scaling up conference bloomington, il march 10, 2015 work-based learning programs: providing...
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Scaling Up Conference Bloomington, IL
March 10, 2015
Work-Based Learning Programs: Providing Experiential Learning Opportunities for All Students
Ifeyinwa Onyenekwu, Project Coordinator, Pathways Resource CenterCarol Collins, District Project Director, Joliet Township High School
An Affiliate of the Office of Community College Research and LeadershipUniversity of Illinois at Urbana-Champaign
The mission of the PRC is to provide resources and supports to secondary and postsecondary institutions, employers, communities, and other partners as they engage in successful and sustainable pathways for students from secondary, to postsecondary, to careers.
Work-Based Learning
Definition• “ Learning technical, academic
and employability skills by working in a real work environment”(Alfeld, Charner, Johnson, & Watts, 2013, p. 2).
• Provides students with opportunities for experiential learning that deepens their understanding of the skills and techniques needed for a particular pathway.
Business/Industry Field Trips/Job Shadowing•Students observe daily functions within the workplace environment for a brief time (Stone & Aliaga, 2003).
Service Learning•Students provide voluntary community service activities, increasing skill and knowledge while making a contribution to the community (Darche et al., 2009).
School-based Enterprise•Students, operating in managerial positions within the enterprise, produce goods and offer services for purchase or use (Darche et al., 2009).
Mentorship•Students are paired with a business/industry employees who provide support on a work-related product that reinforces development of job-related knowledge and skills (Darche et al., 2009).
Cooperative Education•An academic partnership in which the high school and employer collaborate to provide learning that integrates work experience work experience and classroom instruction( Alfeld et al., 2013)
Internships•Students work with an employer for an extended amount of time to enrich learning in the field. It may be for on without pay (Darche et al., 2009)
Apprenticeships •Contractual arrangements between private employers and works to attain mastery of the skills necessary for the occupation (Holzer & Lerman, 2014)
TYPE
S O
F W
BL E
XPER
IEN
ECES
Career
Awarenes
s (Earl
y years)
• Students are made aware of the various career options that are available and are exposed to some of those options, including career fairs, guest speakers, and bring your child-to-work days.
Career
Exploration
(Middle
Years)
• Options for career and education are explored by students at a more in-depth level. Surveys may be provided in which students identify career pathways of interest. Experiences may include field-interest interviews, job shadowing, and service learning projects.
Career
Preparation
(Early
High School)
• Students are immersed in practical experiences that are connected with classroom learning. They have interactions with industrial partners over an extended period of time and are engaged in encounters such as school-based enterprises, service learning projects, internships, and cooperative-based learning.
Career
Training (Lat
e High Scho
ol and Beyond)
• Specific training for a specific occupational range is provided in either postsecondary education or through employment. Experiences may include apprenticeships, internships, and work-experience.
PK-12 Work Based Learning Options
Adapted from: Linked Learning Alliance. (2012, November). Work-based learning in linked learning: Definitions, outcomes, and quality criteria. Field review draft. Sacramento, CA: Author. Retrieved fromhttp://linkedlearning.org/wp-content/uploads/2013/03/WBL_continuum.jpg
Benefits to Students
• Increased employment opportunities • Strengthened connection between school and career• Exposure to unknown career opportunities and
occupations• Cognitive development and soft-skill development• Assistance with defining career goals
(Holzer & Lerman, 2014; Hughes et al., 2002; Luecking & Gramlich, 2003; Organisation for Economic Co-operation and Development [OECD], 2011; Rogers-Chapman, & Darling-Hammond, 2013)
Benefits to Educators and Employers
• Professional development and growth
• Opportunity to make learning activities relevant
• Collaborative
partnerships• Generate internal
highly skilled workers• Decreased likelihood
of replacing trained workers
(Darche, Nayar, & Reeves-Bracco, 2009; Holzer& Lerman, 2014)
Considerations for Implementation
• Practitioners should place emphasis on building high quality student experiences:– Provide access to rigorous academic coursework that
connects to vocational opportunities and experiences.– Build strong partnerships with aligned goals for all parties
involved.– Establish built-in and regular opportunities for student
reflection.– Integrate programming in the school curriculum and
include an assessment that demonstrates learning.
(Alfeld, 2015; Roger-Chapman & Darling-Hammond, 2013)
Considerations for Implementation
• Policy Makers and Practitioners should consider:– Program Investment
• An equal emphasis should be placed on all high school coursework • Commitment of all stakeholders• Utilize empirical data to demonstrate program effectiveness on academic
success. (Darche et al., 2009)
– Strengthen Programs of Study• The Office of Community College and Research and Leadership (OCCRL)
outlines six principles that promote effective programs of study: (a) leadership support; (b) access, equity and opportunity; (c) alignment and transition; (d) enhanced curriculum and instruction; (e) professional preparation and development ;and (f) program improvement. These principles may serve as a framework for developing or structuring WBL programs.
(Kirby & Fox; 2014)
Considerations for Implementation
• Policy Makers and Practitioners should consider:– Provide Guidelines for Student Learning
• Establishment of uniform guidelines at the district level and state level will help ensure that students are more prepared for careers, and may promote more equitable student access and participation in WBL programs.
• Aligned data systems can help facilitate research on the academic effectiveness of WBL programs.
(Alfeld, 2015)
– Professional Development and Resource Supports• Creating opportunities for exploring business/industry program,
develop curriculum, and reflection for educators is beneficial in developing effective WBL programs.
• Sufficient funding and time is needed to make this a reality.(Alfeld, 2015; Rogers-Chapman & Darling-Hammond, 2013)
Joliet Township High School
Demographics
• Two CampusesJoliet Central & Joliet West
• Student Population – 6,204– White 28%– Black 25%– Hispanic 43%– Asian 1%– Two or more races
3%
Demographics
Academic Success
The percentage of students who met or exceeded standards in reading and
mathematics
Key Practice - Rigor
• Elimination of lowest track • Academic Programs
–College Prep –Honors –Advanced Placement
• Dual Credit–Core Academic Courses–Career Technical Education
Key Practice - Rigor
• Academic Support–50-minute Literacy Support
class–Double block math courses–Summer Bridge Program–Credit Recovery–Academic Response (Just in
Time Help)
Key Practices: Relevance & Relationships
• Freshman Academy• Career Academies – upper classmen• Program of Study Teams• Advisory Program• District Job Shadowing Program• Career Fairs/Speakers• Project Based Curriculum
Integration• Mentor 2.0 Program
JTHS Career Academies – 2014-2015
Arts & Communicatio
n
Business Management & Information
Systems
Science, Technology,
Engineering & Mathematics
Health & Medicine
Human Services
Media Communicatio
ns
Business Management
& Administration & Finance &
Marketing
Architecture, Construction
& Manufacturing
Allied Health Government, Law, & Public
Safety
Visual Arts Information Technology
Engineering & Science
Medicine Education & Training
Performing Arts
Culinary Arts & Hospitality
Transportation, Distribution
& Logistics
Social Services
Sophomore Job Shadowing
Significance of Job Shadowing
• Assists with informed decisions about future career paths
• Enhances connection between classroom learning and real world applications
• Provides an opportunity to network
• Offers an opportunity to understand the importance of work ethics
Job Shadowing Overview
Rigor: Students learn about academic requirements
Relevance: Students connect their studies to real world experiences
Relationships:
Students network with community members with similar career interests
Making Connections
o Joliet Chamber of Commerce
o Three Rivers Education Partnership
o Alumni Associationo Local Business
Organizations
Student Expectations
• Complete a minimum of four (4) consecutive
hours
• Complete all JS Documentation
• Complete a multi-media presentation for
English 2
• Dialogue with the site representative to
understand the function and organization of
the JS site
• Maintain appropriate work ethics and
behavior at the JS site
• May not shadow a parent or guardian
Business Partner Expectations
• Provide a minimum of four (4) consecutive
hours for Job Shadowing
• Confirm of job shadowing experience
• Provide opportunities for observing the
daily operations of the workplace
• Instruct on proper safety procedures for
the workplace
• Provide a question/answer session focusing
on performance expectations related to
the career
• Complete a JS Evaluation document.
When Will Students Job Shadow?
• Students cannot take anytime off
from school to Job Shadow
• Students may Job Shadow:
– Any Saturday or Sunday
– Any SIP Day morning
– Any evening after school hours
– Any days school is not in session
Preparing Students for Job Shadowing
• During the first semester, sophomores will attend presentations on the following topics:
– Dress for Success
– Work Ethics and behavior
– Interviewing Skills
– Job Shadowing options
Preparing Parents for Job Shadowing
• Annual Parent Presentations on:
– Career Cruising– District Job Shadowing Program
Job Shadowing Choices
• Option 1
–Students know a business
contact
–Students make their own
arrangements
–Students must have their own
transportation
Job Shadowing Choices
• Option 2
–Students need help securing a business
contact
–After receiving contact information,
students make arrangements
themselves
–Students must have their own
transportation
Job Shadowing Choices
• Option 3
– The school makes arrangements for the
job shadowing experience
– Students are assigned to sites that relate
to their career interest
– The school provides the transportation
– This year JTHS Job Shadowing Days
occurred on March 3 and March 4, 2015
Job Shadowing Documentation
• Option Form Survey – on-line
• Site Visit Packet
• Submission Packet
Procedures
• All information is received and
disseminated through the English 2
Course
• Parent presentation = early September
• Student presentation = early
September
• Option Form Survey due by late
September/early October
Processing Documentation
• Option Form Survey On-line• JS Office
– Processes surveys– Disseminates Site Packets– Keeps a database
• During experience, students complete Site Packet
• Upon completion, students complete an on-line Submission Packet
• JS Office confirms JS experiences through:– Business Evaluation form– Phone call to business partner
An Affiliate of the Office of Community College Research and LeadershipCollege of EducationUniversity of Illinois at Urbana-Champaign
Asia Fuller HamiltonPathways Resource
Centerwww.pathways.illinois.e
217.244.9285
Contact InformationIfe Onyenekwu
Pathways Resource Center
www.pathways.illinois.edu
Carol Collins Joliet Township High
Schoolwww.jths.org