Hopeful Transitions Benchmarks
Hopeful Transitions Benchmarks
Hopeful Transitions Benchmarks Survey
As a first step, school staff will participate in a reflective activity to affirm the schools strengths and determine areas for growth. This survey is a two-part process, a pre- and post- assessment.
The school will use the following five Hopeful Transition Benchmarks (adapted from the original language of the CMEC Reference Framework for Successful Student Transitions). Each school will select goals based the appropriate benchmark(s) to best meet the needs of their learners and school context.
Hopeful Transitions Benchmarks
1. Intentional and student-centered Career Connected Learning is provided to each learner.
2. Best practices of Career Connected Learning are clearly understood and are actively integrated into classroom instruction.
3. Resources and supports are used to address the unique career/transition needs of each learner.
4. Career/Transition planning and Career Connected Learning is underpinned by adequate professional learning for educators.
5. Career Connected Learning and career/transition planning is assessed for continuous improvement.
Schools can use the Benchmark Action Plan document for goal setting.
Indicators of Teenage Career Readiness
The Organisation for Economic Co-operation and Development (OECD) has created a set of questions for schools from their research on Indicators of Teenage Career Readiness. Whatever your school-based role, you can use these questions to get you thinking about how you are supporting career pathway transition planning for every learner.
Do we help all students through secondary education to engage regularly with people in work through career fairs and especially career talks?
Do we have a program of workplace visits and/or job shadowing which enables all students to critically investigate workplaces for themselves?
Do we teach our students how to apply for a job, including interview practice?
Do we help our students to reflect on their existing and planned education and training choices in light of what they are learning about their career ambitions and the requirements of desired employment?
Do we know if our students are engaging in career conversations about their career plans?
Do we have a policy to encourage and enable a culture of career conversations?
Do we have confidence that all students will have first-hand experience of work before leaving secondary education?
Do we give all students the opportunity to experience work of interest for themselves on two or more occasions?
Do we help students to prepare for and reflect on their first-hand experiences of work?
Do we know what the occupational expectations of our students are?
Do we know how ambitious our students are and have policies in place to encourage and enable high ambitions?
If students are uncertain, do they have a process for investigating what is behind the uncertainty?
Do we know if our students’ occupational and educational plans are aligned?
Do we know if our students are able to see a clear relationship between their educational experiences and later employment outcomes?
(Adapted from the OECD Education Policy Perspectives, OECD 2021)