Careers leadership Professor Tristram Hooley Session for MA

Careers leadership Professor Tristram Hooley Session for MA in Careers Education and Coaching derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Overview New role? Policy rationales Leadership structures The careers leader role Curriculum development derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Overview New role? Policy rationales Leadership structures The careers leader role Curriculum development derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

What does a careers professional do? derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

The UDACE roles Informing Advising Counselling Assessing Enabling Advocating Feeding back derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

The NICE professional roles This is where we are going to be focusing today derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Choosing to lead? • Not all careers professionals are careers leaders. • The NICE model recognises that people will move between the roles and specialise. • But, all careers professionals should understand careers leadership. • And all careers professionals will have to lead sometimes. derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Overview New role? Policy rationales Leadership structures The careers leader role Curriculum development derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

The Careers Strategy derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Good career guidance • Summarises existing evidence and frames good practice as eight benchmarks. • Presents it in a way that can be understood by policy makers and acted on by school leaders. • Has achieved wide support amongst policy makers and practitioners alike. derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

The Benchmarks 1. A stable careers programme 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 8. Personal guidance derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

A new statutory basis derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Amendment to the School Information Regulations From 1 September 2018 schools are required to publish: • the name, email address and telephone number of their Careers Leader • a summary of the careers programme • how the school measures and assesses the impact of the careers programme on pupils • the date of the next review of the information published derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

The birth of careers leadership Careers Leaders have responsibility for the delivery of a school or college’s careers programme. They should be ensuring, among other things, that: • The school has a good careers programme that meets the expectations set out in the Gatsby Benchmarks. • The school has published on its website details of its careers programme • The destinations of young people from the school are tracked and that this information is used to improve the effectiveness of the school’s careers programme. derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Also… • Having someone to have responsibility and accountability for careers provision in your school or college just makes sense! • Without someone who is responsible and has some authority it is impossible to make progress in your careers provision. derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Overview New role? Policy rationales Leadership structures The careers leader role Curriculum development derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

History of the role Careers Teacher Head of Careers Coordinator Careers and PSHE/WRL Co-ordinator IAG Manager Careers Leader derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Careers roles in schools Responsible for Qualifications/ professional role Link Governor Advocate for careers Support and challenge Senior Leader Overall responsibility for careers and line manager for Careers Leader assistant head or deputy head Careers Leader Day-to-day leadership and management for careers Middle leader teacher, other professional Careers Adviser Provision of personal career guidance to young people internal or external: professionally qualified at level 6 or above Careers Administrator More routine organisation and administration support staff derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Careers leader: models (schools) Careers leader Benefits Potential risks Middle leader with senior leader support Dedicated role, with link Lack of planning for succession to SLT Senior leader SLT attention Lack of time to devote to the role Outsourced Expertise (in careers) Not in school all the time Not located in school’s management structures Distributed leadership Increased capacity Lack of coherence MAT-wide post Sharing of resources and practice Insufficient time in individual schools Support staff/admin role (Careers co-ordinator) Less expensive, releases a teacher Not well placed for leadership functions derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Careers leadership in colleges • more likely, particularly in larger, multi-campus FE colleges, to have a careers leadership team with: – a distributed approach to operational leadership – a strategic leadership role in SLT • in smaller FE colleges, and most sixth form colleges, there may be a single careers leader. derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Who can be a careers leader? • Careers leaders can come from a range of professional backgrounds • They need to have authority (either by being on SLT or working closely with someone who is) • They need to be located in the right position in management structures to fulfil their leadership responsibilities • They need to have time to do the job • They need to have expertise in both careers and leadership (but they can build this up on the job and through training/CPD) derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

How is careers led in your organisation? derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Overview New role? Policy rationales Leadership structures The careers leader role Curriculum development derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

What does a careers leader do? Careers leaders are responsible and accountable for the delivery of the school’s or college’s programme of career guidance Careers leadership involves: • planning, implementing and quality assuring a careers programme for the school or college • managing the delivery of career guidance • networking with external partners • co-ordinating the contributions of school or college staff derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

The jobs of careers leadership Leadership Management Co-ordination Networking derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

The role of careers leader: Leading 1. Leading the team of teachers, administrators, external partners and others who deliver the careers programme 2. Advising senior leadership on policy, strategy and resources 3. Reporting to senior leaders and governors 4. Reviewing and evaluating the careers programme 5. Preparing and implementing a careers development plan 6. Understanding the implications for career guidance of changes in education, training and the labour market 7. Ensuring compliance with legal requirements to provide independent career guidance and access to providers of technical education and apprenticeships derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

The role of careers leader: Managing 8. Planning schemes of work for careers education and other activities 9. Briefing and supporting teachers delivering the careers programme 10. Monitoring teaching and learning in careers education and delivery of the careers programme 11. Supporting tutors providing initial information and advice 12. Managing the work of the careers adviser and other staff, including the careers administrator 13. Monitoring access to, and take up of, career guidance 14. Managing the careers budget 15. Managing own CPD and supporting CPD for the careers team derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

The role of careers leader: Co-ordinating • Managing the provision of careers and labour market information. • Managing the careers section of the school’s or college’s website, ensuring that information is accurate and up to date. • Liaising with the PSHE/Personal Development Programme leader and other subject/course leaders to plan their contributions to career guidance. • Liaising with tutors, mentors, SENCO/head of learner support and heads of year/ department to identify students needing guidance. • Referring students to careers advisers. • Co-ordinating encounters with employers and work experience. • Communicating with students and their parents. derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

The role of careers leader: Networking • Establishing and developing links with FE colleges, apprenticeship providers, UTCs and universities. • Establishing and developing links with employers. • Negotiating a service level agreement with the local authority for support for vulnerable young people, as appropriate. • Commissioning career guidance services where appropriate. • Managing links with the Local Enterprise Partnership (LEP) and other external organisations. • Securing funding for careers-related projects. • Building a network of alumni who can help with the career guidance programme. derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

In your organisation Leading Managing Co-ordinating Networking Your manager … … derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Overview New role? Policy rationales Leadership structures The careers leader role Curriculum development derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Curriculum • A course (strongly related in etymology to ‘career’ hence ‘curriculum vitae’. • Highly contested as a term. • Is it what is supposed to be taught? What is actually taught? How it is supposed to be taught? What is learned? What about what is caught (the informal curriculum)? • It can exist at many levels e. g. the careers curriculum, the school curriculum. • Defined in opposition to ‘extra-’ and ‘co-’ curricular activities. derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Curriculum planning cycle 1. Outline the starting point 7. Develop the programme 6. Monitor, review and evaluate 5. Assess what has been learned 2. Identify students’ career learning needs 3. Define aims, objectives and learning outcomes 4. Plan the activities derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Curriculum planning cycle 1. Outline the starting point 7. Develop the programme 6. Monitor, review and evaluate 5. Assess what has been learned 2. Identify students’ career learning needs 3. Define aims, objectives and learning outcomes 4. Plan the activities derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Curriculum planning cycle 1. Outline the starting point 7. Develop the programme 6. Monitor, review and evaluate 5. Assess what has been learned 2. Identify students’ career learning needs 3. Define aims, objectives and learning outcomes 4. Plan the activities derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Curriculum planning cycle 1. Outline the starting point 7. Develop the programme 6. Monitor, review and evaluate 5. Assess what has been learned 2. Identify students’ career learning needs 3. Define aims, objectives and learning outcomes 4. Plan the activities derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

p. 59 What are the aims of career education? derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Some possible aims for careers education • Self awareness: Who am I? • Context awareness: How does the world work? • Careership: Where do I fit into the world? • Social awareness: How can I live with others? • Political awareness: How do I go about changing the world? derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Learning outcomes, learning aims, learning areas derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Curriculum planning cycle 1. Outline the starting point 7. Develop the programme 6. Monitor, review and evaluate 5. Assess what has been learned 2. Identify students’ career learning needs 3. Define aims, objectives and learning outcomes 4. Plan the activities derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Kolb’s experiential learning model Active Experimentation • "I'm trying out my new technique at practice today. Hope to score more baskets at tomorrow's game!" Concrete Experience • "I really enjoy playing basketball for my league. " Abstract conceptualisation Reflection and Observation • "After the game our coach gave me some tips about my layup technique and using visualisation. " • "Well I didn't score any points at today's game but I did manage to guard well. " derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Careers education: models in schools discrete careers lessons modules of careers education within a PSHE carousel part of an integrated PSHE course part of a tutorial programme cross-curricular approach curriculum days derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Enhancing careers education through subject teaching • helping students understand the relevance and application of subject knowledge and skills in the workplace • helping students understand the progression routes and employment opportunities in the subject area • teaching planned elements of the careers education scheme of work, e. g. – targeted CVs in English – changes in local economy in humanities – digital career management skills in IT • helping students develop skills for independent learning derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Curriculum planning cycle 1. Outline the starting point 7. Develop the programme 6. Monitor, review and evaluate 5. Assess what has been learned 2. Identify students’ career learning needs 3. Define aims, objectives and learning outcomes 4. Plan the activities derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

What is the purpose of assessment? • Assessment for learning (formative) • Assessment as description (summative) • Assessment as authentication (certification) • Assessment for social sorting • Assessment for feedback and system development derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Curriculum planning cycle 1. Outline the starting point 7. Develop the programme 6. Monitor, review and evaluate 5. Assess what has been learned 2. Identify students’ career learning needs 3. Define aims, objectives and learning outcomes 4. Plan the activities derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Curriculum planning cycle 1. Outline the starting point 7. Develop the programme 6. Monitor, review and evaluate 5. Assess what has been learned 2. Identify students’ career learning needs 3. Define aims, objectives and learning outcomes 4. Plan the activities derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

References • • • Andrews, D. & Hooley. (2018). The careers leader handbook. Bath: Trotman. See also https: //www. trotman. co. uk/CLH/. Beard, C. (2009). Transforming the student learning experience: A pedagogic model for everyday practice. York: Higher Education Academy. Department for Education. (2017). Careers strategy: Making the most of everyone’s skills and talents. London: Department for Education. (2018). Careers Guidance and Access for Education and Training Providers. London: Department for Education. (2018). Careers Guidance for Further Education Colleges and Sixth Form Colleges. London: Department for Education. Gatsby Charitable Foundation. (2014). Good Career Guidance. London: Gatsby Charitable Foundation. Hooley, T. (2015). Emancipate yourselves from mental slavery: Self-actualisation, social justice and the politics of career guidance. Derby: International Centre for Guidance Studies , University of Derby. Schiersmann, C. , Ertelt, B-J. , Katsarov, J. , Mulvey, R. , Reid, H. & Weber, P. (2012). NICE handbook for the academic training of career guidance and counselling professionals. Heidelberg: Heidelberg University. The Careers & Enterprise Company. (2018). Understanding the Role of the Careers Leader. London: The Careers & Enterprise Company. The Careers Leader Handbook Companion site https: //www. trotman. co. uk/CLH/. derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

Conclusions • Careers leadership is a part of the role of the careers professional. • The idea has become extremely important in English schools and colleges, but it has wider applicability. • Driving the development of curriculum and the embedding of career learning in it is a key role for careers leaders. derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal

About me Tristram Hooley Professor of Career Education Email: t. hooley@derby. ac. uk Twitter: @pigironjoe Blog: https: //adventuresincareerdevelopment. wordpress. com/ derby. ac. uk/ahe derby. ac. uk/icegs Sensitivity: Internal