Transition -The Role of Career & Technical

Education.

Al Hauge, Education SpecialistMN Dept. of Education (MDE)

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A p p ro ved P rog ram fo r A p p ro ved P rog ram fo r Genera l W o rkGenera l W o rk--Based Based Learn ing ExperienceLearn ing Experience

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Paid Paid internshipinternship

NonNon--paid paid internshipinternship

Y ESY ES

Y ESY ES N ON O

N ON O

License: Any secondary teaching license* w ith work-based learning

endorsement

* specia l education licen se for w ork experien ce - handi capped

License: CTE in occupational area w ith work-based learning endorsement

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What is secondary career and technical education in Minnesota?What is secondary career and technical education in Minnesota?

Special Education vrs CTE (Transition Disabled)

3505.4300 COMMUNITY-BASED EDUCATION.When a career and technical program includes a segment in which students are placed on a paid or unpaid experience outside the career and technical class or laboratory for more than 40 hours during the program, the local education agency shall meet the requirements for the employment related community-based education option of a program as stated in part 3505.2550.

What is Required to have a Work Based Learning Program within your school?

1. You need an approved Career and Technical Education Program which includes an appropriate licensed staff. MN Rule 8710.4825

2. You will need a classroom component that includes a specific curriculum.

3. You need an On the Job segment .

Staffing The importance of having enough program staff to ensure the safety and appropriateness of work experiences cannot be overemphasized. The number of WBL coordinators needed will be decided by several factors such as number of students enrolled, variety and depth of student needs, variety of occupations, number of worksites where students are placed, and availability of paraprofessional assistance when required. As a general rule of thumb, the ratio of coordinator time to individual student training site should be no less than ½ hour per student per week.

(e.g., if the WBL coordinator has 20 students at worksites, the coordinator should be allowed 10 hours per week to make placements and regularly observe students at the worksite in addition to the classroom instruction time.)

Foundation, Knowledge and Skills

Academic and Technical Literacy

http://www.cte.mnscu.edu/programs/Tech%20Skill%20Asses/WEBSITE-FoundationKnowledge_Skil.pdf

Working Together: Guideposts for Success

“Career preparation and work-based learning experiences are essential in order for (all) youth

to form and develop aspirations and to make informed choices about careers.”

Spectrum of Work-Based Learning Experiences

Internships/ Co-Ops:

Students participate in paid work experience with employer, school coordinator and student agreeing to follow training plan. Students take vocational and work related classes at school.

Entrepreneurship:

Students create an alternate work program, are their own boss, earn money, create a project, run their business, and earn high school credit.

Rotations:

Students work in a number of different departments or for different employers, to explore different occupations within an industry cluster.

Tours:

Students take part in tours of worksites. Employer-led tours of site which provides students with information on requirements of different jobs.

Job Shadowing:

Students make brief worksite visits to spend time with individual workers learning what their jobs entail.

Mentoring:

Students are paired with “adult peers” from the workplace who provide guidance and encouragement on career-related, interdisciplinary projects.

Service Learning:

Students unpaid work, geared to the public good, integrated with school learning through projects or similar mechanisms.

Youth Apprenticeship:

The integration of academic instruction and work-based learning. The student commits to one or two years of paid work experience in a specific trade and is registered as a youth apprentice.

RotationsJob

ShadowingMentoring

Entrepre-neurship

ServiceLearning

Internships/Co-Op

YouthAppren-ticeship

Tours

The Flow of Career

PreparationInteractive on

MCIS

MCIS Web Site

https://sites.google.com/site/mdeworkbasedlearning/

Work Based Learning Website

Career Preparation & Work-Based Learning Experiences Are essential in order to form and develop aspirations

and to make informed choices about careers Can be provided during the school day or through after-

school programs Require collaborations with other organizations A systematic approach to gain information on career

options

http://www.youtube.com/watch?v=No0C_0b1RKQ&feature=email

Planning Planning Planning…..

The Steps towards Success….

Redesigning Minnesota’s Youth Apprenticeship

SystemPreparing youth for industry workforce needs

Minnesota’s Youth Apprenticeship Site

https://sites.google.com/site/youthapprenticeship/

Training Plan

What are the key elements of a good training plan?

1) Goals are both short term and long term

2) Soft Skills are addressed

3) They are measurable

4) It is a working document (revisited often with added goals throughout the work experience)

5) Career Development is an ongoing part with work experience aligned with a career pathway

Work Evaluations

Formal evaluations should be completed at least twice a semester.

Informal evaluations should be done frequently. The goals will drive this.

Evaluation reports should be in written form so the student can see their progress.

Thank You!• Al Hauge, Work Based Learning Specialist

MN Dept. of Education (MDE)

al.hauge@state.mn.us; 651-582-8409