Managing IAGCEG

1
Managing IAG/CEG

• LSN training modules for 14-19 IAG
• Module 4

2
Objectives

• To examine various options for
• organising careers education in the curriculum
• bringing coherence to all the forms of individual
  advice and guidance
• staffing structures for the effective leadership,
  management and administration of CEG and IAG
• To review own policies and practice
• To identify actions for improving provision in
  own organisation

3
Statutory position of careers education

• since September 1998, schools have been required
  to provide a programme of careers education in
  Years 9, 10 and 11
• schools have been encouraged to begin their
  programmes earlier and to continue them post-16
• with effect from September 2004, the statutory
  duty on schools to provide careers education has
  been extended to include Years 7 8
• colleges and work-based training providers have
  been encouraged to provide careers education for
  16-19 year old learners

4
Careers Education and Guidance a National
Framework 11-19 (DfES 2003)

• Introduction, rationale and aims
• Framework for careers education
• recommended learning outcomes (and examples of
  content)
• use in different settings for 11-19 learning
• Annexes
• curriculum organisation
• progression in career learning
• links to other aspects of curriculum concerned
  primarily with personal development
• www.cegnet.co.uk/content/default.asp?PageId1038s
  m1038

5
Careers education, PSHE, citizenship WRL
6
14-19 Education and Skills(White Paper, 23
February 2005)

• A betterintegrated curriculum
• ..we have set out our aims of making
• sure that schools bring out the
• connections between citizenship,
• work-related learning, careers education
• and PSHE as they are taught.
• (p. 43)

7
Curriculum organisation of careers education 11-16

• discrete careers-education lessons
• module of careers education within a carousel
• part of a tutorial programme
• integrated personal development course of
  careers education, PSHE, citizenship, personal
  finance education, work and enterprise
• curriculum days
• integral part of main learning programme

8
Curriculum models forpost-16 careers education

• separately timetabled enrichment programme,
  complementary studies or general studies
• tutorial programme
• series of events
• integral part of main learning programme
• supported independent study, including use of
  online materials and VLEs

9
Individual support for learners

• Tutoring for all
• Recording achievements, reviewing progress,
  setting targets
• Guidance for all
• Establishing longer-term goals, individual
  learning planning
• Mentoring for some
• Added-value tutoring and/or guidance

10
Cycle of individual support
LEARNING
ASSESSMENT
TARGET SETTING
RECORDING
INDIVIDUAL ACTION PLANNING
REVIEWING
REPORTING
GUIDANCE
11
Individual Learning Plans (ILPs) for 14-19

• Schools have been encouraged to help pupils
• prepare an Individual Learning Plan towards
• the end of Key Stage 3
• to record progress and achievements by age 14
• to identify choices for KS4
• to establish broad learning and career goals for
  the whole 14-19 phase
• to provide the basis for ongoing monitoring and
  review of progress throughout the 14-19 phase

12
ILP cf. option form

• ILP takes a longer-term view
• what courses do I want to follow in key stage 4?
  .. with a view to doing what post-16?
• ILP takes a wider view
• what common core will I follow? .. what optional
  subjects and courses do I want to take? .. what
  wider activities should I participate in?
• ILP is reviewed periodically throughout the 14-19
  phase
• how is my learning progressing? .. what
  refinements do I want to make to my plans?

13
Coherence of documentation

• Year 9 ILP
• Y9 Transition Plan for learners with SEN/LDD
• Year 11/Post-16 ILP updated ILP from Year 9 cf.
  a new document

14
Managing individual support

• Recording
• planning and review files, including ILPs
• e-portfolios, incorporating ILP
• Referrals
• internal
• external
• Management
• roles
• co-ordination
• communication within a consortium

15
Leading and managingCEG and IAG (1)

• Advising senior leadership team on policy,
  priorities and resources for CEG/IAG
• Managing careers information
• Planning careers education and monitoring
  teaching and learning
• Briefing/training teachers and tutors
• Managing specialist careers staff

16
Leading and managingCEG and IAG (2)

• Liaising with tutorial and guidance staff
• Referring learners to personal advisers
• Reviewing and evaluating CEG/IAG and preparing a
  development plan
• Reporting to senior leadership team and governors
• Managing work of CEG/IAG administrator

17
Effective Managementof CEG/IAG (1)

• Clear role-specification
• Open recruitment and selection process
• Appropriate responsibility allowance
• Protected non-contact time
• Active line-management
• CEG and IAG policy
• Annual review and development plan

18
Effective Managementof CEG/IAG (2)

• Access to INSET and debriefings
• Appraisal/performance management
• Appropriate place in management structure
• Administrative support
• Assistant co-ordinator
• Link governor
• Annual report to governing body

19
About time

• National Agreement on Teacher Workload
  contractual changes from 1 September 2003
• Transfer of routine administrative tasks to
  non-teaching support staff
• Time for leadership and management
  responsibilities
• CEG/IAG leader and administrator

20
Organising the role ofco-ordinating CEG/IAG in
management structures

• Single role of Careers Work Manager
• Leader for careers work within a personal and
  career development department/faculty (or
  Student Services)

21
Professional development for CEG/IAG

• Training for co-ordinator
• CEG and IAG
• leadership and management
• Training for other careers specialists
• CEG and IAG
• Training for teachers of CEG
• institution-based
• Training for staff managing careers information
• managing and maintaining a careers library
• Training of tutors providing IAG
• knowledge and understanding of opportunities and
  progression routes
• guidance skills

22
Staff development for CEG/IAG

• Longer courses
• Short courses/conferences
• Experience-based learning
• Open learning
• Support networks
• Consultancy
• School/College/WBL-based INSET