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 1
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 4
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 5
9-14 WORK-BASED LEARNING CONTINUUM Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Awareness & Exploration Guest speakers Company tours or field trips Career fairs Mock interviews Preparation Job shadows Service learning Class projects or challenges Mentorships Training & Application Deep internships Paid apprenticeships Capstone projects Teacher externships Mentorships Increasing Intensity of Employer Engagement Source: Adapted from Guide to Becoming a P-TECH Employer; JFF, IBM, CUNY, P-TECH
Work- Based Learning Opportuni4es Internships Mentoring Company Tours WBL Classroom Projects Guest Speaking Job Shadows 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 Crea)ngITFutures.org Source: (Benz & Lindstrom, 1997). (Bailey & Hughes, 1999).
Thinking Beyond the Tradi4onal Internship Model Crea)ngITFutures.org 8
Thinking Beyond the Tradi4onal Internship Model Crea)ngITFutures.org 9
Thinking Beyond the Tradi4onal Internship Model Crea)ngITFutures.org 10
Thinking Beyond the Tradi4onal Internship Model Crea)ngITFutures.org 11
Thinking Beyond the Tradi4onal Internship Model Crea)ngITFutures.org 12
MARLBOROUGH STEM ECHS 13
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 Supervise WBL In-school projects Internships Contribute to WBL curriculum Prepare for Career Pathways Host teachers and students 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 Attend events Network with students Build Career Awareness Participate as judges in STEM Expo and Science Fairs Present personal career stories at panels and round-tables
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 11 th grade 25 40 Hours Thumb Test INDIVIDUAL DEVELOPMENT PLANS
STEM ECHS SCHEDULING STANDARD MODEL 2015-16 Grade 9 Schedule Honors Algebra 1 Honors Intro to Physics 2016-17 Grade 10 Schedule Honors Geometry Honors Biology Honors English 9 Honors English 10 Honors World History 2 Engineering & Architecture/ Robo)cs & Exploring Computer Science World/Classical Language Wellness Requirement/ Art Founda)ons (STEAM) Honors or AP US History I STEM Pathway Elec)ve (see Pathway guide) World/Classical Language Wellness Requirement/Elec)ve
STEM PATHWAY GUIDE FOR SOPHOMORE YEAR Please note from the previous slides that all 9 th grade STEM students will take Robotics & Exploring Computer Science as this course supports preparation for the 9 th 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 Biotechnology Engineering Computer Science Recommended Sophomore Preparatory Course Chemistry (required prerequisite for AP Biology) Engineer & Tech Draw I or Engineer & Architect I Intro to Computer Science
Period 1 Period 2 STEM ECHS ENGINEERING PATHWAY 11 th Grade Course Selec4on Guide AP Language and Composi4on (qualifying score required) Honors Algebra II (Enhanced Framework) 12 th Grade Course Selec4on Guide ELA (non- pathway) AP Calculus AB or BC (qualifying score required) Period 3 Chemistry (non- pathway) AP Physics (qualifying score required) Period 4 Period 5 Period 6 Engineering & Tech Drawing II or Architecture & Design II (final grade > 73 required) History (non- pathway) or Elec)ve World/Classic Lang (non- pathway) Elec)ve History (non- pathway) or Elec)ve 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)
MASSACHUSETTS WORK-BASED LEARNING PLANS 21
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 Continued on next page 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?
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? 1. Time Management 2. Project Management 3. Collecting and Organizing Information 4. Interacting with Customers or Clients 5. Equipment Operation 6. Teaching and Instructing Project 7. Management Computer Technology 8. Leadership 9. Collecting Problem and Solving Organizing 10. Information Understanding All Aspects of the Industry 11. Teaching Research and and Analysis 12. Instructing 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 Additional examples from WBLPs, July 1, 2009 through June 30, 2010. 5. Animal Care Skills 6. Project Evaluation 7. Installing Computer Software 8. Writing 9. Color Choice 10. Community Interaction
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 and Safety Speaking Listening Skill Gain data can be generated easily from the reports menu of the online WBLP database. Interacting with Co-Workers 1st Review 2nd Review
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 Review 2nd 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? 34
GRETCHEN KOCH gkoch@comptia.org TONY CLARK tclark@jff.org ADELINA GARCIA agarcia@jff.org MATTHEW POLAND mpoland@jff.org TEL 617.728.4446 FAX 617.728.4857 info@jff.org 88 Broad Street, 8 th Floor, Boston, MA 02110 (HQ) 122 C Street, NW, Suite 650, Washington, DC 20001 505 14th Street, Suite 900, Oakland, CA 94612 WWW.JFF.ORG