Appendix 5: Careers education and guidance indicators

1. How is the school-wide approach to careers education and guidance (CEG) and developing student career management competencies (CMCs) led, designed and resourced?

Leadership and whole school approach

Purposeful leadership

  • Leaders actively promote the high status and importance of CEG with staff, students and parents.
  • Senior leaders and middle managers have a clear understanding of how students will develop CMCs through the curriculum.
  • Leaders clearly articulate expectations to include aspects of developing CMCs in management documents.
  • Middle managers ensure that curriculum courses reflect these expectations.
  • Senior leaders actively encourage approaches to curriculum design that promote a whole-school approach to developing student CMCs.
  • Senior leader/careers leader are responsible for reviewing coverage of a coordinated programme and its effectiveness in developing CMCs. Sufficient resourcing is provided to enable effective coordinated programmes and services to be designed and delivered.

School-wide approach and plan to developing CMCs and guidance

  • School has a vision and coordinated approach to ensuring that all students develop their career management competencies and leave school on a positive pathway (in line with NEG 1 -The highest standards of achievement, through programmes which enable all students to realise their full potential as individuals, and to develop the values needed to become full members of New Zealand’s society; and
  • NEG 3 - Development of the knowledge, understanding and skills needed by New Zealanders to compete successfully in the modern, ever-changing world.
  • Key strategic documents show clearly that developing CMCs is essential and how it links with school’s goals for students.
  • Plan shows links between developing CMCs and both curriculum and pastoral system.
  • Career development plan documents expectations for where key components are included and who is responsible.
  • Staff understand their particular responsibilities and are positive about their role.
  • Curriculum courses and programmes are flexible to meet student interests and career aspirations.
  • Appropriate balance between programme and services for all students and customised services for students at risk of poor outcomes. Meaningful credits/courses link to pathways.
  • Careers leader or senior leader responsible for monitoring development of CMCs.

Staffing

Careers leadership team

  • Includes senior leaders.
  • Includes subject teachers.
  • Includes pastoral staff.
  • Includes students and includes parents/whanau (on team and their views). Membership of team promotes influence and positive staff attitudes. Careers team ensures the school has an effective plan for developing student CMCs.
  • Strategies and activities of team support staff practice.

Careers leaders and staff

  • There are clear roles and responsibilities for careers staff, linked to the school’s expectations for developing CMCs.
  • Careers staff have qualifications and experience in careers education and guidance.
  • Careers staff keep up-to-date with trends on employment and further education.
  • Careers staff support all staff involved in supporting student to develop CMCs so that they provide appropriate programmes and guidance. Careers staff ensure all students develop CMCs and a pathway.

Subject and pastoral staff

  • Faculties/departments and individual teachers have the skills, knowledge and support to make the curriculum both relevant to students and structured so that it helps students to develop self awareness and explore their future options.
  • Staff have a clear understanding of the school’s approach and how students will develop career management competencies through the curriculum.
  • Subject teachers understand how students develop CMCs through their subject.
  • Subject staff involved in delivering CEG have professional development on CMCs, updates on careers in their subject areas including visits to workplaces.
  • Staff involved in mentoring have professional development to support these roles including CMCs.
  • Mentoring and subject staff are clear about when to refer students for additional guidance and information.

Local community, employers, educational institutions, and external specialists and agencies.

  • Students’ interests and needs are identified and used to identify relevant specialist and agencies.
  • The school involves a wide range of educational institutions, employers and the wider community to provide opportunities.
  • Specialist careers educators/providers help the school provide individualised career development.
  • All students have opportunities to gain insight into their possible future pathways, eg work experience, speakers, visits to and by employers and tertiary institutions.

2. How does the school implement their designed approach to:

  • support students to develop CMCs and
  • provide guidance to enable students to successfully transition from school to further learning and work?

Programmes and services to develop CMCs and provide guidance

Links with learning pathways and academic mentoring

  • Each student has an active career plan based around setting goals, exploring options and making decisions.
  • Subject choice process links effectively to developing CMCs.
  • Mentoring or tutor teacher system supports student decision-making.
  • All students have an ongoing relationship and can talk with a significant adult who knows them well.
  • Students have a good understanding of their future options and the choices they need to make for their range of possible pathways. Vocational Pathways used to inform subject/career choices and monitor progress along pathways.
  • Student aspirations and goals inform curriculum design and planning.

Links with curriculum

  • Developing CMCs is consistent with effective practice in career education guidelines (CEG 2009), including students developing CMCs and the personalisation of career advice and guidance.
  • Links between career management competencies and the key competencies of The New Zealand Curriculum.
  • Careers education and guidance is integrated into each curriculum area with ongoing opportunities for students to develop self-awareness and explore options (e.g. enterprise education, career related learning, mentoring, work experience and career planning programmes).
  • There is a plan showing clear responsibility for delivering key components by subject teachers and careers staff.
  • Staff understand how to scaffold the CMCs in their curriculum area and have the capacity to do this.
  • Links to the other institutions, businesses and the wider community help students to develop self awareness, explore opportunities and plan for their future.
  • Developing CMCs shows progression across year levels.

Year 9 and 10 programmes to develop CMCs

  • Build students’ strengths and interests and consider how these relate to their future life and employment decisions.
  • Junior secondary students are exploring career options as part of their curriculum programme.
  • Junior secondary students have regular opportunities to be involved in curricula and extracurricular activities that are relevant to future employment and develop their self-awareness, leadership skills and knowledge of the world of work.
  • Students with specific CEG needs are identified and provided with additional support in line with their interests/strengths.

Junior to senior transitions

  • Year 10 students have a career education programme that supports students to identify their strengths and interests and informs their Year 11 course selection.

Year 11-13 CEG

  • Explore a range of different careers and courses.
  • Links to subject choices.
  • Individualised.

Experiences outside school

  • Involved in extracurricular activities to explore a range of career opportunities.
  • Student interests and needs used to identify appropriate external agencies and experts.

Links with pastoral and guidance systems.

Academic mentoring, counselling

  • Developing CMCs is an integral part of pastoral care system.
  • Pastoral care team includes career staff.
  • The school has processes in place to identify students’ strengths and interests.
  • School responds appropriately and flexibly to each student (e.g. individual mentoring, tutor groups, external careers advice, links to the community).
  • There are effective processes and initiatives in place that support Māori, Pacific, students with special needs and students at risk of under­achievement to develop appropriate career plans and competencies. These opportunities build on the language, culture and identity of these students.
  • Targeted career development and guidance is provided for students at risk of leaving with limited qualifications.
  • Career development and guidance is provided for disengaged students. Career development and guidance involved in re-integration process for suspended students.
  • Type of additional career development guidance and support provided for various kinds of at risk students.

Careers information

  • Careers environment is attractive, welcoming and stimulates interest.
  • All students have access to various careers resources and information that support them to explore options and make decisions.
  • Ready access to online resources egCareersQuest, Vocational Pathways. Support to develop skills to locate and critically use careers resources.
  • Careers-related information is displayed throughout school.
  • Events such as expos, visiting speakers, subject choice/career evenings.

Partnerships with families

Families

  • Parents are involved in subject choice processes and decisions.
  • The parents of ALL students are included in processes that help students develop their career competencies and decide their future possible pathways.
  • Resources such as subject choice booklets include information and guidance to support parent involvement in decisions about pathways. Parents supported to understand the National Qualifications Framework and qualifications needed for future study, training and employment. School provides opportunities and events for parents and students to hear/talk to people about various careers and study options.
  • The parents of ALL students, including Māori and Pacific students are included in a way that affirms their language, culture and identity and helps them to fully understand and support the pathways of their children.
  • Parents of students at risk are involved in planning pathways and subject selection.

3. What are the outcomes for students from their CEG? How do schools determine these outcomes? How are CMCs assessed?

Outcomes for students

Career management competencies 1 and future pathways

  • Students increase their understanding of themselves and the pathways available to them as they progress in the senior school and/or transition from school to employment/training and education.
  • Students know how to identify possibilities and opportunities.
  • Students identify possible pathways in school and for after they leave. Students know about CMCs and can track their progress in developing them.
  • Māori, Pacific, Students with special needs and students at risk of under-achievement are effectively developing self awareness, exploring opportunities, and deciding and acting.
  • Students leave school well-prepared for their next steps in training, education or employment.

Exit transitions

  • The school provides all leavers with the career management competencies and pathway support they need to succeed in future education, training and employment.
  • Students understand their future options and the choices they need to make for their range of possible pathways.

4. How does the school monitor CEG quality and coverage, review effectiveness, and improve its provision?

Quality assurance, self review, and using data

Quality assurance

  • Responsibility for monitoring quality delivery of agreed curriculum elements allocated to careers leader or subject leader.
  • Review whether all key components of CEG are being delivered across the curriculum.
  • Ensuring all students receive appropriate CEG.
  • System to track development of CMCs.

Review of key elements and overall effectiveness

  • Responsibility assigned to senior leader or careers leader with authority/active support of senior leadership team.
  • Review effectiveness of CEG programme as a whole.
  • Review effectiveness of CEG in supporting student engagement, retention and achievement.
  • Review and next steps reported to board.

Using analysed data

  • The school tracks the development of student pathways and/or career management competencies.
  • School analyses data about course selection, student learning and career plans, achievement data, feedback from staff, students, and parents, and destination of leavers to inform design of careers and curriculum i programmes.
  • The analysis examines the pathways taken by Maori, Pacific, students ; with special needs and students at risk of under-achievement. j • Data analysis is used to improve the effectiveness of school’s careers education and guidance programmes.
  • Information on student and parent views is gathered and informs developments.