DOVER PUBLIC SCHOOLS CAREER PATHWAYS AND HIGH SCHOOL INTERNSHIP PROGRAM

…inspire students to be actively engaged in life-long learning and empower them to be productive citizens.

DOVER PUBLIC SCHOOLS CAREER PATHWAYS AND HIGH SCHOOL INTERNSHIP PROGRAM

OVERVIEW

In order to provide students the opportunity to explore possible career pathways and to develop the requisite skills for future careers, the Dover Career Pathways program strives to provide students with the opportunity to explore a variety of careers through career exploration activities beginning in the 4th grade, regularly scheduled field trips from Pre-K through 10th Grade, regular participation in project based learning to develop soft skills, and internship and mentoring opportunities in high school.

INDIVIDUAL LEARNING PLANS

Beginning in 4th grade all students at Dover develop an Individual Learning Plan that contains assessment information from state mandated tests as well as interim NWEA Measures of Academic Progress assessments. This plan contains teacher notes concerning the strengths and interests of the student as well as intervention strategies that have been used to help grow areas of weakness. The student also documents his or her career interests each year as well as individual accomplishments, activities, and community service activities.

Through their school years each child builds a portfolio of his or her academic performance, growth, career exploration, and service.

FIELD TRIPS

Students are exposed to a variety of experiences through regular field trips from the beginning of their schooling to help them grow in awareness of the word around them. This exposure is designed to grow their imagination concerning what paths through life are available to them.

INTERNSHIPS AND MENTORSHIPS

During high school students are able to enroll in service learning as an elective, and are placed in career internships or service roles. They are able to job shadow each day at a regularly scheduled time. This is a class just like any other that a student may enroll in for up to 3 hours per day. The class consists of an orientation unit at the beginning of the school year during which students attend a class at Dover High School and learn proper workplace etiquette and habits for success. Students are responsible for keeping a journal of their experience, and they receive performance reviews from their sponsors. There are classroom activities that take place periodically, and each student does a final project in the form of a reflection over their experience.

We are reaching out to you in the hope that you will participate in an internship program with a student from Dover High School. The program is designed to give selected high school students the opportunity to job shadow at a place that they have interest in for a possible career.

The student would report to your place of business on each school day for a defined regularly scheduled time for up to two hours per day to function as an intern of yours and to learn about the jobs at your business. They will not receive any pay for their time at your place of business.

Below I have listed what the program looks like with descriptions of how we see our partnership if you choose to participate.

These students are seniors who are planning or considering a career in an area aligned to your business. Do remember that they are students, not experienced workers with a knowledge-base in your field. They need to be taught. Please work with them in their area of interest.

They began the semester by spending a few days with me, going over soft skills and guidelines for this program. If you have ideas or topics for us to review with students, please let me know.

You should feel free to have students and/or parents to complete any paperwork from your site that is necessary, in addition to what we’ve done.

We intensively covered confidentiality, including the student and their parents signing a statement that they understand confidentiality and the impact of sharing any information they gain from being on your premises.

Students will come to your sites during the time listed for each student, for about seven–eight weeks, same time each day, unless there is a school activity here that interferes. Please visit with your Intern to work out their specific time. I will be glad to meet with the Intern or both of you to set that up.

You should expect the student to be on site every assigned day. There are times that school events may require our students to miss their Intern time. The student will inform you of those days. You do not have to worry about keeping that straight. You keep attendance on the enclosed form and return it to us. We will review each absence to determine the student’s status.

As their time with you is an extension of the classroom, our liability insurance does come into play. If you want further information, please call

I hope you will find meaningful work for them and provide them with direction to learn your field. Your staff simply mentors them, keeps track of attendance, and does a simple 10 question Performance Review two times

while they have them. This is a non-paid Internship. You may also choose to pay them for time they agree to work beyond school hours,

which are 8am-3:20pm. Sincerely,

Shannon Grimes, Superintendent

Dover Public Schools

Senior Career Internship

PARENTAL RELEASE

I, the parent/guardian of , give consent for him/her to enroll in the one-semester class Senior Career Internship at Dover High School. This class is calculated into each student’s grade point average, as elective credit for a letter grade. I understand that this class, an unpaid internship, will consist of classroom attendance and assignments as well as attendance as an Intern at a specific job site or sites. These sites will primarily be off campus and independent of the school district. This does not in any way alter the district policies related to truancy and attendance and breaking these policies will result in disciplinary action. Additionally, I understand that my student will be in contact with various employees and job tasks at these sites. High school students have been taught about and will be expected to maintain strict confidentiality, as to any information they learn about the employers, their employees and their business. Failure to maintain confidentiality may result in academic and legal issues for the student. Transportation is the responsibility of the student and lack of transportation does not constitute an excused absence. The student maintains responsibility for other academic classes, whether at Dover, concurrent enrollment or at CTTC, including being on time for those classes. Any materials or supplies required by the Intern site is the responsibility and property of the student. Should a student be asked to leave a work site, they will be placed in In- School Detention for the remainder of that session and all incomplete work will be calculated as a zero in the student’s final grade in this course.

By signing below, you give authorization to Dover Public Schools to take pictures/video or interviews to be used in the classroom, appear in news releases, in training presentations, on the internet and other publications approved by the school district.

Should questions arise, I, the parent/guardian will contact Trilla Cranford at Dover Public Schools (405) 828-4206.

Student’s Signature Date

Parent’s Signature Date

2018-19 Info on Senior Career Internship

Complete this form ONLY if you want to participate in a Senior Career Internship .

Name When will you be 18?

Cell phone Do you have your own transportation? Yes

Will you be attending Tech? If so, when? morning afternoon Program

Will you be in any activities that require you to be there before or after school, such as athletics? If so, LIST ALL

Will you be enrolled in concurrent classes? Yes No How many hours? Enrolled yet?

Are you requesting to be in an Internship 2 hours daily or 3

hours daily?

Please list four careers of interest to you.

1.

2.

3.

4.

Completing this form means that you are interested in participating in two internships, one semester, typically off campus, for career information and work experience.

Student Signature Date Parent Signature Date

Class Information

You have enrolled in the one semester class Senior Career Internship. This class utilizes classroom instruction and on-site intern experience. Upon completion of this course you have a better understanding of employment soft skills and specific career options.

Traditional letter-grades will be assigned for this class. They are based on:

1. Work attendance and performance reviews2. Classroom performance during instructional time3. Reflective writings and a final project.

Attendance/Participation

It is extremely important that you consistently attend the work site to which you are assigned. Not only is your learning and experience affected, but the job site has committed to mentor you – and they are depending on you! The work site will maintain attendance records reported to the high school registrar. They will indicate each day if you are present/absent, tardy, or leave early. Participation is worth 100 points each nine weeks. When you miss, you cannot participate and points will be deducted from your participation points. The only exception is a school activity – those approved by the office will not be counted against you. Extra credit is available to replace those points, if you choose. YOU are responsible for getting to your work site – no excuses! Lack of transportation IS NOT an excuse for absence in your assigned internship. If any special circumstances exist, please talk to me individually.

Classroom performance

The first few days of this course will be in a classroom on the Dover campus. During that time, you will have a few assignments. Once you are working at a site, you will have two relective writings to complete. Failure to complete these writings will result in you receiving a failing grade in the course. An end-of-the-year project will also be required, reflecting on your semester.

Performance reviews

During this course, you will be observed while working at a specified job site and evaluated according to your performance. You will be given feedback on all observations through a Performance Review, approximately every three to four weeks. You should act professionally and as an eager-to-learn employee at all times. You should interact with co-workers and your supervisor in a mature manner, always treating others with dignity and respect. You should follow the work instructions given to you by your mentor. Your time on site is intended to provide you with a learning experience and the employer with additional staff. It is not a time for you to study, read/write notes, socially visit with others, etc. Each Performance Review is worth 50 points.

Final project

A final project is a reflection project, worth 100 points. It can be submitted as a file folder response or submitted recorded and submitted to me digitally. Specifics of what are included in the project are on a lime green sheet provided to you.

Extra credit

Extra credit is available upon request. Consideration will be given for community activities, additional article reviews and research. These must be pre-approved and will be given only after we agree to the assignment and the point value for that assignment. No more than 200 points can be accrued with extra credit.

Get ready! You are entering a very unusual high school class that will give you many ideas for the future!!!

Senior Career Intern – Final Project

This final project is intended to demonstrate what you have learned throughout this semester. It is worth 100 points of your final grade and due May 17. There are two ways to complete this project.

1. You may complete a file folder report. You use a file folder, write your name on the tab. Inside, in large letters, write the name of the two businesses where you were an Intern. Cut long envelopes in half, to create pockets. Tape or glue them in labeled with the following:a. REFERENCES : List two employees that you could use as a reference. Include

their name, name of the business, position, email and a phone number. – 2 cardsb. TASKS : Explain tasks that you did while at these sites. – 8 cards and 2 picturesc. SKILLS : We talked about soft skills. Using three cards, tell about three soft

skills that you used or learned while an Intern. Then think of five other skills you learned, whether work skills, social skills, coping skills, whatever. – 8 cards

d. PROS/CONS : One per card, list three pros or positives about each of the two sites. Then list three cons or negatives about each of the two sites. – 12 cards

e. HIGH SCHOOL : On one card, list two high school classes that were helpful for you in these internships. On another, list two classes that you wish you had taken in high school. You are about to graduate! On a third card, what would you do differently in high school? – 3 cards

f. FIT : A good “fit” is important at a work site. What made you think you were a good fit or not a good fit at these companies? – 2 cards

2. You may complete a video diary and email it to me at tcranford@dover.k12.ok.us This means you record yourself telling me all of the following. It must include:a. REFERENCES : Tell two employees that you could use as a reference. Include

their name, name of the business, position, email and a phone number. – 2 pieces of information

b. TASKS : Explain tasks that you did while at these sites. – 8 pieces of information and 2 pictures

c. SKILLS : We talked about soft skills. Tell about three soft skills that you used or learned while an Intern. Then think of five other skills you learned, whether work skills, social skills, coping skills, whatever. – 8 pieces of information

d. PROS/CONS : Tell three pros or positives about each of the two sites. Then list three cons or negatives about each of the two sites. – 12 pieces of information

e. HIGH SCHOOL : Tell two high school classes that were helpful for you in these internships. Then tell two classes that you wish you had taken in high school. You are about to graduate! Tell what you would do differently in high school? – 3 pieces of information

f. FIT : A good “fit” is important at a work site. What made you think you were a good fit or not a good fit at these companies? – 2 pieces of information

Dover Public Schools Internship ProgramRubric: Reflective Writing

Page format: (up to 10%)

Times New Roman 12 point font Double space1-inch margins Minimum 100-200 wordsNo indents

Page heading: (up to 10%)

Student’s first and last name (upper left) Internship Class Reflective Writing (below name)Due date (below Internship Class Reflective Writing)

Reflective Writing: (up to 80%)

What happened. (positive and negative)What it means.How successful it was or not.What you (personally) learned from the experience.

Assignment due dateFebruary 13, 2017April 3, 2017More than one calendar week late, a half-letter grade can be deducted Up to two calendar weeks, one letter grade can be deductedMore than two calendar weeks, failing grade can be assigned Submitted electronically (hard copy if deemed necessary by instructor )

Dover Public Schools Internship Program

Reflective Writing (choose an experience(s) from the previous 4 weeks period and reflectively write about it/them)

Reflective writing involves writing about:1. What happened (positive and negative).2. What it means.3. How successful it was or was not.4. What you (personally) learned from the experience.

Example:John Doe (first name last name) (class and time period of assignment))

Internship Class Reflective Writing for First 4 Weeks of 2nd Semester 2015/16

February 19, 2016 (due date for particular reflective writing paper)

My Experiences

One experience that stands out to me during these past six weeks is the bi-weekly preparation meeting we

had concerning the planning and scheduling of the nursing and support staff within the department my

mentor worked in. It took a lot of time at each meeting to decide what we needed to do that day in

providing and scheduling patient checks and services. The standard checks and services include

monitoring of medicines and wellness checks, post-surgery examinations, and discharging of patients.

Other areas, at times, include specialized lab specimen preparations. The meeting also included assigning

tasks for shift nurses to present various topics and mini-lessons for the upcoming meetings. There were

several suggestions and valuable input from all of the staff at the meetings. It is possible that the different

approaches reflect the different experience and backgrounds of each of the team members. The major

benefit of working in a team for me was that it facilitated learning and enhanced my understanding of the

daily operations of a hospital department I was assigned to. Reflecting on the meeting experience has

helped me to develop a better understanding my own strengths and weaknesses as a team member.

Dover Public Schools Internship Program

Breakdown of the Reflective Writing example

What happened

One experience that stands out to me during these past six weeks is the bi-weekly

preparation meeting we had concerning the planning and scheduling of the nursing

and support staff within the department my mentor worked in. It took a lot of time

at each meeting to decide what we needed to do that day in providing and

scheduling patient checks and services. The standard checks and services include

monitoring of medicines and wellness checks, post-surgery examinations, and

discharging of patients. Other areas, at times, include specialized lab specimen

preparations. The meeting also included assigning tasks for shift nurses to present

various topics and mini-lessons for the upcoming meetings. There were several

suggestions and valuable input from all of the staff at the meetings.

What it meansIt is possible that the different approaches reflect the different experience and

backgrounds of each of the team members.

How successful it wasor was not

The major benefit of working in a team for me was that it facilitated learning and

enhanced my understanding of the daily operations of a hospital department I was

assigned to.

What you personally learned from the experience

Reflecting on the meeting experience has helped me to develop a better

understanding my own strengths and weaknesses as a team member.

SENIOR CAREER INTERNSHIPStudent Site Assessment

Intern’s Name Date

Business/Site Supervisor

Area(s) of Vocational Interest

Based on your experience, rank the Internship Site in the following areas:

5=Strongly Agree 4=Agree 3=Neutral 2=Disagree 1=Strongly Disagree

5 4 3 2 1

Work site – I knew where to park, check-in, report, etc.

Supervision – I knew who I to go to when I had questions

Communication – I felt I could talk to the employer about this field

Interaction – Others at the site were appropriately interactive with me

Growth opportunity – The employer talked to me about whatI did well and things I needed to do to improve

Mentorship – The employer gave me advice on how

to improve in the job/field

Independence – I feel I was encouraged to learn and work

independently at this site

General impression – This Internship site helped me to know

what I want or don’t want to do as a career

Two things that made this a good Internship site are:1. 2.

Two things that would have improved my experience at this site are:1.

2.

Dover Public Schools Internship ProgramMentor Agreement and Contact Forms

Component I: Mentor Contact and Organization/Business Information

Internship Student’s Name:

Date:

Mentor’s Name: Title:

Work Phone: Cell Phone (optional):

Mentor’s Email:

Organization/Business:

Address:

Field of Expertise:

Hours of Operation:

Sun Mon Tue

Wed Thu Fri Sat

Clearly specify what the student will be doing and learning during the semester.

Dover Public Schools Internship ProgramMentor Agreement and Contact Forms

Component II: Mentor Guidelines Agreement

The mentor agrees to the following:

1. Help student explore a career interest in your professional area by allowing him/her to work with you, with your instruction and supervision, approximately five hours weekly.2. Provide the student with a wide range of activities that allow the student to observe and participate in the actual work associated with the profession. If possible, allow the student to observe other professionals in your area.3. Develop a mutual understanding with the student about his/her responsibilities, assignments and role as an intern.4. Meet with the student on a regular basis to discuss his/her performance, answer questions, make suggestions and assign additional responsibilities.5. Recommend books, journals, related resources and other professional contact people in your field.6. Discuss work schedule, appropriate dress and the need for confidentiality with the student.7. Prior notification to the Career Advisor of any field trips that may take student from work site. Students must get prior written parental/guardian approval to leave the internship site for field trips.8. Ensure the safety of the student at all times.

9. Call the student’s Career Advisor if you have any problems with student assigned to you.10. Report any accidents or injuries that may occur to Career Advisor and to parents.

11. Make time available to meet with the Career Advisor at the end of the six week periods and for an end-of-term assessment of the student’s performance and evaluation of the program’s effectiveness.12. Personal gifts are discouraged.

Printed Name of Mentor:

Signature of Mentor: Date:

Dover Public Schools Internship ProgramMentor Agreement and Contact

Forms Component III: Career Advisor Guidelines Agreement

The Career Advisor agrees to the following:

2. To work with both the mentor and student to ensure a clear understanding of the procedures, objectives and requirements of the program.

3. To monitor the internship experience through regular contact with mentor and student.

4. To conduct designated Internship classes when assigned.

5. To review on a regular basis the student’s attendance, weekly journals, abstracts, reflective writing papers, binder organization and completeness.

6. To conduct both six weeks and end-of-term evaluations of the student’s performance to include a Career Questionnaire (semester test).

7. To assess the student’s overall performance and award academic credit for successful completion of all internship requirements.

Signature of Career Advisor: Date:

Dover Public Schools Internship Program Weekly Time Log

Student’s Name:

Week of: Total hours for the week:

Time Monday Tuesday Wednesday Thursday Friday Sat/Sun

In:

Out:

Reason for absence(s), please list by date(s) and with reason(s):

Student’s signature: Mentor’s Name (printed):

Mentor’s signature:

Dover Public Schools Internship Program Weekly Time Log

Student’s Name:

Week of: Total hours for the week:

Time Monday Tuesday Wednesday Thursday Friday Sat/Sun

In:

Out:

Reason for absence(s), please list by date(s) and with reason(s):

Student’s signature: Mentor’s Name (printed):

Mentor’s signature:

Dover Public Schools Internship Program

Mentor’s Evaluation of Student

Evaluation due by:

Student:

Mentor:

Phone:

Internship Site/Address:

Email Address: Please use the following scale to evaluate the student’s performance during the given

period. 1 – Below Average 2 – Average 3 – Above Average 4 – Excellent Please give explanation for areas marked “1 – Below Average” in “Specify areas where you

would like to see improvement in the student’s performance:” block.Place an “x” in the boxes to the right of 1 -4 that are applicable for each statement/questionStudent:1. Has good attendance on-site (with excused absences as permitted).

1 2 3 4

2. Demonstrates an interest in obtaining information and acquiring skills.

1 2 3 4

3. Carries out work in an efficient and timely manner. 1 2 3 4

4. Undertakes a variety of tasks and assignments (as assigned and permitted by the guidelines of the mentor site).

1 2 3 4

5. Asks meaningful questions. 1 2 3 4

6. Demonstrates initiative and self-direction by participating in activities.

1 2 3 4

7. Learns quickly and is able to work without constant supervision. 1 2 3 4

8. Listens to ideas, implements suggestions and follows direction. 1 2 3 4

9. Accepts constructive criticism, works to resolve conflicts and modifies behavior when necessary.

1 2 3 4

10. Is self-confident, mature in attitude and positive about the mentorship experience.

1 2 3 4

11. Is productive and industrious in overall performance. 1 2 3 4

12. Communicates effectively with other individuals. 1 2 3 4

13. Reports ideas, issues or problems clearly and concisely. 1 2 3 4

14. Exercises good judgment and demonstrates an awareness of abilities and limitations.

1 2 3 4

(continued on back side of form)Dover Public Schools Internship Program

Mentor’s Evaluation of Student (continued)

Specify areas where you would like to see improvement in the student’s performance:

Mention specific contributions, achievements and capabilities as demonstrated by the student:

Additional comments and/or concerns:

Signature of Mentor: Date:

Dover Public Schools Internship ProgramMentor Evaluation of Internship Program

Mentor’s Name: Phone: Student’s Name: Evaluation due

by:

The purpose of this evaluation is to help assess the effectiveness and value of the Internship Program. Please indicate the extent to which you agree or disagree with the following statements.1 – Strongly Disagree 2 – Disagree 3 – Undecided 4 – Agree 5 – Strongly Agree

Place an “x” in the boxes to the right of 1 -5 that are applicable for each statement

1. I am satisfied with the Lawton Public Schools Internship Program. 1 2 3 4 5

2. The program is a meaningful educational experience for the student. 1 2 3 4 5

3. The student was well suited in interest and ability for this placement. 1 2 3 4 5

4. My interaction with the student resulted in a more positive attitude toward high school students.

1 2 3 4 5

5. The program is an excellent means to expand the existing curriculum for students.

1 2 3 4 5

6. I wish I had been able to participate in a program like this while in high school.

1 2 3 4 5

7. The student made meaningful contributions in various situations during the work experience.

1 2 3 4 5

8. The work experience enables students to expand and enrich their classroom knowledge through direct application.

1 2 3 4 5

9. The work experience requires students to engage in the exchange ofinformation, ideas and concerns though both oral and written communication.

1 2 3 4 5

10. I benefited from my interaction with the student. 1 2 3 4 5

11. I am willing to recommend the student for college, vocational/ technical training or employment.

1 2 3 4 5

12. I feel that the student increased his/her knowledge about human relations as a direct result of this experience.

1 2 3 4 5

13. The student increased his/her knowledge about the profession and associated work environment as a direct result of this experience.

1 2 3 4 5

14. The program is a valuable addition to the high school curriculum for participating students.

1 2 3 4 5

15. I am willing to serve as a mentor again. 1 2 3 4 5

Additional comments: (enter comments below)

Fact Sheet #71: Internship Programs Under The Fair Labor Standards Act

This fact sheet provides general information to help determine whether interns and students working for “for- profit” employers are entitled to minimum wages and overtime pay under the Fair Labor Standards Act (FLSA).1

BackgroundThe FLSA requires “for-profit” employers to pay employees for their work. Interns and students, however, may not be “employees” under the FLSA—in which case the FLSA does not require compensation for their work.

The Test for Unpaid Interns and StudentsCourts have used the “primary beneficiary test” to determine whether an intern or student is, in fact, an employee under the FLSA.2 In short, this test allows courts to examine the “economic reality” of the intern- employer relationship to determine which party is the “primary beneficiary” of the relationship. Courts have identified the following seven factors as part of the test:

1. The extent to which the intern and the employer clearly understand that there is no expectation of compensation. Any promise of compensation, express or implied, suggests that the intern is an employee—and vice versa.2. The extent to which the internship provides training that would be similar to that which would be given in an educational environment, including the clinical and other hands-on training provided by educational institutions.3. The extent to which the internship is tied to the intern’s formal education program by integrated coursework or the receipt of academic credit.4. The extent to which the internship accommodates the intern’s academic commitments by corresponding to the academic calendar.5. The extent to which the internship’s duration is limited to the period in which the internship provides the intern with beneficial learning.

6. The extent to which the intern’s work complements, rather than displaces, the work of paid employees while providing significant educational benefits to the intern.7. The extent to which the intern and the employer understand that the internship is conducted without entitlement to a paid job at the conclusion of the internship.

1 The FLSA exempts certain people who volunteer to perform services for a state or local government agency or who volunteer for humanitarian purposes for non-profit food banks. WHD also recognizes an exception for individuals who volunteer their time, freely and without anticipation of compensation, for religious, charitable, civic, or humanitarian purposes to non-profit organizations.

Unpaid internships for public sector and non-profit charitable organizations, where the intern volunteers without expectation of compensation, are generally permissible.

2 E.g., Benjamin v. B & H Educ., Inc., --- F.3d ---, 2017 WL 6460087, at *4-5 (9th Cir. Dec. 19, 2017); Glatt v. Fox Searchlight Pictures, Inc., 811 F.3d 528, 536-37 (2d Cir. 2016); Schumann v. Collier Anesthesia, P.A., 803 F.3d 1199, 1211-12 (11th Cir. 2015); see also Walling v. Portland Terminal Co., 330 U.S. 148, 152-53 (1947); Solis v. Laurelbrook Sanitarium & Sch., Inc., 642 F.3d 518, 529 (6th Cir. 2011).

Courts have described the “primary beneficiary test” as a flexible test, and no single factor is determinative. Accordingly, whether an intern or student is an employee under the FLSA necessarily depends on the unique circumstances of each case.

If analysis of these circumstances reveals that an intern or student is actually an employee, then he or she is entitled to both minimum wage and overtime pay under the FLSA. On the other hand, if the analysis confirms that the intern or student is not an employee, then he or she is not entitled to either minimum wage or overtime pay under the FLSA.

Where to Obtain Additional InformationThis publication is for general information and is not a regulation. For additional information, visit our Wage and Hour Division Website: http://www.wagehour.dol.gov and/or call our toll-free information and helpline, available 8 a.m. to 5 p.m. in your time zone, 1-866-4USWAGE (1-866-487-9243).

U.S. Department of LaborFrances Perkins Building200 Constitution Avenue, NW Washington, DC 20210

1-866-4-USWAGETTY: 1-866-487-9243

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