CAREERS ADVISERS ASSOCIATION OF NSW & ACT INC

Transcription

1 CAREERS ADVISERS ASSOCIATION OF NSW & ACT INC FRAMEWORK FOR CAREER EDUCATION & THE ROLE OF A CAREERS ADVISER IN NSW & ACT SCHOOLS December P a g e

2 The Careers Advisers Association of NSW & ACT Incorporated (ABN ) ( CAA ) does not guarantee suitability, fitness for purpose, accuracy or completeness of information contained in this document, including information provided by contributors or third parties at any particular time. You must accept sole responsibility associated with the use of any information or material contained in this document. CAA does not give any warranty or provide any representations as to the accuracy, reliability or completeness of information which is contained in this document and does not accept any liability for any error or omission or for any resulting loss or damage suffered by you or any other person. CAA does not recommend, promote or endorse any products, services, tertiary providers, private providers, registered training organisations, courses or any other resources or providers which are referred to herein and the lists of same within this document are in no way an indication that these are all of the available resources/providers/services in any particular listed category. There is a multitude of resources, websites, tertiary providers, etc. available and the lists provided in this document in no way contain all of those available and/or in existence. It is the responsibility of the user to verify and evaluate the suitability, fitness for purpose, accuracy and completeness of any information, products, resources, services and providers listed in this document. Before implementing a Careers program and services within your school, please ensure you have the approval of your school Principal and have complied with the requirements of applicable governing and/or regulatory bodies. All materials in this booklet are copyright to the Careers Advisers Association of NSW & ACT Inc. and can only be used for personal purposes by the owner of this book. This book must not be copied and distributed for whatever means without the express written permission of the Executive of CAA. 2 P a g e

3 Contents 1. BACKGROUND REGULATORY BODIES... 4 NSW Department of Education & Communities... 4 ACT Education & Training Directorate... 5 Catholic & Independent Schools... 5 The Career Industry Council of Australia... 5 The Careers Advisers Association of NSW & ACT Inc PROFESSIONAL STANDARDS... 7 Australian Professional Standards for Career Development Practitioners... 7 ACT Teacher Quality Institute... 7 NSW Education Standards Authority (NESA) CAREERS ADVISERS AS PROFESSIONAL PRACTITIONERS... 8 Code of Ethics... 8 Continuing Professional Development (CPD)... 8 Accountability CAREERS SERVICES AND CAREER EDUCATION PROGRAMS Objectives of Career Education in High Schools Key Concepts that Underpin Career Programs Outcomes of Career Education GUIDELINES FOR CAREERS PROGRAMMING Australian Blueprint for Career Development CAA s Framework for Career Education & the Role of a Careers Adviser in NSW & ACT Schools THE ROLE OF THE CAREERS ADVISER QUALITY SCHOOL SUPPORT OF THE CAREERS ADVISER S ROLE Facilities Resources Finance APPENDIX A P a g e

4 1. BACKGROUND The Australian, State and Territory Governments agree that when Career Development programs and interventions are planned, they assist young people to gain knowledge, skills, attitudes and behaviours to make sound decisions and to effectively manage and design their own career path. NSW and ACT Career Advisers are entrusted to develop and implement a comprehensive and planned program of learning experiences in education and training settings that assist students to make informed decisions about managing their life, learning and work over their lifespan. Strategic partnerships and collaborative effort between Governments, and qualified Career Development Practitioners, as represented in Associations such as the Careers Advisers Association of NSW & ACT ( CAA ), are recognised and acknowledged by Government and practitioners alike as crucial in the process of helping people to transition successfully between learning and work roles that support family and community responsibilities. In 2013, the Australian Government launched the National Career Development Strategy which sets out high level goals and guiding principles, and clarifies the roles and responsibilities of the Australian Government, State/Territory governments, schools, business and industry, and the Career Development sector. This document provides information on the various requirements, guidelines and resources available to assist with developing a Careers Program, as well as the role of a Careers Adviser in delivering quality Careers education to high school students. 2. REGULATORY BODIES There are a range of regulatory bodies who all have a role to play in assisting Careers Advisers with the development and delivery of a quality school-based Careers program. The key requirements and resources are addressed below. NSW Department of Education & Communities If you are a Careers Adviser in a NSW Department of Education & Communities ( DEC ) high school, DEC policies and procedures apply to you They can be found on the staff portal under the Policy Library. The key policies and resources that align with a Careers Adviser s work in NSW are: Workplace Learning Policy and Implementation Documents Workplace Learning Procedures and Standards Incident Reporting Policy Record keeping Senior Pathways and VET Programs for Secondary Schools Essential information Careers Adviser Code of Conduct. Mandatory Reporting Working With Children Check NSW Institute of Teachers This is not an exhaustive list, there are other policies and procedures which you may need to be aware of. Check with your school or DEC representative for more information. 4 P a g e

5 To qualify as a Careers Adviser in the NSW Department of Education and Communities, you must be qualified as a secondary teacher and have completed an approved course of study in Career Education. To qualify as a secondary teacher, you will need to complete a course of study that meets the NSW Education Standards Authority (NESA) requirements. Details are available at A course of study in Career Education may be undertaken through either Undergraduate studies or a combination of Undergraduate and Postgraduate studies. Several higher education institutions offer an approved course of study, such as a Graduate Certificate in Career Education. ACT Education Directorate The ACT Department of Education and Training has the Education Directorate (ACT ED) which has a number of policy and procedural documents that apply to Career Advisers in all ACT schools. These include: ACT ED Transitions and Career Development Policy (currently under development) o Transitions Procedures and Guidelines o Career Development Procedures and School Career Adviser Guidelines ACT Pathways website ACTED Work Experience Policy and Guidelines Australian School-based Apprenticeships Schools Guide Critical/Non-Critical Incident Management and Reporting policy and procedures Education Act 2004 o Education Participation Attendance at ACT Public Schools/ Non Government Schools Education options Exemption Certificate Non Compliance Post Year 10 Alternatives Excursions Policy Records Management Policy Students with Disability: meeting their educational needs Volunteers and Visitors Policy Code of Professional Practice and Conduct for teachers Working with Vulnerable People Teacher Quality Institute Catholic & Independent Schools If you are a Careers Adviser in a Catholic high school, the Catholic Education Office in your Diocese will have produced policies and procedures which would apply to you. For Careers Advisers in high schools who are classified as Independent, their policies and procedures may be produced by an equivalent Independent Schools body or the school itself. For both Catholic and Independent schools, check with your school for more information on the policies which apply to you as a Careers Adviser. The Career Industry Council of Australia The Career Industry Council of Australia ( CICA ) Inc was established in 2001 as the National peak body representing not-for-profit Career Practitioner organisations. CICA s vision is to promote a Career Development culture within the Australian community and it has committed itself to work to: 5 P a g e

6 Consult and collaborate with relevant stakeholders; Enhance collegiality within the Career industry to achieve agreed goals; Build strategic partnerships with stakeholders and policy makers; Develop community awareness of the concept, benefit and value of Career Development and Career Education in schools; Promote professional standards and practice within the Career industry; Enhance relationships within the local, National and global career development community. The Careers Advisers Association of NSW & ACT is a founding member of CICA. The Presidents of member Associations, or their nominees, are the Associations representative on the Council. CICA is responsible for implementing the Australian Standards for Career Development Practitioners. For more information on these standards, see section 3 of this document. The Careers Advisers Association of NSW & ACT Inc Established in 1976, the Careers Advisers Association of NSW & ACT Inc ( CAA ) is the professional Association representing Career Education and Careers Advisers in Government, Catholic and Independent High Schools in NSW and the ACT, as well as other Career Development Practitioners working in associated fields. The Association has an important role to play in fostering partnerships between key stakeholders to promote the Association s vision and the uptake of professional qualifications as well as ensuring the Association s members continue to meet the Australian Professional Standards for Career Development Practitioners. CAA s mission is to promote and advocate Career Education as a central and vital part of schooling, and to support Career Development Practitioners as they assist young people to possess the skills, knowledge and capabilities to manage their career throughout life to support their individual wellbeing, participate in the workforce and contribute to Australia s productivity. The objects of the Association are to: Encourage interest in Career Education, as a specialised field within Career Development, and to stress its significance in contemporary society. Emphasise the importance of the work of school Careers Advisers and to protect and promote their status as professional Career Development Practitioners specialising in Career Education. Ensure that Career Education within, across and supplementary to the curriculum, is recognised as a central and vital part of schooling. Encourage the development, interchange and dissemination of ideas, career information, career guidance and career counselling techniques. Work and cooperate with all other groups and agencies which share an interest in Career Education. The Association plays a vital role in the maintenance of professional standards for Careers Advisers by enforcing the Australian Standards for Career Development Practitioners in NSW and ACT. 6 P a g e

7 3. PROFESSIONAL STANDARDS Australian Professional Standards for Career Development Practitioners The Career Industry Council of Australia ( CICA ), supported by the Australian Government, developed and published the Australian Professional Standards for Career Development Practitioners ( Professional Standards ). The Professional Standards were developed from 2007 and were effective from 1 January The publication of the Professional Standards represents a landmark in the history of Australian Career Development and a benchmark for Career Development Practitioners. The Professional Standards: Recognise the diverse skills and knowledge of Career Practitioners; Guide Practitioner entry into the industry; Provide a foundation for designing Career Practitioner training; Provide quality assurance to the public and other stakeholders by ensuring recognised Career Development Practitioners have completed suitable training; Establish a benchmark against which Career Practitioners can be assessed, evaluated and judged; Require Career Practitioners to undertake continuing professional development. A copy of the Professional Standards is available at ACT Teacher Quality Institute A Career Adviser in an ACT school must be able to demonstrate that they have met the additional experience and proficiency requirements at the Proficient Level of the Australian Professional Standards and be registered with the ACT Teacher Quality Institute. A Career Adviser in an ACT school must obtain a Working with Vulnerable People (WwVP) general registration. This can be obtained from the ACT Office of Regulatory Services (ORS). NSW Education Standards Authority (NESA) From 1 January 2018, every teacher in NSW needs to be accredited to teach in a school or early childhood service. All teachers can access the latest information on Accreditation requirements on the NESA website at the following links Please note: It is important to regularly check the NESA website as this information may change. 7 P a g e

8 4. CAREERS ADVISERS AS PROFESSIONAL PRACTITIONERS Code of Ethics As professional practitioners, school Careers Advisers will exercise their role and execute their responsibilities in accordance with the Code of Ethics adopted by the Career Industry Council of Australia Member Association to which they belong. The Careers Advisers Association of NSW & ACT ( CAA ) has a Code of Ethics which is compliant with the Professional Standards for Australian Career Development Practitioners, and members of CAA are required to comply with this. NB: All Careers Advisers in NSW DEC are required to adhere with the NSW DEC Code of Conduct and Statement of Ethics, which has a strong alignment with the Professional Standards for Australian Career Development Practitioners All Careers Advisers in ACT schools are required to adhere with the ACT ED Code of Conduct Catholic and Independent schools will also have a Code of Conduct that Careers Advisers in those schools must adhere to, Continuing Professional Development (CPD) As for teachers and other professionals, on-going professional development is necessary for school Careers Advisers to remain current in the profession and comply with NESA Teacher Accreditation or the ACT Teacher Quality Institute. The Careers Advisers Association of NSW & ACT Inc., Professional Development Policy requires its members to complete 15 hours of relevant professional development each calendar year. The dynamic, cross-curricular and lifelong learning nature of Career Education requires the Careers Adviser to update knowledge and skills regularly through such things as: Attendance at, and/or participation in, CAA activities such as the Annual Conference, skill development programs, professional development workshops, and seminars (whether in person or online); Attendance at, participation in, development of, or delivery of CPD seminars, programs or workshops which directly relate to Career Development theory, communication skills, ethical practice, diversity, information and resource management, assessment, counselling, program delivery, working with people with disabilities, or employer liaison (whether in person or online); Academic study in the field of Career Development beyond the entry level qualifications; Writing, editing or presenting of professional papers and/or journal articles (peer reviewed), or contributions to books (not self-published), including material to CAA Website or Journal; Developing quality curriculum-based or supplementary Career Education programs or resources; Engaging in professional supervision and professional mentoring; Attending university, private RTO, UAC and TAFE institute information days/seminars OR equivalent accessing of online and other information for these organisations; Attending industry visits or online/library research of industries/businesses; Reading professional publications and journal articles OR equivalent reading of online/web-based professional material; Research activities including researching labour market trends, youth issues and other relevant Career related areas; 8 P a g e

9 Attendance at meetings of the CAA Executive Committee and/or Sub-Committee, your Local Career Network, career development advisory bodies, and other relevant committees; Presenting at a Careers conference and CAA approved professional development days; Organisation of Careers expos/markets or similar for students. Involvement in such activities and events permits the Careers Adviser to: Upgrade professional knowledge and skills; Enable interchange and interaction with fellow professional colleagues; Upgrade their professional knowledge of the world of work and of tertiary study and training options available; Update information on industry changes and post-school courses of study and training; Update and expand knowledge of new, relevant technology; Maintain their accreditation under the Australian Standards for Career Development Practitioners. Accountability Career Education is by nature cross-curricular and connected to parents and the wider community. Therefore, the Careers Adviser ought to be accountable directly to the Principal; or else to a senior Executive staff member who is knowledgeable in Career Education as well as curriculum development and implementation. The Careers Adviser should maintain an annually updated and evaluated record of the Career Education Program which identifies all the various curriculum and co-curricula Career Education/development programs, activities and events coordinated, facilitated and/or provided in any year with a view to meeting the Career Education outcomes of the curriculum and the school. Appropriate supporting documentation and records should also be maintained. NSW DEC Careers Advisers undertake the Teacher Assessment and Review Schedule (TARS) each year, usually with their allocated Head Teacher. The discussion focuses on their professional goals for the following year and other details that relate to their position and negotiated role in the school. Careers Advisers in Catholic and Independent sector schools undertake yearly reviews as per their school or sector requirements. ACT public schools Careers Advisers undertake the Professional Pathways. Professional Pathways is the performance management and development framework for ACT public school teachers and School Leaders B and C. Professional Pathways support the continuous improvement through effective goal setting and evidence-based feedback. 9 P a g e

10 5. CAREERS SERVICES AND CAREER EDUCATION PROGRAMS A Career Development service is defined as any individual or group activity facilitated by the presence and guidance of an instructor/leader/practitioner, whose object is to assist individuals of any age and at any point throughout their lives to make educational, training and occupational choices and to manage their careers. (CICA, (accessed August 2012), Guiding Principles for Career Development Services and Career Information Products, p3, July 2007) Careers Advisers play a key role in a school s Career Development service. They are the skilled teacher in the school that should be most current and proficient in the area of Career Development. Students career development should be a whole of school responsibility, managed by a team ensuring organisational knowledge, practice and memory. Career Education is the development of knowledge, skills and attitudes through a planned program of learning experiences in education and training settings which will assist students to make informed decisions about their study and/or work options and enable effective participation in working life. Career Education, is one of a number of strategies that support school students career development. Career Education can be delivered as a discrete curriculum (eg Work Education) and/or delivered as a cross-curricular approach. Career Education is one of many potential strategies implemented within the Career Development service. Objectives of Career Education in High Schools Career Education programs and Careers services aim to meet the needs of students by: encouraging students to value and actively engage in their learning and develop individual pathway plans; providing students with a range of opportunities to develop appropriate skills and knowledge to effectively manage their own career development; presenting general Career guidance and support at key transition points during secondary schooling; providing comprehensive and current information regarding learning and work opportunities (including local opportunities). Key Concepts that Underpin Career Programs It is important to be aware of the phases of Career Development in relation to students, and to your activities, ensuring these aspects are covered in your program. Students move through the following Career Development phases as defined in the Australian Blueprint for Career Development ( ABCD ): Personal Management Learning and Work Exploration Career Building Most school based Career Practitioners will be involved not only in counselling sessions but also in the preparation and delivery of Career or Work Education Programs. These programs will vary from school to school depending on the amount of time allocated to the program, the subject area responsible for the delivery of content, and the number of personnel assigned to the program. Outcomes of Career Education The specific provision of a Career Education Program in schools that integrates all these strategies: Enables all students to relate the knowledge, skills and attitudes they gain through the formal curriculum and co-curricula activities, and through life experiences, to their personal Career Development planning and career choices; 10 P a g e

11 Promotes greater equity by ensuring that all students become aware of the full range of school and post-school options and develop the capacity to make informed career decisions and manage transitions. Student Focused Career Development Services (This list is by no means definitive. What can be undertaken will be dependant on the time allocation and school specific student needs) Career Education Work Studies (Year 9 and 10), Pathways to Work and Learning (Year 11 and 12) Pathways Planning Transition classes/programs School-based Career Education Programs Career Education lessons within the Australian Curriculum Vocational Learning Vocational Education and Training Career exploration Career information Career advice / Career guidance / Career Counselling Transition services and programs Work Experience Internships Shadow days Industry visits Volunteering Structured Workplace Learning Flexible Learning Options Work-based programs and activities e.g. paid and unpaid work Vocational Learning Australian School-based Apprenticeships (ASbA) Careers Expos Career excursions School Career Information Centres, websites, newsletters and s Myfuture Websites e.g. Skills Road University/College/TAFE/Industry/Organisation Open Days Job Outlook ( ) jobactive ( ) Industry workshops / excursions Bullseye Posters Guest speaker presentations School Career Markets ACT Pathways website ( ) Job Guide Individual counselling Small group career counselling Referral ATAR interviews Workshops Pathways Planning Flexible Learning Options Transition programs Approval Statements / Exemption Certificates Transition interviews A more detailed selection of activities is available in Appendix A 11 P a g e

12 6. GUIDELINES FOR CAREERS PROGRAMMING There are some reference guides that school based Careers Advisers should be utilising when preparing to develop a Career Education program for their school community. These documents include: The Australian Blueprint for Career Development; CAA s Framework for Career Education and the Role of a Careers Adviser in NSW & ACT Schools; DEC, ACT ED, Independent and Catholic school regulatory bodies may also have guidelines which are relevant to you. Australian Blueprint for Career Development Released in 2003, the Australian Blueprint for Career Development ( the Blueprint ) is a framework for designing, implementing and evaluating Career Development programs for young people and adults. At its core, the Blueprint identifies the skills, attitudes and knowledge that individuals need to make sound choices and to effectively manage their careers. The Blueprint has multiple goals but its primary aim is to have users work with a National framework of Career competencies to create comprehensive, effective and measurable Career Development programs which help Australians to better manage their lives, learning and work. The Blueprint can be used by anyone responsible for designing, implementing or reviewing programs or products that facilitate the career development of individuals. Its processes can help to identify all the activities that are already facilitating the career development of individuals, and those that may be missing. The Blueprint has been used in primary schools, high schools and post-secondary education institutions including TAFE and other training organisations, and universities. The Blueprint also supports the Career Development activities of employment service providers, disability service providers and public and private sector business organisations. Careers Advisers may use the Blueprint competencies as a basis for: curriculum/course or workshop planning; designing, developing, evaluating and revising Career Education programs; integrating career management competencies across school curriculums; reviewing career information products; developing individual career portfolios. For a copy of the Blueprint, go to CAA s Framework for Career Education & the Role of a Careers Adviser in NSW & ACT Schools This is the document you are reading now, and is produced by CAA as a guide for Careers Advisers in NSW & ACT High Schools to assist in the development of your Careers Programs. 12 P a g e

13 7. THE ROLE OF THE CAREERS ADVISER The responsibilities of a Careers Adviser vary from school to school depending on the requirements of the school and the demographics and needs of students at the school. A qualified and experienced full time Careers Adviser may undertake the activities and possess the knowledge listed in the next few pages, depending on: (a) The requirements of the individual school; (b) Senior executives interpretation of the role of the Careers Adviser in the school; (c) The experience of the Careers Adviser to implement a quality career and transition plan for their school; (d) The formal qualifications, training and continued professional development of the Careers Adviser. Core Elements of a Career Adviser s Role Career Advisers are tasked with leading the delivery of Career Development services within a school setting. This task should be guided by authoritative research and evidence. The Career Industry Council of Australia (CICA) has developed a School Career Development Service Benchmarking Resource (CICA 2014) that provides insights into how schools can benefit from an approach to Career Development that is based on the latest thinking about the nature of careers, and about how to deliver services that more effectively meets school and student s needs. (p4 2014). This Resource itemises four core elements to help Careers Advisers and schools effectively plan for the provision of effective Career Development services. These are: 1. Service aims and objectives 2. Student Focus 3. People and resources 4. Partnerships and community participation These elements are detailed in the table on the following page and can be referenced with the Table on pg. 11 and the information in Appendix A 13 P a g e

14 Core Element Service aims and objectives Define the Career Development Services aims and objectives. Provide input to the school s strategic direction for Career Development Services. Student Focus Ensure that Career Development Service delivery is student focused. Outcome Careers Advisers will document a plan that meets the school s Career Development Service aims and objectives. The aims and objectives are based on identified student and organisational need. They are aligned to, and support the school and sector strategic plans. Careers Advisers will ensure that school Career Development Services respond to student needs. Service and program outcomes need to be defined and monitored. Career Development Services are actively promoted and Careers Advisers use their skills to engage with difficult to reach, disengaged or disenfranchised students who need additional Career Development support. Student focused Career Development Services focus on developing student Career competency as detailed in the Australian Blueprint for Career Development (ABCD). Services include: Career education Career exploration Career information Career advice / career guidance / career counselling Transition services and programs People and resources Ensure the optimal use of resources Partnerships and community participation Build partnerships and community participation Careers Advisers will ensure resources, such as time, designated Career space and technology, are appropriately targeted to meet student need. Information and technology used by the Careers Adviser must be current, contemporary and support the service aims and objectives. Building and maintaining partnerships to support school Career Development Services provides an essential link between schools and the local community. Careers Advisers are required to work effectively with other teaching staff and stakeholders. These stakeholders include: School staff and school community Parents, carers and other significant community members Teachers involved in transitioning students Relevant educational sector departments Post school education and training institutions and agencies Community Service agencies and organisations Organisations and agencies that support students who often experience educational disadvantage including Aboriginal students, refugees, homeless young people and students with disabilities Industry and job service providers Employers Australian Apprenticeship Centres Registered Training Organisations / Group Training Organisations CICA endorsed professional associations and networks Careers Advisers Association of NSW & ACT membership 14 P a g e

15 8. QUALITY SCHOOL SUPPORT OF THE CAREERS ADVISER S ROLE Facilities The effective delivery of the Career Development services requires dedicated facilities such as, but not limited to: Careers Adviser's Office with sufficient room for one-on-one counselling, telephone (both internal and external lines), fax, adequate up-to-date information and communication technology, printer, scanner, photocopier, desk and chairs, filing cabinets, bookshelves and noticeboards; A suitably furnished and appointed Careers reference room / space or area of the library in which the Careers Adviser can conduct class and/or small group work, display resources, and access up-to-date information and communication technology; Administrative support. Resources Careers Advisers need resources for their own professional development and support, for the provision of curriculum support and assistance to class teachers, and for student-centred teaching and other activities. These resources include but are not limited to: Relevant, valid and reliable Career Development measurement and other assessment tools and instruments; Government publications and services; Association and other relevant publications and material resources; Regional/local support personnel/consultants; External organisations; tertiary education institutions; professional Associations; employer, industry, union, and group training organisations. Other appropriate and useful resources should be developed and/or acquired in addition to those listed. All resources should be reviewed from time to time to ensure that they are always relevant, useful, and up-to-date; and if they are out-dated they should be updated or replaced with up-to-date resources.. Finance Careers Advisers require an adequate budget to provide, maintain and update resources such as curriculum support documents, measurement and other assessment tools and instruments, teaching aids, textbooks, school-printed materials, up-to-date information and communication technology, audio-visual equipment and materials, and professional development. Careers Advisers should always keep records of the budget and remain accountable for all expenditure 15 P a g e

16 APPENDIX A Detailed Role Description of the Careers Adviser The activities outlined in this Appendix cover a range of activities undertaken by Careers Advisers in schools. What is relevant to each Careers Adviser depends on their time allocation and the needs of their students. Curriculum support, teaching and development Coordinate, liaise and facilitate the implementation of co-curricular career development and transition programs/personnel that supplement and assist in achieving curriculum Career Education outcomes; Share responsibility with class teachers for the delivery, implementation, evaluation and assessment of Career Education elements and outcomes embedded and infused in the general subjects of the curriculum by providing them with specialised professional support and assistance; Develop, in consultation with colleagues, a range of implementation and assessment strategies for the delivery of the Career Education elements of the curriculum and to achieve the curriculum s Career Education outcomes; Determine, negotiate and, as appropriate, assist in the delivery, implementation, evaluation and assessment of additional Career Education content and outcomes that supplement or complement those embedded or infused in the curriculum; Encourage cross-curricular approaches to Career Education and support colleagues in, and share responsibility with colleagues for, the implementation of these; Enlist from and provide to colleagues cooperation and support in achieving the aims of Career Education across the total curriculum; Provide input to professional development of colleagues to facilitate their awareness and knowledge of issues relevant to Career Education and the place of Career Education in the total curriculum; Determine, negotiate, coordinate and facilitate the delivery of co-curricular career development and transition programs/personnel to supplement and/or assist in the achievement of the Career Education outcomes of the curriculum to ensure relevance to all school, industry and community needs; Incorporate out-of-school activities into the Career Education program including, as appropriate, work-based learning activities and/or opportunities; Identify, review, evaluate, and develop, as appropriate, the effective use of a wide range of resources relevant to achieving Career Education outcomes (human, print, audio visual and information and communication technology); Develop and oversee appropriate Career Education strategies within the school; Undertake appropriate in-servicing to ensure that knowledge and skills remain up-to-date and relevant to student needs and curriculum support of colleagues. Responsibilities & Activities Within the School Careers Counselling - counsel students to gain a realistic understanding of themselves their strengths, weaknesses, interests, values, ability / disability, personality, sexuality, etc. and the systems in which they operate and help towards work exploration, career building and career decision-making; Develop information networks to ensure students have access to all information relevant to them; Maintain current knowledge of available resources for students; Develop a current, verified information bank which is available in a systematic and useable format; Provide a careers advisory service for students, parents and others in the school community; Utilise information communication technologies to facilitate implementation of Career Education programs; Maintain and update knowledge of further training courses, the labour market, the world of work and social, economic, industrial and other related issues; 16 P a g e

17 Administration of Work Experience student placements and documentation for year 10 and other students as needed, including the preparation/follow up of Work Experience for year 10; Maintain Careers Office with suitable resources and information for students; Track students as they move through school and from school into post-school destinations; Interview students and parents from year 10 to year 12 as needed; Support students through youth mentoring, brokering or other appropriate assistance; Facilitate support for those at risk of not effectively participating in education and training; Facilitate integrated specialist support for those facing substantial and multiple disadvantages that prevent them from engaging in education and training, and provide them with access to a range of specialist services to overcome barriers; Introduce students to self-reflection with regards to their skills, knowledge and attitudes towards future Career choice; Broaden student knowledge of pathways and its implication for subject selection; Assist students to: o identify and understand transferable skills; o use the Job Guide for career research; o complete a vocational test and reflect on the outcomes; o demonstrate an understanding of pathways beyond year 10; o develop a pathways portfolio / plan reflecting relevant choices beyond year 10. Prepare and distribute Parent / Student Guide for year 11 subject selection; Participation in year 11 subject selection evening; Aid in the process of subject selection at Stage 5 and 6; Organisation of tertiary information for students; Create and disseminate careers newsletters; Research and evaluate resource material: Career information, diagnostic tools, teaching material; Maintain privacy of information; Maintain strong ethics in all dealings with students and the general school community; Utilise technology to deliver up to date careers information to students; Possess knowledge of early entry schemes, the early offer program, early achiever s program and special entry schemes such as the flexible entry scheme, entry bonus schemes, including geographic region bonus points and subject points, bonus point schemes, HSC plus, academic advantage and triple advantage; Assist specific groups including the long term educational disadvantage with ACCESS schemes, the Broadway scheme, the Lighthouse scheme, the Elite Athlete and Performers scheme, rural student entry scheme and special entry; Have an understanding of the many scholarship programs available through Universities and promote these scholarships, assist with scholarship applications and scholarship practice interviews; Assist with additional selection criteria and university entrance interviews including medicine, music and visual arts; Explain the procedures of examinations such as UMAT, UNITEST, STAT and GAMSTAT; Possess an understanding of various indigenous admissions schemes for Universities; Enhance the relationship between the school and their students and the University recruitment staff and Faculty staff; Assist with high demand courses and the TAFE application form; Access group training companies and employment companies assisting students to source and apply for apprenticeships and traineeships; Provide an understanding of the early age departure from school process; Inspire students to improve their Career prospects by encouraging meritorious achievement over their course leading to Honours, Masters or PhD studies; Emphasise the importance of experience in a specific career, guiding students into appropriate part time jobs and voluntary work for their dream career; Aid students in developing their knowledge and understanding about employability skills and applying it to the workplace; Link learning completed at school to the future workplace; Assist students with an understanding of the costs of study, university services and accommodation services, and possible financial support options available; Promote student participation in industry, university and tertiary institution career events; 17 P a g e

18 Empower students with knowledge about the wide range of private providers in various vocations; Promote pathways to University, Colleges and TAFE; Lead and teach Career Education in schools including Work Studies (Australian Curriculum) and Certificates I and II from the Foundation Skills Training Package; Support the delivery and development of Career Education delivered within other core learning areas; Lead the development, implementation and management of co-curricular Career Education and transition programs; Provide one to one and small group career counselling / guidance / advice; Access community or local government programs that assist and develop students; Manage and promote work exploration programs such as work experience, structured workplace learning, and excursions; Partner with organisations to improve student s career building competency; Develop and implement Career Education community program to assist parents with their child s Career Education; Develop appropriate Career Education programs to meet the needs of students with special needs and young people who have additional barriers; Organise excursion and industry visits; Actively participate in school programs that support student well-being and student Career development; e.g. Pathways Planning Program Provide access to current and relevant career information to all students in oral, written and electronic forms; Develop and implement transition plans for students. External Responsibilities & Activities: Attend and feedback information to relevant school colleagues from professional development events including annual University, College and TAFE Careers Advisers days, conferences, seminars and network meetings. This ensures their knowledge from sources outside the school environment is up to date. Work Experience o liaison with Employers; o pre and post-documentation; o management of Employer visits; o liaison for co-ordinated W/E placements. Coordinate Tertiary Awareness and Careers Expo visits; Attend Careers Advisers District network and CAA meetings for Professional Development and networking, including the NSW & ACT Careers Advisers Association Annual Conference; Liaise with Jobs Pathways Provider, Industry Partnerships, Employment Services and other community based employment services; Liaise with local Youth Services; Liaise and network with other schools. Liaise and coordinate other careers activities such as: Defence Force Careers Presentation, Tax Office visit, WHS training visits, TAFE visits, visits to your local universities that your Year 12 students attend, etc.; Help organise and run local Careers Markets and Parent Information Evenings; Collaborate with community organisations and services and the specific support facilities involved with Career Education; Liaise with parents, tertiary education institutions, government departments, business/industry organisations, community-based groups to gain information, establish networks and promote Career Education; 18 P a g e