Audit Tool to assist teachers reflect on where they are at to a whole school approach to creating a career Development Culture in a school environment

1. AUDIT TOOL
SCHOOL PLANNING AND
UNDEVELOPED DEVELOPING ESTABLISHING ACHIEVING EXCELLING
IMPLEMENTATION
Some adjustment to staffing or timetabling is Ways of modifying school organisational Career development and transitions are coordinated
Career development and transitions policy and
Career development and transitions activity is made to accommodate aspects of career structure and staffing to achieve career and effective communication occurs across all year
Whole school support and coordination
School and community support processes are supported by staff professional
provided to students informally. development and transition programs on a development and transition outcomes are levels. Identifiable roles and career support
learning.
needs basis. sought. responsibilities are outlined for all staff.
A member of staff is responsible for the
There is a dedicated career development practitioner
administration of career development and A member of staff is responsible for the A member of staff works collaboratively with
Career development and transitions Career development and transitions activity is who plays an active role in whole school decision
transitions activity including VET, workplace administration and delivery of career other staff to meet career development and
coordination ad-hoc, uncoordinated and poorly resourced. making and is supported by administration, staff and
learning and other vocational programs and development and transitions activity. transition outcomes.
the wider community.
services.
Career development professional learning is Some formal career development professional Career development professional learning that There is a planned program of career Based on identified needs and underpinned by the
provided in an informal way with little or no learning is offered to selected staff, and there is adheres to the Professional Standards for development professional learning to support Professional Standards for Career Practitioners, career
Staff professional learning
adherence to the Professional Standards for an awareness of the Professional Standards for Career Practitioners is provided to interested the school plan including some further study in development professional learning is planned and
Career Practitioners. Career Practitioners. staff. career development. provided for all school staff.
Career development and transitions activity is a Career development and transitions activity is seen by
Career development and transitions activity is Career development and transitions activity is Career development and transitions activity is a
priority in the current school plan and all stakeholders as critical to the success of the school.
Sustainability discussed informally between interested staff formally discussed between relevant members priority in the school for selected students or in
appropriate staffing and resources have been It is a component of long term planning with ongoing
members. of staff. selected learning areas.
allocated to its delivery. funding attached to its implementation.
All staff use the Blueprint competencies to Career development and transitions activity is planned
Embedding career competencies
A variety of data about student needs is Career development or specific learning area
Staff and students are unaware of the Blueprint determine the need for career development and and developed according to information gathered
Conduct a needs assessment gathered and used to inform appropriate staff have identified student needs against the
and the career competencies. transitions activity, and this forms the basis of through Blueprint needs assessment surveys
student pathways. Blueprint.
program planning. conducted with staff, students and parents.
(Blueprint)
All students participate in integrated career A whole school approach to career development and
Student programs address the curriculum and Discrete elements of career development and Specific connections between some learning
Identify the connection: integrated development and transition programs and transitions where all students demonstrate career
senior schooling courses without connection to transitions are identified within learning areas areas and career development and transitions
curriculum services across learning areas using development outcomes against the Blueprint
career development and transitions. and addressed in a general way. are made and/or embedded.
specifically targeted resources. competencies is evident.
All personnel are involved in auditing current
Career development and transitions activity is Particular competencies are addressed and Whole school planning is based on information
Career development or specific learning area activity against the Blueprint to determine the
Conduct an audit provided without any link to the Blueprint highlighted within career development and gathered from auditing programs and services against
staff audit their activity against the Blueprint. extent of activity, strengths, weaknesses and
competencies. transitions activity. the Blueprint competencies.
areas that need improvement.
All students are provided with comprehensive
Selected students are provided with
career education incorporating self and career As part of an integrated curriculum all students are
Career education is provided informally to Students are provided with some career opportunities to explore Blueprint
Career education awareness, career exploration and the provided with comprehensive career education centred
students. education at significant points of transition. competencies, develop career awareness and
development of self management skills, and on the Blueprint.
explore future options.
centred on the Blueprint.
Delivery elements - Programs
All students have access to VET and/or All students participate and have access to a range of
Vocational Education and Training (VET) VET and/or workplace learning programs are Targeted students participate in vocational
Class visits to worksites are available. Selected structured workplace experiences across a VET and/or workplace learning programs linked to
and/or workplace learning and/or offered and some students participate. Students learning and/or structured programs such as
students visit career expos and industry forums. wide range of industry areas linked to their career development goals, relevant industries and/or
vocational learning have the opportunity to try out taster programs. VET and/or workplace learning.
career development goals. locally identified skills shortage areas.
All students monitor and regularly review their IPPs to
Students have a general sense of preferred
Students within targeted groups each have an All students are informed about transition All students are provided with opportunities to demonstrate decision making regarding life, learning
Individual pathway planning pathways and essential courses in senior
Individual Pathway Plan (IPP). pathways and students at risk are offered IPPs. develop an IPP. and work and identify strategies to achieve these
schooling years.
goals.
All students use an exit plan as part of a
Students have standard exit forms such as Targeted student groups are provided with Students at risk are offered exit plans to support All students are provided with opportunities to
Exit planning comprehensive and effective transitions process within
school reports. some form of exit process. their transitions. develop an exit plan.
school and to post-school destinations.
All students collect, organise and appropriately
Students have an understanding of a transition All students have the skills to compile résumés All students use well constructed transition portfolios in
present evidence of their developing skills,
Transition portfolio Students collect and organise work samples. portfolio as well as its requirements and and identify skills and abilities. This information real or simulated environments to support them to
interests and achievements relative to their life,
purpose. is stored in their transition portfolio. make effective transitions.
learning and work goals.
© 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 1
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.

2. AUDIT TOOL
SCHOOL PLANNING AND
UNDEVELOPED DEVELOPING ESTABLISHING ACHIEVING EXCELLING
IMPLEMENTATION
Students with high support needs are provided Students with high support needs are provided Students with high support needs are an integral part
Support is offered to students with high support
Access and equity Students with high support needs are identified. with support packages to assist them to with intensive one on one approaches including of an inclusive environment within the school, and
needs.
overcome barriers. mentoring and/or case management. programs are tailored to meet their needs.
Students at risk of disengaging have At key transition points all students are provided
Students are aware of the career information, Students and parents are informed of the All students are able to identify their needs and have
Career information, guidance and comprehensive career counselling along with with comprehensive career counselling along
guidance and counselling services available to process of engaging with career counselling the skills to access and use appropriate career
counselling up to date information about jobs, courses and with up to date information about jobs, courses
them. and are encouraged to use the service. counselling and career information.
industries. and industries.
Industry and community based services help initiate,
School, community and/or cluster management
Community, industry and interagency Informal and person dependent networks are There are joint planned initiatives with all and are actively involved in, the delivery of career
groups have representation from appropriate There are formal links with all stakeholders.
Delivery elements - Services
relationships made. stakeholders. development and transition programs and services
stakeholders.
within the school.
Students at risk of disengaging are matched All students are encouraged to identify suitable Students actively engage with their mentor/s. Meetings
Mentoring occurs in informal ways and Students are aware of suitable mentors in their
Mentoring with mentors who assist them with guidance, mentors who are able to assist them with are regularly convened so direction, options and plans
situations. networks and consult them when needed.
support and direction. guidance, support and direction. can be discussed and ongoing feedback provided.
Career development and transition programs
Data is collected about student results and A variety of student needs data is gathered. Career development and transition programs and services are reviewed and improved on the Planning is based on reliable data collection to foster
Monitoring and tracking information is obtained through destination This data is used to inform appropriate student and services are monitored and reviewed basis of data collected from relevant sources. successful student transitions through, and from,
data. pathways. based on gathered data. New programs are designed to target identified school.
needs.
Students at risk of disengaging are provided All students receive efficient and effective
Students are offered support to gain a
Students are supported to find workplace extensive support to secure a place in further support to secure a place in further education, All students achieve effective transitions to post-school
Placement or referral placement in further education, training or
learning and/or work experience placements. education, training or employment suitable to training or employment suitable to their destinations and have access to post-school support.
employment.
their individual needs. individual needs.
All students at risk of disengaging and other All students are provided with individualised strategies
All students at risk of disengaging are provided
Information is collected about students who are Students at risk of disengaging are informed of selected students are provided with support to support effective transitions based on the
Transition support with support strategies to ensure they are
at risk of disengaging. future options. strategies to ensure they are equipped to make identification and development of early intervention
equipped to make effective transitions.
effective transitions. support strategies.
Working parties incorporating teaching and
One specific staff member or learning area is administration staff, parents and the community are
Working parties are encouraged to devise plans Working parties involved during the planning
There is informal planning and implementation responsible for planning and implementing empowered to make a positive impact on school
implementation
Follow through on decisions made though there is no responsibility aligned to their phase are empowered to put forward plans and
of career development and transitions activity. career development and transitions activity for planning through their input and follow through in
implementation. are instrumental in their implementation.
Effective
selected students. implementing a whole school approach to career
development and transitions.
Monitoring and reviewing informs the school
Monitoring and reviewing occurs in accordance Monitoring, reporting, reviewing and evaluating are an
Monitoring of achievements occurs in an Outcomes are identified and some formal career development and transitions plan.
Monitor, review and evaluate with an established career development and integral part of the school performance improvement
informal way. monitoring occurs. Outcomes are evaluated to inform future
transitions plan. and review process.
program and service delivery.
promotion
Career development and transitions activity is Career development and transition programs and
Continual
Staff, students and parents are aware of the Career development and transitions activity is
promoted to all students in a variety of ways services are effectively promoted and showcased to all
Career development and transition programs career development and transition programs promoted to selected students in a variety of
Promote programs and services including guest speakers, forums, print and web stakeholders in a variety of ways on an ongoing basis
and services are promoted in informal ways. and services available to students. Parents are ways including talks, print material and website
based materials and an adequately equipped including parent evenings, newsletters and a well
invited to information evenings. links.
career resource centre. equipped and staffed resource centre.
© 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 2
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.