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Boards of trustees

The board of trustees is responsible for ensuring that the school is giving effect to The New Zealand Curriculum or Te Marautanga o Aotearoa, the national education goals and the national administration guidelines. This includes ensuring the school provides appropriate career education and guidance for all students in year 7 and above.

The board's role is to:

  • ensure that the career education and guidance needs of all students and the aspirations of their communities are reflected in the school's strategic planning and reporting
  • ensure that the school's community, in particular Māori and Pasifika, have opportunities to contribute to career education and guidance strategies
  • ensure there is an appropriate level of funding and resources to meet the career education needs of the students
  • encourage a whole-school approach to career education

Principals and senior managers

Principals and senior managers make sure that the school develops and reviews appropriate policies and programmes. This leadership role is a crucial element of effective career education and guidance in schools. Whole-school commitment to career education within the school is raised where the principal actively leads a career education strategy. Careers lead teams are most effective when they include a senior manager.

Some responsibilities are to:

  • make sure career education and guidance is considered in strategic planning
  • liaise with and support the careers lead team and career education leaders
  • ensure teachers providing career education and guidance have the appropriate skills and knowledge to work with their students
  • value and involve the wider community in career education and guidance
  • make the involvement of parents and whānau with their children’s learning and career planning a priority
  • participate in career-related school and community events
  • allocate and manage funding and resources to best meet the career education needs of students
  • review progress and report to the board of trustees.

Career education leaders

Most schools appoint a career education leader to oversee and co-ordinate the implementation of career education and guidance throughout the school. This person will be more effective if they are supported by a careers lead team.

Career education leaders may be responsible for:

  • developing and implementing the school’s career education and guidance programme
  • working with the curriculum committee, learning support teams and co-ordinators of programmes like STAR and Gateway to develop curriculum options
  • working with syndicate leaders, heads of department or faculty and curriculum teams to incorporate career education in curriculum areas
  • working with teachers providing pastoral care to incorporate career education and guidance in pastoral care systems
  • organising resources, training and support for teachers
  • making sure that career information is relevant, up-to-date and easily accessible for students and staff
  • making career guidance available to students who need it, individually or in small groups
  • encouraging and supporting parents and whānau to get involved in their children’s learning and career planning, especially during transitions
  • maintaining networks with businesses, education and training providers and parents, encouraging their involvement with the school
  • organising or co-ordinating special career education learning activities
  • consulting with and reporting to senior management
  • coordinating career education evaluations, monitoring transition points and gathering information on the destinations and pathways of school leavers.

'We maintain a high profile for career education and guidance. There’s a weekly newsletter to staff and regular assembly events. One of our major professional development meetings is devoted to careers and there’s a Career Education Coverage page in the staff planning book. All teachers record career activities they include in their teaching. The checklist includes suggestions like talking about career opportunities related to the subject, using a community speaker, going on an industry or tertiary field trip and just relating anecdotes about careers. Careers staff collect these forms, collate them and give feedback to staff.'

Careers adviser, St Thomas of Canterbury College

Published on: 04 Aug 2009