phillips Careers Fast Track T: +613 9941 3104 E: [email protected]

W: www.careersfasttrack.com.au

Success is a journey – take the fast track!