Incorporating all Stakeholders in your Careers Ambassador Plans

On Friday we published the first part of our look into the role of Careers Ambassadors in supporting Benchmark 4. The piece focused on how this important role can support with embedding Careers education into curriculum areas and therefore making the pivotal bridge from pastoral education to academic. In this second part, we examine how to develop and expand the system to include multiple stakeholders, placing it within the heart of all you do.

As we stated in our previous article on Careers Ambassadors, being a Careers Leader may be your role but leading careers is everyone’s responsibility. This is not mutually exclusive to teachers; all stakeholders bear this responsibility. In order to make your Careers provision fully joined up, everyone must be on board – be they external or internal to your school or college.

With this in mind, the following system can be used to bring key stakeholders on board to support your provision.


Careers Ambassador.Model (CA.M)

Careers Ambassador.Model (CA.M)

Normally functioning as separate entities within your school, the Careers Ambassador.Model brings four different stakeholder groups together. The commonality of these functions is to directly support the delivery of Careers education in a school or college. For specific and more detailed information on CA.Ts, please refer to our previous article.

CA.T (Careers Ambassador.Teacher)

  • Supports the embedding of faculty/curriculum specific content within designated faculty/curriculum area Scheme of Learning
  • Arranges guest speakers or visiting industry professionals

CA.P (Careers Ambassador.Parents)

  • Attending key events in your Careers programme – supporting students and other parents to explain career pathways
  • Parents who can provide contacts into business sectors – sharing their little black books
  • Providing content for social media channels or newsletters and participate in inspection or assessment panels

CA.S (Careers Ambassador.Students)

  • Students provide another avenue of support for their peers
  • Sharing Careers information in assemblies, working as advocates of Careers in specific curriculum areas and for career pathways
  • Providing content for school website and participate in inspection or assessment panels

CA.B (Careers Ambassador.Business)

  • Provide personnel for interview practice
  • Group of businesses that can provide Work Experience opportunities for students
  • Access to employees as guest speakers

Before implementing the model careful consideration needs to be made on the training needs for each of these groups. All groups will need targeted training that makes them aware of the whole school Careers vision. Training will also need to be given if these functions are to provide information guidance to young people. Relationship management for each group is essential but the level of contact for each group will be different.

Like with most things, it takes time to build these teams of support up. You should work with small groups to start and grow from there.

What we offer here isn’t anything revolutionary – lots of schools and colleges have these functions in place already. What this model attempts to do is bring them all together as a single entity working together to help realise the schools/college vision for provision.

We would love to hear what you think of the model; What can you see working? Where else can these functions support Careers? What other function could you bring into the model? Please do add your thoughts to the comments below.

Coming up in a few weeks we will focus more attention on how local businesses can support your school and college.

2 thoughts on “Incorporating all Stakeholders in your Careers Ambassador Plans

  1. Great tips! Sometimes I find it hard to get everyone involved due to other commitments, especially during a pandemic. It is refreshing to know that you can lean on other people.

    Like

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