Agenda for the Day
Ice BreakerWBL Continuum OverviewLeadership RolesLeadership Role Breakout SessionsOPTIC TimeSummer Deliverables
Work-Based LearningWork-Based Learning
Friday, June 26Friday, June 26thth
11am – 1pm11am – 1pm
2 hours2 hours
ObjectiveObjective
Provide academy leadership teams with the Provide academy leadership teams with the basic principles of work-based learningbasic principles of work-based learning
Provide academy leadership teams with the Provide academy leadership teams with the opportunity to analyze sample work-based opportunity to analyze sample work-based learning curricula and lessonslearning curricula and lessons
Provide academy grade level teams guidance as Provide academy grade level teams guidance as they plan work-based learning lessons and they plan work-based learning lessons and activities into their elective coursesactivities into their elective courses
Create monthly work-based learning lessons for Create monthly work-based learning lessons for each grade level (technical course)each grade level (technical course)
Ice BreakerIce Breaker
Your team has 1 minute to replicate the Your team has 1 minute to replicate the following picture on the next slidefollowing picture on the next slide
Each person gets only 1 colored markerEach person gets only 1 colored marker– BlackBlack– RedRed– YellowYellow– BlueBlue– GreenGreen
What Is Work-Based Learning?What Is Work-Based Learning?An instructional strategy essential in preparing An instructional strategy essential in preparing students for success in postsecondary education students for success in postsecondary education and careersand careers
Designed to extend and deepen classroom Designed to extend and deepen classroom learning that is difficult to achieve through a learning that is difficult to achieve through a traditional classroom environmenttraditional classroom environment
What Is Work-Based Learning?What Is Work-Based Learning?
Expose students to future work options and Expose students to future work options and provide opportunities for skill development and provide opportunities for skill development and mastery over timemastery over time
Involves interactions with industry or community Involves interactions with industry or community professionals linked to school-based instructionprofessionals linked to school-based instruction
Benefits to StudentsBenefits to Students
Apply academic and technical classroom Apply academic and technical classroom learninglearning
Develop workplace competencies Develop workplace competencies
Establish a clear connection between education Establish a clear connection between education and workand work
Explore possible careersExplore possible careers
Improve post-graduation options for employment Improve post-graduation options for employment and further education and trainingand further education and training
Practice positive work habits Practice positive work habits
Understand the expectations of the workplaceUnderstand the expectations of the workplace
Benefits to IndustryBenefits to Industry
Create a pool of skilled and motivated potential Create a pool of skilled and motivated potential employees with the ability to adapt to an ever-employees with the ability to adapt to an ever-changing, global job marketchanging, global job market
Reduce training/recruiting costs for new employeesReduce training/recruiting costs for new employees
Partner with schools to prepare students for their Partner with schools to prepare students for their futuresfutures
Provide developmental opportunities for current Provide developmental opportunities for current workforceworkforce
Generate positive publicity Generate positive publicity
Establish meaningful relationships with young people Establish meaningful relationships with young people
Benefit to SchoolsBenefit to SchoolsExpand curriculum and extend learning facilitiesExpand curriculum and extend learning facilities
Provide access to workplace techniques and Provide access to workplace techniques and technologytechnology
Enhance the ability to meet the need of diverse Enhance the ability to meet the need of diverse student populationsstudent populations
Provide opportunities for individualized instructionProvide opportunities for individualized instruction
Promote faculty interaction with the communityPromote faculty interaction with the community
Make education more relevant and valuable for Make education more relevant and valuable for studentsstudents
Improve high school graduation ratesImprove high school graduation rates
Deepen community relationshipsDeepen community relationships
Work-Based Learning in the Linked Work-Based Learning in the Linked Learning Certification CriteriaLearning Certification Criteria
Essential Elements for pathway Quality – WBLEssential Elements for pathway Quality – WBL• All students participate in a personalized and All students participate in a personalized and
coordinated continuum of WBL experiences designed to coordinated continuum of WBL experiences designed to help them master and demonstrate academic, technical, help them master and demonstrate academic, technical, and 21and 21stst Century skills, as identifies in the pathway Century skills, as identifies in the pathway student learning outcomes.student learning outcomes.
Criteria 2 – Engaged learningCriteria 2 – Engaged learning• 2.6.1 – Coordinated, sequenced, and scaled: all pathway 2.6.1 – Coordinated, sequenced, and scaled: all pathway
students participate in and have access to a continuum students participate in and have access to a continuum of high-quality, real-world learning experiencesof high-quality, real-world learning experiences
• 2.6.2 – Connected to coursework: each WBL experience 2.6.2 – Connected to coursework: each WBL experience is aligned to pathway student learning outcomesis aligned to pathway student learning outcomes
Work-Based Learning ContinuumWork-Based Learning Continuum
Stage 1: Career AwarenessStage 1: Career Awareness
Goal – build awareness of the variety of Goal – build awareness of the variety of careers available and identify areas of careers available and identify areas of interestinterest
Examples – field trip, classroom speaker, Examples – field trip, classroom speaker, company tour, career day, college fair, career company tour, career day, college fair, career fair, college visit, industry themed projectsfair, college visit, industry themed projects
Stage 1: Career AwarenessStage 1: Career Awareness
Sample Student Learning OutcomeSample Student Learning Outcome– Can articulate the type of postsecondary Can articulate the type of postsecondary
education and training required in the career education and training required in the career fieldfield
– Can give an example of accepted workplace Can give an example of accepted workplace normsnorms
Stage 2: Career ExplorationStage 2: Career ExplorationGoal - explore career options to provide Goal - explore career options to provide motivation and inform decision-makingmotivation and inform decision-making
Example – job shadow, informational Example – job shadow, informational interview, virtual exchange with industry, interview, virtual exchange with industry, mentoring relationship, college research, mentoring relationship, college research, industry-related projectsindustry-related projects
Stage 2: Career ExplorationStage 2: Career Exploration
Sample Student Learning Outcome Sample Student Learning Outcome – Can give examples of necessary skills for the Can give examples of necessary skills for the
workplace workplace – Can articulate the pathway from high school Can articulate the pathway from high school
to postsecondary education available in the to postsecondary education available in the communitycommunity
Stage 3: Career PreparationStage 3: Career Preparation
Goal – apply learning through practical experience Goal – apply learning through practical experience and interaction with professionals from industry in and interaction with professionals from industry in order to extend and deepen classroom workorder to extend and deepen classroom work
Example – integrated project with industry Example – integrated project with industry involvement, internships connected to the involvement, internships connected to the curriculum, after school technical programscurriculum, after school technical programs
Stage 3: Career PreparationStage 3: Career Preparation
Sample Student Learning OutcomeSample Student Learning Outcome– Comprehends professional verbal, written, Comprehends professional verbal, written,
and visual communicationand visual communication– Builds effective collaborative working Builds effective collaborative working
relationships with colleaguesrelationships with colleagues– Describe workplace behavior and etiquetteDescribe workplace behavior and etiquette
Stage 4: Career TrainingStage 4: Career Training
Goal - train for employment in a specific field Goal - train for employment in a specific field and range of occupationsand range of occupations
Example – internship requiring credentials, Example – internship requiring credentials, apprenticeship, clinical experience, on the job apprenticeship, clinical experience, on the job training, work experience, employment trainingtraining, work experience, employment training
Stage 4: Career TrainingStage 4: Career Training
Sample Student Learning OutcomesSample Student Learning Outcomes– Demonstrates critical-thinking and problem-Demonstrates critical-thinking and problem-
solving skillssolving skills– Open to learning and demonstrates Open to learning and demonstrates
information gathering skillsinformation gathering skills
Coordinated and Sequences ActivitiesCoordinated and Sequences Activities
Notice that the activities build on each Notice that the activities build on each other from year to yearother from year to year
ActivityActivity
Categorize the following into the 4 stages Categorize the following into the 4 stages of the WBL continuumof the WBL continuum
Career Awareness
Career Exploration
Career Preparation
Career Training
Share Your ResponsesShare Your ResponsesCareer
AwarenessCareer
ExplorationCareer
PreparationCareer Training
Career Fair
College Fair
Classroom Speaker
Company Tour
Field Trip
College Visit
Mentoring Relationship
Industry Related Project
Job Shadowing
Internship
Afterschool Technical Program
Integrated Project with Industry
Apprenticeship
On The Job Training
Work Experience
Roles and ResponsibilitiesRoles and Responsibilities
Students – develop learning Students – develop learning objective, participate, and objective, participate, and reflect on experiencesreflect on experiences
Teachers – prepare, support Teachers – prepare, support and monitor student and monitor student progress, help students make progress, help students make connections to workplaceconnections to workplace
Workplace – collaborate with Workplace – collaborate with school staff to create learning school staff to create learning opportunities for studentsopportunities for students
Defining WBL ExperiencesDefining WBL Experiences
Does NOT need to take place at a Does NOT need to take place at a workplaceworkplace
Does NOT need to occur during the Does NOT need to occur during the standard workdaystandard workday
Does involve interaction with industryDoes involve interaction with industry
Does build upon activities student have Does build upon activities student have already experienced in the classroomalready experienced in the classroom
7 Work-Based Learning Quality Criteria7 Work-Based Learning Quality Criteria
1.1. Driven by student outcomes rather than activitiesDriven by student outcomes rather than activities2.2. Target ALL students rather than just the best onesTarget ALL students rather than just the best ones3.3. Focuses on college AND career readiness rather than Focuses on college AND career readiness rather than
just job readinessjust job readiness4.4. Integrates with program of study, connected to Integrates with program of study, connected to
classroom learning, and embedded in interdisciplinary classroom learning, and embedded in interdisciplinary projectsprojects
5.5. Sequenced and coordinated rather than ad hocSequenced and coordinated rather than ad hoc6.6. Supported by a team of academic and CTE teachers Supported by a team of academic and CTE teachers
rather than only the CTE teachersrather than only the CTE teachers7.7. Designed according to quality criteria rather than driven Designed according to quality criteria rather than driven
by factors such as schedule, availability of partners, and by factors such as schedule, availability of partners, and maximizing the number of student participantsmaximizing the number of student participants
ActivityActivity
Using the 7 WBL quality criteria, what Using the 7 WBL quality criteria, what strategies will your team use next year to strategies will your team use next year to prepare student for WBL experiences that prepare student for WBL experiences that is different from what you currently do?is different from what you currently do?
Sample Model of WBLSample Model of WBL
Take 5 minutes to analyze the Health Take 5 minutes to analyze the Health Academy WBL plan with your teamAcademy WBL plan with your team
Have one person from your team share Have one person from your team share something you notice about their plansomething you notice about their plan
Review Field Excursion ProcessReview Field Excursion Process
Value Statement
Experience Summary
Tips for Highly Effective Field Tips for Highly Effective Field Learning ExperiencesLearning Experiences
Identify the right group of students for the Identify the right group of students for the specific field learning experiencespecific field learning experience
Prepare students before going into the Prepare students before going into the field and communicate expectationsfield and communicate expectations
Reflect on the experience afterwardsReflect on the experience afterwards
Plan ahead!!Plan ahead!!
Integrating WBL into CurriculumIntegrating WBL into Curriculum
WBL Monthly Curriculum OverviewWBL Monthly Curriculum Overview
Integrated UnitsIntegrated Units
Month WBL Activity Summary of Activity
September
October
November
December
January
February
March
April
May
June
Share Your Academy’s Plan
Share one WBL activity that you have embedded into your integrated unit
Pathway Connections Specialist
Develop collaborative relationships with postsecondary institutions to align curriculumNetwork with industry partners to leverage work-based learning opportunities for studentsManage the California Career Pathway Trust Grant to ensure goals are implementedAssist in the development of an advisory board
Pathway Connection Specialist
How I can support you…– Assist in planning work-based
learning opportunities for students
– Reach out to postsecondary and industry partners
Pathway SpecialistThis position will assist schools as they develop pathway programs that ensure students are college and career ready by graduation.
This position will assist schools as they prepare for the Linked Learning self-assessment process and for Linked Learning Quality Review.
This position will assist schools in development of curriculum, instructional strategies, career awareness, and the assessment of the effectiveness of the pathway design.
Pathway Specialist
How I can support you…- Provide feedback for UC course submissions and new
course development- Provide feedback regarding leadership collaboration and
meeting time- Provide professional development and training
(managerial tasks, leadership roles, summer institute, retreat days)
- Facilitate evidence gathering and analysis- Communicate with administrators- Assist in planning integrated units, retreats, and meetings- Conduct classroom observations and provide feedback
Academy CoordinatorsStudent Outcomes-Driven PracticeEquity, Access, and AchievementProgram of StudyLearning & TeachingWBLPersonalized Student SupportPathway Leadership & Partnerships
Business Duties: purchasing, travel/PD, planning meetings, classroom observations, BlackBoard Connect, annual report (CPA)
Moving Towards Certification- Coordinator Expectations
Community of Practice – is transitioning from using “meeting” time to function as a Community of Practice (COP)/PLC – focus is instructionCommunity of Practice – conducts classroom observations and provides feedback to teachers, as well as facilitates academy team walks to discuss academy shared best practicesCommunity of Practice – facilitates integrated unit planning and cross collaborationCommunity of Practice- OPTIC – cycle of improvement and action planningWBL- Advisory Board Meetings WBL – internships, mentorships supporting industry connectionsPost Secondary Articulation Agreements- initiating the process
Administrator Role - In Administrator Role - In Supporting CertificationSupporting Certification
Attending leadership collaboration, advisory board meetings, and special events
Conducting academy classroom observations
Practicing distributed leadership – including coordinators in master scheduling and teacher recruitment
Meeting with Coordinators on a monthly basis
Creating a Master Schedule w/ Linked Learning as a priority
Reviewing their evidence & OPTIC
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Leadership Breakout Sessions
Student Adviser: Upstairs Small Conference Room
Data: Upstairs Computer Lab
WBL: Human Resources Conference Room
Student Leadership: District Board Room
Parent/Community Relations/Recruitment: Upstairs Large Conference Room
Coordinator & APs: Communities of Practice: Lloyde HS Room
OPTIC
In your teams re-visit the self assessment and revise as necessary
Revise action plan as necessary
Review evidence that needs to be collected
Summer Deliverables
Take some time to calendar your 18 hours– Drafts of two integrated units– Academy calendar of events (summer
bridge event, Spirit Days, parent workshops, WBL excursions)
– Updated OPTIC– Updated Academy Outcomes