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