Careers Leader Handbook online sessions 3 Ensuring continuous

Careers Leader Handbook online sessions 3. Ensuring continuous improvement Monday 6 July 2020 Cumbria Careers Hub Tristram Hooley

The careers leader handbook Most of the material in this workshop will come from The Careers Leader Handbook. In particular chapter 4. 1. Available from https: //trotman. co. uk/products/ the-careers-leader-handbook

Overview Why continuous improvement? Strategic leadership Next steps for your programme Evaluation as a principle of continuous improvement

Truisms • It is not where you start from, but where you are going that matters • Anyone can get to the top, but staying there is hard

The cycle of continuous improvement Act Plan Check Do

Overview Why continuous improvement? Strategic leadership Next steps for your programme Evaluation as a principle of continuous improvement

Co-ordination Networking 13 Management p. Leadership 3 The jobs of careers leadership

The art of good leadership 13 8 Vision Courage Passion Emotional intelligence Judgement Resilience Persuasion Curiosity p. 1. 2. 3. 4. 5. 6. 7. 8.

You can’t think in isolation

Discussion • What are the key areas in which your school/college wants to/needs to improve? • Where does careers provision fit into this?

Overview Why continuous improvement? Strategic leadership Next steps for your programme Evaluation as a principle of continuous improvement

1. A stable and embedded programme of careers education and guidance 2. Learning from career and labour market information 3. Addressing the needs of each student 4. Linking curriculum learning and careers 5. Encounters with employers and employees 6. Experiences of workplaces 7. Encounters with further and higher education, and apprenticeship providers 8. Personal [career] guidance So how is your careers programme going?

National progress on the Gatsby Benchmarks 8 7 Most people have still got a long way to go! 6 5 4 3 2 1 0 2014 2017 2018 Series 1 2019

Which benchmarks are you… Move this forwards? Know how to meet How will you keep this working? Currently meeting Change the context/ Can’t see resourcing how you will etc? ever meet

Benchmark 1. A stable and embedded programme of careers education and guidance 2. Learning from career and labour market information 3. Addressing the needs of each student 4. Linking curriculum learning and careers 5. Encounters with employers and employees 6. Experiences of workplaces 7. Encounters with further and higher education, and apprenticeship providers 8. Personal [career] guidance Are you meeting it? What will take things forward next year?

Overview Why continuous improvement? Strategic leadership Next steps for your programme Evaluation as a principle of continuous improvement

Why evaluate?

Why evaluate? “The evaluation of the careers guidance provision was not fully effective in a large majority of the schools visited. Too many of the schools … did not have adequate systems to monitor the quality of the service. For example, their students’ views were often sought by generic questionnaires on their satisfaction …. Similarly, the quality assurance of careers lessons and information on careers provided in tutorials, careers lessons or assemblies was not thorough enough. ” Ofsted 2013 21

In detail • Benchmark 1 – “The programme should be regularly evaluated with feedback from pupils, parents, teachers and employers as part of the evaluation process. ” • Benchmark 3 – “Schools should keep systematic records of the individual advice given to each pupil, and subsequent agreed decisions. ” – “All pupils should have access to these records to support their career development. ” – “Schools should collect and maintain accurate data for each pupil on their education, training or employment destinations for at least three years after they leave school. ” 22

But evaluation shouldn’t start with data

Turning the cycle of continuous improvement into an evaluation cycle Stage 4 - Act • Disseminate your findings • Implement your new recommendations Stage 3 - Check • Analyse data • Develop recommendations • Report on your evaluation Stage 1 - Plan • Review existing evidence • Develope a theory of change • Decide on your evaluation approach Stage 2 - Do • Collect data • Monitor against your theory of change

Constructing a theory of change • A theory of change describes the steps that need to take place between what you do and the impact that you hope to achieve. • It helps you to think about what you are doing and why. • It also helps you to establish a framework for evaluation and quality assurance.

An example theory of change

Exercise: Construct your own theory of change • What are you going to monitor? What you do? What happens next? To what end? • What will tell you it isn’t working? And then…

Reflection • Complete your theory of change. • What do you currently measure? • What are you not measuring? – Do you believe you can realistically measure this? – How can this be done?

About me Tristram Hooley • Blog: https: //adventuresincareerdevelopment. wordpress. com/ • Twitter: @pigironjoe • Email: tristram. hooley@gmail. com

Final thoughts • Your careers programme is not fixed it needs to continue to develop, particularly in line with the wider strategic aims of your school. • Ideally it will get better! • Evaluation is one of the key tools that you have for continuous improvement.