developing a continuum of work-based learning experiences

 Developing a Continuum of Work-based Learning California Career Pathways Trust Grantee Network Institute  

May 8, 2015

Gretchen Koch, CompTIA Tony Clark, Jobs for the Future Adelina Garcia, Jobs for the Future Matthew Poland, Jobs for the Future

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OVERVIEW

1.  Introduction and Goals 2.  Self-assessment 3.  What is work-based learning (WBL)? 4.  Example of WBL in practice 5.  Challenges to implementation and ways to address them 6.  Small group discussion 7.  Share out and next steps

SMALL GROUP DISCUSSION

On a scale of 1 to 10, where would you place your region’s progress in the implementation of WBL? (1 means nothing is in place and 10 means you have a well-developed set of WBL activities)

WHAT IS WORK-BASED LEARNING?

•  Allows students to build awareness about career options

•  Provides a means to explore careers

•  Prepares students for careers via practical hands-on experience

•  Trains students for employment and/or postsecondary

Can take place inside or outside the classroom

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WHAT IS A WBL CONTINUUM?

A sequenced and coordinated set of activities through which students gain increasing exposure to the world of work. •  Developmentally appropriate •  Thoughtfully integrated into the curriculum •  Requires different levels of engagement among employers

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9-14 WORK-BASED LEARNING CONTINUUM

Awareness & Exploration Preparation Training &

Application

• Guest speakers • Company tours or field trips

• Career fairs • Mock interviews

• Job shadows • Service learning • Class projects or challenges

• Mentorships

• Deep internships • Paid apprenticeships • Capstone projects • Teacher externships • Mentorships

Year 1 Year 6 Year 2 Year 3 Year 4 Year 5

Source: Adapted from Guide to Becoming a P-TECH Employer; JFF, IBM, CUNY, P-TECH

Increasing Intensity of Employer Engagement

Crea)ngITFutures.org    

Work-­‐Based  Learning  Opportuni4es  

WBL  

Company  Tours  

Guest  Speaking  

Job  Shadows  

Classroom  Projects  

Mentoring  

Internships  

Student  Benefits:  •  Career  Explora)on  •  Exposure  •  Employer  Values  •  Skills  Development  •  Understanding  the  link  between  school  and  work  

•  Transi)on  Prepara)on    All  supported  by  an  online  

career  prep  pla2orm  

Source:  (Benz  &  Lindstrom,  1997).  (Bailey  &  Hughes,  1999).  

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Thinking  Beyond  the  Tradi4onal  Internship  Model  

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Thinking  Beyond  the  Tradi4onal  Internship  Model  

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Thinking  Beyond  the  Tradi4onal  Internship  Model  

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Thinking  Beyond  the  Tradi4onal  Internship  Model  

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Thinking  Beyond  the  Tradi4onal  Internship  Model  

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MARLBOROUGH STEM ECHS

WORK-BASED LEARNING PROGRAM

CORPORATE PARTNERSHIPS

HOW CAN INDUSTRY INVEST IN CAREER READINESS?

Companies Can invest in WBL at different levels: •  Commit with student to a

WBL plan •  Supervise students on the job •  Contribute to WBL curriculum •  Host teachers and students

•  Attend events •  Network with students

Supervise WBL

•  In-school projects •  Internships

Prepare for Career Pathways

•  Conduct Informational Interviews with students •  Host Site Visits for students and teachers

•  Consult on projects connecting academics and industry •  Be a source of industry-related information

Build Career Awareness

•  Participate as judges in STEM Expo and Science Fairs •  Present personal career stories at panels and round-tables

INDIVIDUAL DEVELOPMENT PLANS

Beginning freshman year… •  Access to a web-based

platform à i.e. Naviance •  Learning Inventory

•  WBL Ice Breaker •  Career Interest Inventory •  Resume building activities •  Future course projections •  Career Speakers Bureau

•  Meaningful Integration of Company Involvement (ROI)

•  Internship opportunity at conclusion of 11th grade •  25 – 40 Hours •  “Thumb Test”

STEM ECHS SCHEDULING – STANDARD MODEL

2015-­‐16  Grade  9  Schedule   2016-­‐17  Grade  10  Schedule  

Honors  Algebra  1   Honors  Geometry  

Honors  Intro  to  Physics     Honors  Biology  

Honors  English  9   Honors  English  10  

Honors  World  History  2   Honors  or  AP  US  History  I  

Engineering  &  Architecture/  Robo)cs  &  Exploring  Computer  

Science    

STEM  Pathway  Elec)ve  (see  Pathway  guide)    

World/Classical  Language     World/Classical  Language    

Wellness  Requirement/  Art  Founda)ons  (STEAM)  

Wellness  Requirement/Elec)ve    

STEM PATHWAY GUIDE FOR SOPHOMORE YEAR

•  Please note from the previous slides that all 9th grade STEM students will take Robotics & Exploring Computer Science as this course supports preparation for the 9th grade MCAS Physics exam.

•  The following sophomore preparatory courses are strongly recommended for students pursuing a pathway. Please note that these courses are not required but strongly recommended. Access to completing any pathway will not be limited based on a student’s ability to fulfill these courses sophomore year.

Pathway  Program     Recommended  Sophomore  

Preparatory  Course  

Biotechnology     Chemistry    (required  

prerequisite  for  AP  Biology)  

Engineering     Engineer  &  Tech  Draw  I    or    

Engineer  &  Architect  I  

Computer  Science     Intro  to  Computer  Science    

STEM ECHS ENGINEERING PATHWAY

11th  Grade    Course  Selec4on  Guide    

12th  Grade    Course  Selec4on  Guide    

Period  1   AP  Language  and  Composi4on  (qualifying  score  required)    

ELA  (non-­‐pathway)  

Period  2   Honors  Algebra  II    (Enhanced  Framework)  

AP  Calculus  AB  or  BC  (qualifying  score  required)  

Period  3   Chemistry  (non-­‐pathway)    

AP  Physics  (qualifying  score  required)  

Period  4   Engineering  &  Tech  Drawing  II  or  Architecture  &  Design  II  (final  grade  >  73  required)  

Elec)ve  

Period  5   History  (non-­‐pathway)  or  Elec)ve    

History  (non-­‐pathway)  or  Elec)ve  

Period  6   World/Classic  Lang  (non-­‐pathway)  

World/Classic  Lang  (non-­‐pathway)  or  Elec)ve  

Period  7   Wellness  Requirement/Elec)ve     Wellness  Requirement/Elec)ve    

Online     None     Cri4cal  Thinking  and  Problem  Solving  (online  through  QCC)  

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MASSACHUSETTS WORK-BASED LEARNING PLANS

Introduction to the Massachusetts Work-Based Learning Plan

Benefits

The WBLP is an easy-to-use tool that opens up conversations: •  Between intern and supervisor

•  Among program staff

What opportunities are we offering to our interns?

•  What skills can interns practice and develop through this experience? •  What are our expectations for interns? •  How can we strengthen opportunities for learning and productivity?

Continued on next page…

Benefits - Statewide Connections

Using the WBLP connects programs to a statewide network: •  The WBLP is a tool that is shared among a statewide

professional development network that supports quality internship programs.

•  The online system provides

a statewide “bank” of job descriptions and skills/tasks and provides data on skills used and skill gains.

•  The WBLP is based on input from many stakeholders statewide.

What is the Massachusetts Work-Based Learning Plan?

The Massachusetts Work-Based Learning Plan is a tool designed to drive learning and productivity in jobs, internships and other work-based learning experiences.

Three-fold purpose

1.  Identifies ability level within skill areas (diagnostic)

2.  Drives quality of student learning and productivity (goal-setting)

3.  Assesses student progress (assessment)

Where it is used

In a variety of work experience programs:

•  Summer jobs programs •  Cooperative education

programs for vocational schools

•  Internship programs for high school and college students

•  Workforce development programs for young adults.

How it is used

•  Online WBLP Database •  As MS Word document

•  As paper and pencil document

Sections of the plan

WBLP Heading (Placement Info) Job Description

Section 1: Foundation Skills Work Ethic and Professionalism Communication and Interpersonal Skills

Section 2: Specific Workplace and Career Skills Section 3: Evaluation of Performance and Progress

WBLP Heading (Placement Information)

•  Name of participant, supervisor, staff, teacher •  Name of company or worksite •  Start and end dates

•  Review dates •  Other program information as needed

What Career and Workplace Specific skills are selected most?

Project Management

Collecting and Organizing Information

Teaching and Instructing

1.  Time Management 2.  Project Management

3.  Collecting and Organizing Information

4.  Interacting with Customers or Clients

5.  Equipment Operation

6.  Teaching and Instructing

7.  Computer Technology

8.  Leadership

9.  Problem Solving

10.  Understanding All Aspects of the Industry

11.  Research and Analysis

12.  Interacting with Children

Most common skills from WBLPs, July 1, 2009 through June 30, 2010.

Career and Workplace Specific Skills – More Examples

1.  Web Design Principles

2.  Gardening Techniques

3.  Human Rights and Dignity

4.  Hand Tool Nomenclature

5.  Animal Care Skills

6.  Project Evaluation

7.  Installing Computer Software

8.  Writing

9.  Color Choice

10.  Community Interaction

Additional examples from WBLPs, July 1, 2009 through June 30, 2010.

Job and Internship Skill Gain Foundation Skills

0 1 2 3 4 5

Attendance and Punctuality

Workplace Appearance

Accepting Direction and Constructive Criticism

Motivation and Taking Initiative

Understanding Workplace Culture, Policy andSafety

Speaking

Listening

Interacting with Co-Workers 1st Review2nd Review

Skill Gain data can be generated easily from the reports menu of the online WBLP database.

Job and Internship Skill Gain Career and Workplace Specific Skills

0 1 2 3 4 5

Collecting and Organizing Information (N=174)

Time Management (N=126)

Equipment Operation (N=120)

Computer Technology (N=100)

Interacting with Customers or Clients (N=94)

Reading (N=80)

Project Management (N=63)

Writing (N=59)

Teaching and Instructing (N=48)

Math and Numeric Analysis (N=41) 1st Review2nd Review

SMALL GROUP DISCUSSION

Successes & Challenges • What strategies or practices have you found to be successful as you design and/or implement WBL in your region? • What are the main barriers you face?

– Consider both internal and external barriers • Where do you think you’ll need the most help? • What insights from your planning or implementation can you share with others?

Action Steps (last 5 min) • What are 2 “quick wins” you could accomplish in the next 1-2 months? • What is one important long-term thing that you will work on?

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GRETCHEN KOCH gkoch@comptia.org TONY CLARK tclark@jff.org ADELINA GARCIA agarcia@jff.org MATTHEW POLAND mpoland@jff.org

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