1. Promoting and Creating a
K-12 Career Development
Culture in Schools &
Colleges
Power Point compiled by Dr Peter Carey

2. How Do We ‘Create’ the
Culture?
WA Guidelines for Career Development
Services and Transition Support Services
KEY PRINCIPLES
Career development in schools needs to:
 be a “K-12 whole school approach”. It is the responsibility of all
teachers for all students not just the Career Development Practitioner if
it is to be sustainable. Parents must be engaged and involved.
 have the support of the school’s Leadership Team
 be part of the school’s ongoing strategic planning and evaluation-
seen as an important education goal of the school.
 have adequate resources allocated to provide essential services and
information products
The Australian Blueprint for Career Development (ABCD) is a significant tool for
implementing a career development culture in the school setting.
Fundamental to creating a career development culture in schools is transition
planning. Transition planning has three main elements:
• Individual Pathway Plans (Career Plans)– a Transition Portfolio – an Exit Plan

3. WA Guidelines for Career Development
Services and Transition Support Services
Eleven (11) Essential Career Development Services and programs
in schools must include :
 Transition Support: Individual Pathway Plans (IPPs), a Transition
Portfolio and a Exit Plan
 Follow-up Support
 Career Development Support
 Career Education
 Enterprise Education
 VET in Schools (VETiS), Workplace learning and Vocational
Education
 Career Information, Guidance and Counselling
 Placement or Referral
 Access and Equity- Individual Support Approaches
 Monitoring and Tracking
 Mentoring

4. 5 Key Areas in the Implementation of the WA Guidelines
1. Whole School Planning, Support & Coordination
• School & Community Support: Acceptance of the Leadership Team - all teachers – for all students
- parents involved
• Career Development Coordination of program delivery and their evaluation by someone?
• Staff Professional Development
• Sustainability
2. Embedding Career Competencies (ABCD)
We need to:
• Conduct a needs assessment: staff needs for delivery … are the students needs met?
• Conduct an audit: are all the competencies of the ABCD being met? In what learning areas?
• Identify connection with other programs – Integrated curriculum
3. Program Development / Redesign
• Program Delivery: e.g. IPPs, Career Education, Transition Portfolio, exit plan
• Service Provision: e.g. Career Information, guidance & counselling, transition support, monitoring
and tracking
4. Effective Implementation
• Follow through on decisions made
• Monitor, review & evaluate
5. Continual Promotion
• Promote the career development culture through staff, parent evenings etc.
Incorporating the ABCD and the WA Guidelines for Career Development
and Transition Support Services

5. Operational Manual
The Operational Manual was developed to
assist school implement the five (5) key
areas of the WA Guidelines and determine
‘where a school is at’ in relation to:
 Whole School Planning, Support & Coordination
 Embedding Career Competencies (ABCD)
 Program Development / Redesign
 Effective Implementation of strategies
 Continual Promotion
Using the Audit & Planning Tool: Where is your school at?

6. What the Operational Manual
contains
 Individual planning tools and templates for each of the 5
key areas and its elements
 Flowchart of recommended activities
 Survey tools: needs assessment – conduct and audit
 ABCD Performance indicators documented
 Overarching Planning Tool: Rubric
Support Booklet
A self assessment tool with possible types of evidence

7. What is Career
Development?
Career Development is the “process of
managing life, learning and work over the
lifespan” (Wolf & Kolb, cited in McMahon, Patton &
Tatham, 2003, p. 4).
It’s not just about “job searching, job
“
matching or sending students out on
work experience” … it’s about people taking
responsibility for ones own life, learning and
work and assisting them develop career
managements skills essential for living in a
rapidly changing and unpredictable world.
It’s the acceptance of the notion of life long learning

8. things!
In managing ones life students need:
• to be literate and numerate
• to feel good about oneself
• to be a good corporate citizens
• to be an active participant in the community
• to be a lifelong learner having an opportunity for psychological success
• to be resilient
Manage Learning
• to develop learning to learn skills, metacognitive skills …
• to develop critical thinking skills
• to develop social and personal skills
• to navigate the curriculum to achieve WACE- make lifelong career choices
• to take responsibility for ones learning and career management
Managing Work
• to plan, explore and make decisions about life, learning and work assisted through the
participation in IPPs, transition planning and exit plans
• to develop career management skills
Are these not the responsibility of ALL teachers?

9. Implementing Career
Development
The Australian Blueprint for Career Development
(ABCD) is a significant tool for implementing a Career
Development culture in the school setting from K to 12.

10. COMPETENCIES PHASE I PHASE II PHASE III PHASE IV
AREA A: PERSONAL MANAGEMENT
1 BUILD AND MAINTAIN A 1.1 Build a positive self concept 1.2 Build a positive self concept 1.3 Develop abilities to maintain 1.4 Improve abilities to maintain
POSITIVE SELF CONCEPT while discovering its influence on and understand its influence on a positive self concept a positive self concept
yourself and others life and work
2 INTERACT POSITIVELY 2.1 Develop abilities for building 2.2 Develop additional abilities 2.3 Develop abilities for building 2.4 Improve abilities for building
AND EFFECTIVELY WITH positive relationships in life for building positive relationships positive relationships in life and positive relationships in life and
OTHERS in life work work
3 CHANGE AND GROW 3.1 Discover that change and 3.2 Learn to respond to change 3.3 Learn to respond to change 3.4 Develop strategies for
THROUGHOUT LIFE growth are part of life and growth that affects your well-being responding positively to life and
work changes
AREA B: LEARNING AND WORK EXPLORATION
4 PARTICIPATE IN 4.1 Discover lifelong learning 4.2 Link life-long learning to 4.3 Link lifelong learning to the 4.4 Participate in continuous
LIFELONG LEARNING and its contribution to life and personal career aspirations career building process learning supportive of career
SUPPORTIVE OF CAREER work goals
GOALS
5 LOCATE AND 5.1 Understand the nature of 5.2 Locate and use career 5.3 Locate and evaluate a range 5.4 Use career information
EFFECTIVELY USE CAREER career information information of career information sources effectively in the management of
INFORMATION your career
6 UNDERSTAND THE 6.1 Discover how work 6.2 Understand how work 6.3 Understand how societal 6.4 Incorporate your
RELATIONSHIP BETWEEN contributes to individuals' lives contributes to the community needs and economic conditions understanding of changing
WORK, SOCIETY AND THE influence the nature and structure economic, social and employment
ECONOMY of work conditions into your career
planning
AREA C: CAREER BUILDING
7 SECURE / CREATE AND 7.1 Explore effective ways of 7.2 Develop qualities to seek and 7.3 Develop abilities to seek, 7.4 Improve on abilities to seek,
MAINTAIN WORK working obtain/create work obtain/create and maintain work obtain/create and maintain work
8 MAKE CAREER 8.1 Explore and improve 8.2 Link decision-making to 8.3 Engage in career decision- 8.4 Incorporate realism into your
ENHANCING DECISIONS decision-making career building making career decision-making
9 MAINTAIN BALANCED 9.1 Explore and understand the 9.2 Explore and understand the 9.3 Link lifestyles and life stages 9.4 Incorporate life/work balance
LIFE AND WORK ROLES interrelationship of life roles interrelationship between life and to career building into the career building process
work roles
10 UNDERSTAND THE 10.1 Discover the nature of 10.2 Explore non-traditional life 10.3 Understand and learn to 10.4 Seek to eliminate gender
CHANGING NATURE OF LIFE gendered life and work roles and work options overcome stereotypes in your bias and stereotypes in your
AND WORK ROLES career building career building
11 UNDERSTAND, ENGAGE 11.1 Explore the underlying 11.2 Understand and experience 11.3 Take charge of your career 11.4 Manage your career
IN AND MANAGE THE concepts of the career building the career building process building process building process
CAREER BUILDING PROCESS process

11. Phase I - Competency 2.1

12. The Australian Blueprint for
Career Development
Three Areas:
A: Personal Management
B: Learning and Work Exploration
C: Career Building

13. Eleven Competencies
eer
(A) Personal Management: The 11 Car s
ncie
 1: Build and maintain a positive self-image Co mpete
goals
are broad
 2: Interact positively and effectively with others eer
for car
ent
 3: Change and grow throughout life
de velopm
(B) Learning and Work Exploration:
 4: Participate in lifelong learning supportive of career goals
 5: Locate and effectively use career information
 6: Understand the relationship between work, society and the economy
(C) Career Building:
 7: Secure/create and maintain work
 8: Make career enhancing decisions
 9: Maintain balanced life and work roles
 10: Understanding the changing nature of life and work roles
 11: Understand, engage in and manage the career building process

14. Split Into Four Development
Phases
Across The Lifespan
 Phase I –students in K- Primary years
 Phase II –students middle years (Years 8-10)
 Phase III –students in senior years (Years 11-12)
 Phase IV –adults

15. Performance Indicators
The competency at each phase has
performance indicators which progress
through a four stage learning taxonomy
Acquire
ind Perfor
ic m
kno ators ance
Apply attit wledg are sp
nee
ude e e
s th , skills cific
d to at indiv and
ach d id
ieve evelop uals
Personalise com a car to
pete eer
ncy
Act

16. COMPETENCIES PHASE I PHASE II PHASE III PHASE IV
AREA A: PERSONAL MANAGEMENT
1 BUILD AND MAINTAIN A 1.1 Build a positive self concept 1.2 Build a positive self concept 1.3 Develop abilities to maintain 1.4 Improve abilities to maintain
POSITIVE SELF CONCEPT while discovering its influence on and understand its influence on a positive self concept a positive self concept
yourself and others life and work
2 INTERACT POSITIVELY 2.1 Develop abilities for building 2.2 Develop additional abilities 2.3 Develop abilities for building 2.4 Improve abilities for building
AND EFFECTIVELY WITH positive relationships in life for building positive relationships positive relationships in life and positive relationships in life and
OTHERS in life work work
3 CHANGE AND GROW 3.1 Discover that change and 3.2 Learn to respond to change 3.3 Learn to respond to change 3.4 Develop strategies for
THROUGHOUT LIFE growth are part of life and growth that affects your well-being responding positively to life and
work changes
AREA B: LEARNING AND WORK EXPLORATION
4 PARTICIPATE IN 4.1 Discover lifelong learning 4.2 Link life-long learning to 4.3 Link lifelong learning to the 4.4 Participate in continuous
LIFELONG LEARNING and its contribution to life and personal career aspirations career building process learning supportive of career
SUPPORTIVE OF CAREER work goals
GOALS
5 LOCATE AND 5.1 Understand the nature of 5.2 Locate and use career 5.3 Locate and evaluate a range 5.4 Use career information
EFFECTIVELY USE CAREER career information information of career information sources effectively in the management of
INFORMATION your career
6 UNDERSTAND THE 6.1 Discover how work 6.2 Understand how work 6.3 Understand how societal 6.4 Incorporate your
RELATIONSHIP BETWEEN contributes to individuals' lives contributes to the community needs and economic conditions understanding of changing
WORK, SOCIETY AND THE influence the nature and structure economic, social and employment
ECONOMY of work conditions into your career
planning
AREA C: CAREER BUILDING
7 SECURE / CREATE AND 7.1 Explore effective ways of 7.2 Develop qualities to seek and 7.3 Develop abilities to seek, 7.4 Improve on abilities to seek,
MAINTAIN WORK working obtain/create work obtain/create and maintain work obtain/create and maintain work
8 MAKE CAREER 8.1 Explore and improve 8.2 Link decision-making to 8.3 Engage in career decision- 8.4 Incorporate realism into your
ENHANCING DECISIONS decision-making career building making career decision-making
9 MAINTAIN BALANCED 9.1 Explore and understand the 9.2 Explore and understand the 9.3 Link lifestyles and life stages 9.4 Incorporate life/work balance
LIFE AND WORK ROLES interrelationship of life roles interrelationship between life and to career building into the career building process
work roles
10 UNDERSTAND THE 10.1 Discover the nature of 10.2 Explore non-traditional life 10.3 Understand and learn to 10.4 Seek to eliminate gender
CHANGING NATURE OF LIFE gendered life and work roles and work options overcome stereotypes in your bias and stereotypes in your
AND WORK ROLES career building career building
11 UNDERSTAND, ENGAGE 11.1 Explore the underlying 11.2 Understand and experience 11.3 Take charge of your career 11.4 Manage your career
IN AND MANAGE THE concepts of the career building the career building process building process building process
CAREER BUILDING PROCESS process

17. Phase I - Competency 2.1

18. LOCAL STANDARDS
Local standards can than be developed from each
performance indicator to suit local needs
Local Standards
Local standards are activities that describe
what individuals will do to achieve a specific
performance indicator, how well they need to
do it, and the conditions under which they
will perform the task

19. Example of Local Standard:
Local standard for performance indicator 2.1.3 for year 3 students
ce
P erforman
s for
CAREER MANAGEMENT COMPETENCY 2.1: Indicator y 2 at
nc
Develop abilities for building positive relationships in life. Compete imary
: Pr
Phase 1
PERFORMANCE INDICATOR 2.1.3:
Identify positive social skills, such as empathy, cooperation, a willingness to
help and show respect for others.
LOCAL STANDARD:
Year 3 students are presented with four school-based scenarios, two showing
positive social skills, two showing poor social skills. Students are asked to
identify which scenarios demonstrate positive social skills, and to name them.
In the scenarios that illustrate poor social skills, students are asked to suggest
positive behaviours that could have been used
(Acquire)

20. Example of Local Standard:
CAREER COMPETENCY 4:
Participate in lifelong learning supportive of career goals
ce
At PHASE I OF DEVELOPMENT (4.1) this reads as: Performan
s for
Indicator y 4 at
‘Discover lifelong learning and its contributions to life and work’. nc
Compete imary
: Pr
Drill down to target PERFORMANCE INDICATOR: 4.1.7 to: Phase 1
‘Evaluate your learning habits and study skills and identify those that help you
best to learn.
Create a LOCAL STANDARD for your school population-
Given a celebrity of their choice (e.g., football player, pop star), Year 3 students
will develop and deliver a brief verbal report explaining what might happen if the
celebrity stopped putting effort into his or her work. The report must include
references to at least two achievements that would be lost, and two abilities that
might sustain the celebrity in his or her work.
(Personalise)

21. Example of Local Standard:
CAREER COMPETENCY 6:
Understand the relationship between work, society and the economyrformance
Pe
s for
Indicator y 6 at
nc
At PHASE II OF DEVELOPMENT (6.2) this reads as: Compete wer
: Lo
Phase 2 ear 9
‘Understand how work contributes to the community’
sec ondary Y
Drill down to target PERFORMANCE INDICATOR 6.2.6:
‘Explore the impact of work on social, economic problems in the community’
Create a LOCAL STANDARD for your school population-
Following presentations from 7 local community service options, students will enrol in 1
option for 8 afternoons over one term. At the conclusion of the service learning project,
students will write a detailed thank you letter to the organisation and an exposition for
their portfolio detailing a) the role and impact of the work of that service organisation in
their community and b) their personal experience of community service.
(Acquire)

22. Familiarising yourself with the
ABCD
 Phase IV Competency Statements for
adults
• Where are you personally?
• Which competencies have you mastered
so far in the management of your own
career path?

23. The Eleven Phase 4 Competency
Statements
PHASE IV
AREA A: PERSONAL MANAGEMENT
1.4 Improve abilities to maintain a positive self concept
2.4 Improve abilities for building positive relationships in life and work
3.4 Develop strategies for responding positively to life and work changes
AREA B: LEARNING AND WORK EXPLORATION
4.4 Participate in continuous learning supportive of career goals
5.4 Use career information effectively in the management of your career
6.4 Incorporate your understanding of changing economic, social and employment
conditions into your career planning
AREA C: CAREER BUILDING
7.4 Improve on abilities to seek, obtain/create and maintain work
8.4 Incorporate realism into your career decision-making
9.4 Incorporate life/work balance into the career building process
10.4 Seek to eliminate gender bias and stereotypes in your career building
11.4 Manage your career building process

24. Familiarising yourself with the ABCD
Activity
Consider Phase I; II; or III Competency
Statements
 What existing student activities from your
school demonstrates a competency? … at
what Phase?
 What new activities can you think of?

25. Why is Career Development Important?
ACTIVITY
1. Read through each statement for Phase 4
(next slide) and choose one that you are
really glad you have.
2. Take a few minutes to explain to someone
next to you the ways in which that
competency has been important to you in
your life.

26. What To Take Away?
 Career development is now part of school
K-12 strategic planning in WA
 Activities from all learning areas can be
mapped against Blueprint competencies
 Career development for students becomes
a whole school approach – all teachers, all
students, all year levels.

28. Questions/ Comments