Mount Gambier High School Career Strategy Implementation Document
Strategy 1: WHOLE SCHOOL SUPPORT & COORDINATION
Benchmark 1: ACTIVE & COMMITTED LEADERSHIP DRIVES THE SCHOOL VISION FOR CAREER DEVELOPMENT & ENSURES ITS FORWARD DIRECTION
Components
Component Descriptors
School & Community Support
Career development learning is seen by all stakeholders
as critical to the ongoing success of the school and is a
component of long term planning with appropriate
resources and staffing allocated to its delivery
(DECD 8 – 12 CS Rubric element 1.1)
Indicators
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SCHOOL IMPROVEMENT PROCESSES
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Career Strategy Policy
(DECD 8 – 12 CS Rubric element 1.1)
Program Promotion
(DECD 8 – 12 CS Rubric element 1.1)
Career Strategy Sustainability
(DECD 8 – 12 CS Rubric element 1.1)
There is a policy that states the purpose for career
development programs and services and is linked to
other school policies and directs the whole school
approach to career development
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The career development strategy is effectively
promoted and showcased to all stakeholders through a
variety of mediums on an ongoing basis.
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Career development programs and services are seen by
all stakeholders as critical to the success of the school.
They are a component of long term planning with
ongoing resourcing attached to its implementation
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The direction and purpose of the career strategy is widely understood by all staff
Faculty plans include goals for career learning
Staff position descriptions include their role in providing aspects of the career
strategy
Identifiable roles and career support responsibilities are outlined for all staff
Information is provided to governing council about the objectives and outcomes
of the career strategy
The school has a documented overview of career programs and activities which
include integration into regular classroom learning
The schools improvement plan has goals and outcomes for career learning
The principal participates in, or lead professional development for staff around
career learning
Career development programs and services are coordinated across all year levels
The senior management team has approved the plan for career activities and
programs and allocated sufficient time and resources
The Year 8 – 12 career strategy is embedded in the site improvement plan with
annual review and improvement processes in place
The schools intranet / website provides a range of current career development
information and links
Career information is visible throughout the school (including staff room)
Student handbook / course books contain information on career pathways
The school improvement plan has goals and outcomes for the career strategy.
Benchmark 2: SCHOOL MANAGEMENT PROVIDES THE PROFESSIONAL SUPPORT AND RESOURCES TO ENSURE THAT THE CAREER DEVELOPMENT
PROGRAMS AND SERVICES MEET THE IDENTIFIED CAREER DEVELOPMENT NEEDS OF ALL STUDENTS.
Components
Component Descriptors
Resourcing
There is sufficient funding allocated for the career
development programs and services detailed in the
school’s career development plan and is measured and
reported against program goals and outcomes.
(DECD 8 – 12 CS Rubric element 1.2)
Indicators
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Budget and resource allocations are reviewed annually to ensure continuous
improvement
There is a central, accessible, user friendly space that includes an area for career
conversations and has a range of up to date resources and information available in
different mediums
Staff Professional Learning
(DECD 8 – 12 CS Rubric element 1.2)
Career Development
Coordination
(DECD 8 – 12 CS Rubric element 1.2)
There is a planned program of professional
development to support the school’s career strategy for
all staff
There is a dedicated career development team
responsible for managing, monitoring and reporting on
the career programs and services across the school
which is underpinned by the Australian Blueprint for
Career Development outcomes framework
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Teacher induction programs have a careers component
There is time allocated at staff meeting for career learning
% of staff who have participated in career related professional development
Career development professional learning is underpinned by the Professional
Standards for Career Practitioners
Development of lesson plans and resources for teachers
Co-teaching some career education activities
Highlighting the links between Australian Curriculum and the career strategy
Promoting the goals and outcomes of the career strategy
The team is led by a member of the schools senior leadership team and includes a
career development specialist to enable school wide integration of a diverse range
of career development programs and services.
The roles and responsibilities of career development staff are clearly defined with
accountability through school management systems.
There is a strategic, planned team approach to career development
Benchmark 3: THE SCHOOL HAS A COMPREHENSIVE FUTURE FOCUSED PLAN FOR THE DEVELOPMENT OF STUDENT CAREER MANAGEMENT
COMPETENCIES AND THESE ARE INTEGRATED INTO TEACHING AND LEARNING STRATEGIES
Components
Component Descriptors
Career Development Plan
There is a school wide scaffolded plan that describes the
career development programs and services. The plan is
regularly reviewed and updates and clearly identifies
links to the strategic plan
(DECD 8 – 12 CS Rubric element 1.1)
Indicators
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The school has a future focused document providing a vision for career
development in the school which links to the strategic direction of the school. It
provides an overview of all career development programs and services and is
tailored specifically to suit individual school needs.
There is a vision for the career development of all students which provides
direction for career development programs and services and is future focused and
living and underpins all program and services in the school
Benchmark 4: CAREER DEVELOPMENT PROGRAMS AND SERVICES ARE DEVELOPED AND IMPROVED THROUGH INFORMATION AND DATA ANALYSIS AND
REVIEW AND EVALUATION.
Components
Component Descriptors
Planning & Review
Data is collected from multiple sources and used to
inform planning and review processes of the career
strategy and career learning activities.
(DECD 8 – 12 CS Rubric element 1.5)
Indicators
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There is a documented process for evaluation and review of career programs and
services
Student self and/or peer assessments of career learning
Reports to governing council / school management on the effectiveness of the
career strategy
Strategy 2: CAREER FOUNDATIONS
CURRICU
LUM &
CONNEC
TED
LEARNIN
G
Benchmark 5: THERE IS EVIDENCE OF A COHESIVE, COORDINATED APPROACH TO BUILD CAREER DEVELOPMENT COMPETENCIES ACROSS ALL LEARNING
AREAS OF THE SCHOOL
Component
Component Descriptors
Indicators
Connected learning
(DECD 8 – 12 CS Rubric element 2
Career development programs and services respond to
diverse needs or learners building their career
management skills. ABCD competencies are used to
deliver sequential learning
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Career Learning / Curriculum
Connections
(DECD 8 – 12 CS Rubric element 2.2)
There are school wide career development programs
and services that provide innovative and diverse
opportunities for students to develop and demonstrate
the key competencies described in the ABCD, SACE
capabilities and Australian Curriculum capabilities
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Pathways and Exploration
(DECD 8 – 12 CS Rubric element 4.2)
All students participate in and have access to a range of
pathway options and information across a wide range of
industry areas that are linked to individual career
development goals, relevant industries and/or locally
identified skills shortage areas.
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A whole school approach to career development where all students demonstrate
career development outcomes against the blueprint competencies is evident
A documented career program based on the ABCD has been developed and shows
progression through year levels
A range of career activities have been developed for curriculum areas to support
teachers with delivery of career learning
All students are provided with comprehensive career learning centred on the
ABCD as part of an integrated curriculum
Development of a register for students at risk of being unprepared for transition
to work or further education and training to enable early intervention strategies
Programs are developed for targeted groups such as ESL
AC general capabilities, SACE capabilities and employability skills are explicitly
practiced and appraised.
Students participate in numerous explicit career learning activities focused on
providing them with career management competencies.
Career Programs and Services are underpinned by the Australian Blueprint for
Career Development, SACE capabilities, Australian Curriculum capabilities, Tfel
and the DECD birth - 18 numeracy and literacy strategy
All students are provided with comprehensive career learning incorporating self
and career awareness, career exploration and the development of self
management skills.
Pathway counselling for all students is personalised, developmentally appropriate,
involves family and the wider community and is linked to the school’s career
development programs and services.
All students have access to VET, ASBAs and/or structured workplace experiences
across a wide range of industry areas linked to their career development goals
Students are provided with comprehensive career counselling at key transition
points along with up to date information about jobs, courses and industries.
Students have access to a range of information through; noticeboards in
classrooms & corridors, career information and tools for students on the school
intranet/website and career resources in classrooms
Benchmark 6: THERE IS A STRONG FOCUS ON INDIVIDUALISED CAREER DEVELOPMENT LEARNING AND THE LONG TERM PROGRESSION OF STUDENTS
WHICH IS EVIDENCED WITHIN INDIVIDUAL CAREER PATHWAY PLANS
Component
Career pathways
(DECD 8 – 12 CS Rubric element 4.1)
Component Descriptors
All students have a career pathways plan which is
completed at each year level. These plans are regularly
monitored and reviewed, linked to career learning
across year levels and used as the basis for providing
individual pathway support for students at key
transition points throughout their schooling.
Indicators
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There is a school wide approach to the development and maintenance of student
portfolios so they can review, plan and manage their own career development.
All students monitor and regularly review their Career Pathway …. to demonstrate
decision making regarding life, learning and work and identify strategies to
achieve these goals.
Career Pathway plans are used to support students pathway and curriculum
choices
Strategy 3: BUILDING PARTNERSHIPS
Benchmark 7: THE SCHOOL COMMUNITY ARE ACTIVE PARTNERS IN THE PLANNING, IMPLEMENTATION, REVIEW AND EVALUATION OF CAREER
PROGRAMS AND SERVICES
Components
Industry & Community
Partnerships
Component Descriptors
School community stakeholders are involved in the
career strategy across all year levels
Indicators
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(DECD 8 – 12 CS Rubric element 3.2)
RELATIONSHIPS/ PARTNERSHIPS
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Raising Student Aspirations
(DECD 8 – 12 CS Rubric
element 3.2 & 3.3)
Regional Connections
(DECD 8 – 12 CS Rubric element 3.1)
There are a range of opportunities provided through
using role models to raise aspirations for students and
their families and challenge stereotypes
Career strategy professional learning community drives
planning across clusters and regions that align with state
student pathways in SACE and beyond objectives
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Networks are used to support school wide career development activities.
Industry and community based services help initiate, and are actively involved in ,
the delivery of career development programs and services within the school
There is an identified consultation process for involving the school community in
planning, implementing and reviewing programs and services
Development of a business in schools concept that allows for industry
engagement at multiple levels.
There is regular and targeted promotion of a range of pathway options using
student role models
Key staff participate in cluster / regional career development networks and
contribute to the strategic direction for the region.
Key staff are involved in cluster / regional Student Pathway meetings
Benchmark 8: FAMILIES ARE ACTIVELY INVOLVED IN SUPPORTING THEIR YOUNG PEOPLE WITH THEIR PATHWAYS AND FUTURE CAREEERS
Components
Parents / Family Engagement
(DECD 8 – 12 CS Rubric element 3.3)
Component Descriptors
Parents / caregivers confidently participate in
career activities and recognise their role in
supporting their child/ren to build career
management competencies.
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Indicators
Feedback from the school community is gathered and/or used for the
planning and reviewing of programs and services.
There is regular communication with parents that best meets their needs
for informing and updating knowledge of all career development
programs, services and opportunities and how to access them
Information is provided to families about careers in the school newsletters,
website and through take home information.
A structured program of career engagement & development activities for
parents is developed and facilitated.