Planning Tool: WA Guidelines for Career Development and Transitions

Career Development and
Transitions Planning
A tool to support the design and implementation of career
development and transitions programs and services

Acknowledgements
The Planning Tool was originally developed under the Australian Government Quality Teacher program managed by the Department of Education, Science and Training. This updated
version reflects the published Australian Blueprint for Career Development and the most recent Western Australian Guidelines for Career Development and Transitions, and has been
developed by the Association of Independent Schools of Western Australia (AISWA), the Catholic Education Office of Western Australia (CEOWA) and the Department of Education Western
Australia (DoE) with funding provided under the National Partnerships on Youth Attainment and Transitions (NP YAT). The NP YAT, administered by the Department of Education,
Employment and Workplace Relations, aims to assist young people to make a successful transition from school to a variety of post-school options including further education, training and
employment.

© COMMONWEALTH OF AUSTRALIA 2012
This work is copyright. The Department of Education, Employment and Workplace Relations gives permission for the use (i.e. print copy, digitally reproduce and/or communicate) and
reproduction in whole or part for study and training purposes, subject to the inclusion of an acknowledgement of the source and no commercial usage or sale. Reproduction for purposes
other than those indicated above requires the written permission of the Department of Education, Employment and Workplace Relations. Requests concerning reproduction and copyright
should be sent to copyright@deewr.gov.au.

DISCLAIMER
The views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Employment and Workplace Relations.

CAREER DEVELOPMENT AND TRANSITIONS PLANNING 2

INTRODUCTION................................................................................................................... 4
SUGGESTED ACTIVITY ..................................................................................................... 5
PLANNING TEMPLATES ................................................................................................... 6
1.0 Whole school support and coordination ......................................................................................... 7
2.0 Embedding career competencies ................................................................................................. 12
3.0 Delivery elements
Programs......................................................................................................................................... 16
Services........................................................................................................................................... 23
4.0 Effective implementation ................................................................................................................ 32
5.0 Continual promotion ........................................................................................................................ 35

CONTENTS

INTRODUCTION

This tool is designed to assist schools in the planning and decision making processes related to the implementation of career development and transitions programs and
services.
It incorporates the Western Australian Guidelines for Career Development and Transitions and the Australian Blueprint for Career Development (Blueprint), and aims to
assist schools through a comprehensive process to implement and promote career development and transitions. As this planning tool is intended to specifically support
school students it utilises only the first three phases of the eleven Blueprint competencies. For specific details and further information refer to the Blueprint at
www.blueprint.edu.au.
Depending on the career development and transitions programs and services currently delivered, schools may utilise the planning tool as a whole, or select one or more
areas on which to focus. This flexibility enables schools to make decisions that meet both school and student needs.


SUGGESTED ACTIVITY

1. WHOLE SCHOOL SUPPORT AND COORDINATION
• School and community support
• Career development coordination
• Staff professional learning
• Sustainability

2. EMBEDDING CAREER COMPETENCIES (BLUEPRINT)
• Conduct a needs assessment [eg Blueprint Appendix A]
• Identify connection with other programs: integrated curriculum
• Conduct an audit [eg Audit Tool]

3. DELIVERY ELEMENTS
• Programs
• Services

4. EFFECTIVE IMPLEMENTATION
• Follow through on decisions made
• Monitor, review and evaluate

5. CONTINUAL PROMOTION


PLANNING TEMPLATES

1. WHOLE SCHOOL SUPPORT AND COORDINATION Services

1.1 School and community support 3.7 Access and equity
1.2 Career development and transitions coordination 3.8 Career information, guidance and counselling
1.3 Staff professional learning 3.9 Community, industry and interagency relationships
1.4 Sustainability 3.10 Mentoring
3.11 Monitoring and tracking
2. EMBEDDING CAREER COMPETENCIES (BLUEPRINT) 3.12 Placement or referral

2.1 Conduct a needs assessment 3.13 Transition support

2.2 Identify connections with other programs: integrated curriculum
2.3 Conduct an audit 4. EFFECTIVE IMPLEMENTATION
4.1 Follow through on decisions made
3. DELIVERY ELEMENTS 4.2 Monitor, review and evaluate

Programs
5. CONTINUAL PROMOTION
3.1 Career education
3.2 VET and/or workplace learning and/or vocational learning 5.1 Promote programs and services

3.3 Individual pathway planning
3.4 Exit planning
3.5 Transition portfolio
3.6 Other programs


WHOLE SCHOOL SUPPORT AND COORDINATION

UNDEVELOPED DEVELOPING ESTABLISHING ACHIEVING EXCELLING

School and Career development and Some adjustment to staffing or Ways of modifying school Career development and Career development and
community transitions activity is provided timetabling is made to organisational structure and transitions policy and processes transitions are coordinated and
support to students informally. accommodate aspects of career staffing to achieve career are supported by staff effective communication occurs
development and transition development and transition professional learning. across all year levels.
programs on a needs basis. outcomes are sought. Identifiable roles and career
support responsibilities are
outlined for all staff.

Career Career development and A member of staff is responsible A member of staff is responsible A member of staff works There is a dedicated career
development transitions activity is ad-hoc, for the administration of career for the administration and collaboratively with other staff to development practitioner who
and uncoordinated and poorly development and transitions delivery of career development meet career development and plays an active role in whole
transitions resourced. activity including VET, and transitions activity. transition outcomes. school decision making and is
coordination workplace learning and other supported by administration,
vocational programs and staff and the wider community.
services.

Staff Career development Some formal career Career development There is a planned program of Based on identified needs and
professional professional learning is development professional professional learning that career development underpinned by the Professional
learning provided in an informal way learning is offered to selected adheres to the Professional professional learning to support Standards for Career
with little or no adherence to staff, and there is an awareness Standards for Career the school plan, including some Practitioners, career
the Professional Standards for of the Professional Standards Practitioners is provided to further study in career development professional
Career Practitioners. for Career Practitioners. interested staff. development. learning is planned and provided
for all school staff.

Sustainability Career development and Career development and Career development and Career development and Career development and
transitions activity is discussed transitions activity is formally transitions activity is a priority in transitions activity is a priority in transitions activity is seen by all
informally between interested discussed between relevant the school for selected students the current school plan and stakeholders as critical to the
staff members. members of staff. or in selected learning areas. appropriate staffing and success of the school. It is a
resources have been allocated component of long term
to its delivery. planning with ongoing funding
attached to its implementation.



1.1 WHOLE SCHOOL SUPPORT AND COORDINATION – SCHOOL AND COMMUNITY SUPPORT

DESCRIPTION PROPOSED OUTCOME/S ACTION/S REQUIRED TIMEFRAME

How will the school and
community support a career
development and transitions
focus?

What process or processes will
be used to enlist their support?

What resources are required?

What staff and community
support will be required?

How and when will this be
reviewed?



1.2 WHOLE SCHOOL SUPPORT AND COORDINATION – CAREER DEVELOPMENT AND TRANSITIONS COORDINATION


Who will coordinate the career
development and transition
programs and services?

How will the coordinator be
supported? Who will be involved
in the career development and
transitions team?


reviewed?



1.3 WHOLE SCHOOL SUPPORT AND COORDINATION – STAFF PROFESSIONAL LEARNING


What career development and
transitions professional learning
opportunities will be provided to
staff?

Which school career development
practitioners have recognised
minimum qualifications and/or
membership of a professional
association?
(This is recommended, but not
compulsory)


reviewed?



1.4 WHOLE SCHOOL SUPPORT AND COORDINATION – SUSTAINABILITY


How does the school ensure that
all stakeholders view career
development and transitions
activity as critical to the long term
success of the school?

How does the school ensure that
career development and
transitions activity is a critical
component of the school long
term plan?


reviewed?


EMBEDDING CAREER COMPETENCIES


Conduct a needs Staff and students are A variety of data about Career development or All staff use the Blueprint Career development and
assessment unaware of the Blueprint and student needs is gathered specific learning area staff competencies to determine the transitions activity is planned and
the career competencies. and used to inform have identified student needs need for career development developed according to
appropriate student against the Blueprint. and transitions activity and this information gathered through
pathways. forms the basis of program Blueprint needs assessment
planning. surveys conducted with staff,
students and parents.

Identify the Student programs address Discrete elements of career Specific connections between All students participate in A whole school approach to
connection: the curriculum and senior development and transitions some learning areas and integrated career development career development and
integrated curriculum schooling courses without are identified within learning career development and and transition programs and transitions where all students
connection to career areas and addressed in a transitions are made and/or services across learning areas demonstrate career development
development and transitions. general way. embedded. using specifically targeted outcomes against the Blueprint
resources. competencies is evident.

Conduct an audit Career development and Particular competencies are Career development or All staff are involved in auditing Whole school planning is based
transitions activity is addressed and highlighted specific learning area staff current activity against the on information gathered from
provided without any link to within career development audit their activity against the Blueprint to determine the auditing programs and services
the Blueprint competencies. and transitions activity. Blueprint. extent of activity, strengths, against the Blueprint
weaknesses and areas that competencies.
need improvement.



2.1 EMBEDDING CAREER COMPETENCIES – CONDUCT A NEEDS ASSESSMENT


How will the needs assessment
be conducted? Will there be a
survey and/or a forum?

Who will complete the survey
and/or participate in the forum?

To which students will the survey
and/or forum refer?

How will the survey be distributed
and/or the forum conducted? How
will the information be collected?



2.2 EMBEDDING CAREER COMPETENCIES – IDENTIFY THE CONNECTION: INTEGRATED CURRICULUM


Determine how learning areas will
be mapped to career development
competencies.

Determine how career
development and transitions align
with initiatives within the school
and how staff can be made aware
of this.



2.3 EMBEDDING CAREER COMPETENCIES – CONDUCT AN AUDIT


What process will be used to audit
the learning areas and/or year
levels?

Which staff will be involved? How
will they conduct their audit? What
support will be provided?

How will the results of the audit be
used to inform recommendations
for change including time
allocation, staff involvement and
support, resources available
and/or required?


DELIVERY ELEMENTS – PROGRAMS


Career education Career education is Students are provided with Selected students are provided All students are provided with As part of an integrated curriculum all
provided informally to some career education at with opportunities to explore comprehensive career education students are provided with
students. significant points of Blueprint competencies, develop incorporating self and career comprehensive career education
transition. career awareness and explore awareness, career exploration centred on the Blueprint.
future options. and the development of self
management skills, and centred
on the Blueprint.

VET and/or Class visits to VET and/or workplace Targeted students participate in All students have access to VET All students participate and have
workplace learning worksites are learning programs are vocational learning and/or and/or structured workplace access to a range of VET and/or
and/or vocational available. Selected offered and some students structured programs such as VET experiences across a wide range workplace learning programs linked
learning students visit career participate. Students have and/or workplace learning. of industry areas linked to their to career development goals,
expos and industry the opportunity to try out career development goals. relevant industries and/or locally
forums. taster programs. identified skills shortage areas.

Individual pathway Students have a Students within targeted All students are informed about All students are provided with All students monitor and regularly
planning general sense of groups each have an transition pathways and students opportunities to develop an IPP. review their IPPs to demonstrate
preferred pathways Individual Pathway Plan at risk are offered IPPs. decision making regarding life,
and essential courses (IPP). learning and work and identify
in senior schooling strategies to achieve these goals.
years.

Exit planning Students have Targeted student groups are Students at risk are offered exit All students are provided with All students use an exit plan as part
standard exit forms provided with some form of plans to support their transitions. opportunities to develop an exit of a comprehensive and effective
such as school exit process. plan. transitions process within school and
reports. to post-school destinations.

Transition portfolio Students collect and Students have an All students have the skills to All students collect, organise and All students use well constructed
organise work understanding of a transition compile résumés and identify appropriately present evidence of transition portfolios in real or
samples. portfolio as well as its skills and abilities. This their developing skills, interests simulated environments to support
requirements and purpose. information is stored in their and achievements relative to them to make effective transitions.
transition portfolio. their life, learning and work goals.



3.1 PROGRAMS – CAREER EDUCATION


Which students will this involve?

Who will deliver this program?
Where will it be delivered?

What process will be used to
deliver this?


How will this link with other
learning opportunities?

reviewed?

What staff support will be
required?



3.2 PROGRAMS – VET/ WORKPLACE LEARNING/ VOCATIONAL LEARNING




deliver this?



reviewed?

required?



3.3 PROGRAMS – INDIVIDUAL PATHWAY PLANNING




deliver this?



reviewed?

required?



3.4 PROGRAMS – EXIT PLANNING




deliver this?



reviewed?

required?



3.5 PROGRAMS – TRANSITION PORTFOLIO




deliver this?



reviewed?

required?



3.6 PROGRAMS – OTHER




deliver this?



reviewed?

required?


DELIVERY ELEMENTS – SERVICES


Access and Students with high Support is offered to Students with high support Students with high support needs are Students with high support needs are
equity support needs are students with high needs are provided with support provided with intensive one on one an integral part of an inclusive
identified. support needs. packages to assist them to approaches including mentoring environment within the school, and
overcome barriers. and/or case management. programs are tailored to meet their
needs.

Career Students are aware Students and parents are Students at risk of disengaging At key transition points all students All students are able to identify their
information, of the career informed of the process have comprehensive career are provided with comprehensive needs and have the skills to access and
guidance and information, of engaging with career counselling along with up to date career counselling along with up to use appropriate career counselling and
counselling guidance and counselling and are information about jobs, courses date information about jobs, courses career information.
counselling services encouraged to use the and industries. and industries.
available to them. service.

Community, Informal and person School, community There are formal links with all There are joint planned initiatives Industry and community based services
industry and dependent networks and/or cluster stakeholders. with all stakeholders. help initiate, and are actively involved
interagency are made. management groups in, the delivery of career development
relationships have representation from and transition programs and services
appropriate stakeholders. within the school.

Mentoring Mentoring occurs in Students are aware of Students at risk of disengaging All students are encouraged to Students actively engage with their
informal ways and suitable mentors in their are matched with mentors who identify suitable mentors who are mentor/s. Meetings are regularly
situations. networks and consult assist them with guidance, able to assist them with guidance, convened so direction, options and
them when needed. support and direction. support and direction. plans can be discussed and ongoing
feedback provided.

Monitoring and Data is collected A variety of student Career development and Career development and transition Planning is based on reliable data
tracking about student results needs data is gathered. transition programs and services programs and services are reviewed collection to foster successful student
and information is This data is used to are monitored and reviewed and improved on the basis of data transitions through, and from, school.
obtained through inform appropriate based on gathered data. collected from relevant sources. New
destination data. student pathways. programs are designed to target
identified needs.




Placement or Students are Students are offered Students at risk of disengaging All students receive efficient and All students achieve effective transitions
referral supported to find support to gain a are provided extensive support effective support to secure a place in to post-school destinations and have
workplace learning placement in further to secure a place in further further education, training or access to post-school support.
and/or work education, training or education, training or employment suitable to their
experience employment. employment suitable to their individual needs.
placements. individual needs.

Transition Information is Students at risk of All students at risk of All students at risk of disengaging All students are provided with
support collected about disengaging are informed disengaging are provided with and other selected students are individualised strategies to support
students who are at of future options. support strategies to ensure provided with support strategies to effective transitions based on the
risk of disengaging. they are equipped to make ensure they are equipped to make identification and development of early
effective transitions. effective transitions. intervention support strategies.



3.7 SERVICES – ACCESS AND EQUITY


Which students will have access
to this service?

Who will deliver this service?

deliver this service?


How will this service link and/or
complement other services and/or
activities?

reviewed?

required?



3.8 SERVICES – CAREER INFORMATION, GUIDANCE AND COUNSELLING


to this service?




activities?

reviewed?

required?



3.9 SERVICES – COMMUNITY, INDUSTRY AND INTERAGENCY RELATIONSHIPS


to this service?




activities?

reviewed?

required?



3.10 SERVICES – MENTORING


to this service?




activities?

reviewed?

required?



3.11 SERVICES – MONITORING AND TRACKING


to this service?




activities?

reviewed?

required?



3.12 SERVICES – PLACEMENT OR REFERRAL


to this service?




activities?

reviewed?

required?



3.13 SERVICES – TRANSITION SUPPORT


to this service?




activities?

reviewed?

required?


EFFECTIVE IMPLEMENTATION


Follow through on There is informal One specific staff Working parties are encouraged Working parties involved during the Working parties incorporating teaching
decisions made planning and member or learning to devise plans though there is planning phase are empowered to and administration staff, parents and the
implementation of area is responsible for no responsibility aligned to their put forward plans and are community are empowered to make a
career development planning and implementation. instrumental in their positive impact on school planning
and transitions implementing career implementation. through their input and follow through in
activity. development and implementing a whole school approach to
transitions activity for career development and transitions.
selected students.

Monitor, review Monitoring of Outcomes are identified Monitoring and reviewing occurs Monitoring and reviewing informs Monitoring, reporting, reviewing and
and evaluate achievements and some formal in accordance with an the school career development and evaluating are an integral part of the
occurs in an monitoring occurs. established career development transitions plan. Outcomes are school performance improvement and
informal way. and transitions plan. evaluated to inform future program review process.
and service delivery.



4.1 EFFECTIVE IMPLEMENTATION – FOLLOW THROUGH ON DECISIONS MADE


enlist support for an ongoing
working party with
representatives from teaching
and administration staff, parents
and the community?

What process will the working
party use to put forward its
recommendations?



4.2 EFFECTIVE IMPLEMENTATION – MONITOR, REVIEW AND EVALUATE


evaluate the effectiveness of the
program?

How will the committee ensure
changes based on the
evaluations will be supported by
the school administration, staff,
parents and the community?

How will the program be
monitored? How frequently will
this occur?

How will the gathered information
(monitoring and evaluating) be
shared among all stakeholders?


CONTINUAL PROMOTION


Promote Career development and Staff, students and parents are Career development and Career development and Career development and
programs and transition programs and aware of the career development transitions activity is transitions activity is promoted to transition programs and services
services services are promoted in and transition programs and promoted to selected all students in a variety of ways are effectively promoted and
informal ways. services available to students. students in a variety of including guest speakers, forums, showcased to all stakeholders in a
Parents are invited to information ways including talks, print print and web based materials variety of ways on an ongoing
evenings. material and website and an adequately equipped basis including parent evenings,
links. career resource centre. newsletters and a well equipped
and staffed resource centre.


CONTINUAL PROMOTION

5.1 CONTINUAL PROMOTION – PROMOTE PROGRAMS AND SERVICES


Which stakeholder groups will be used
to promote career development and
transitions support services?

How will the promotion be managed
and delivered to each stakeholder
group?

Examples to consider:
Deliver presentations to staff about
enlisting their support to help promote
a career development within the
school.
Present at parent evenings about the
benefits of career development and
transitions opportunities.
Develop and implement a resource
centre in a central space within the
school or library to house all career
resources, preferably overseen by a
member of career development and
transitions team.
Produce a regular publication
spreading news and information about
the career development and
transitions activity of students in the
school.


Planning Tool: WA Guidelines for Career Development and Transitions

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