Excerpt from a Much Longer Evolving Resource GuideFebruary 2021

College and Career Readiness and Success: A Supplement to Learning and Teaching Remotely: A Resource Guide for 6-12 Educators

This is an evolving compilation of resources that results from extensive online research (with way leading to way), practical knowledge from work in the field, and the generosity of so many amazing educators and organizations that have shared and continue to share their own favorite resources, strategies, and tools.

Please suggest your own favorite websites, apps, podcasts, and strategies for learning and teaching in a time of school site closures. Please suggest academy/pathway thematic curriculum resources that support learning and teaching remotely. Please share your challenges and solutions. All contributions are greatly appreciated and will be acknowledged. THANK YOU. Patricia Clark at patricia510@gmail.com OR patriciaaclark@berkeley.edu

Excerpt from Learning and Teaching Remotely Supplement: College & Career Readiness and Success Resources PLUS Academy/Pathway Theme-Specific Resources

A Sampling of College & Career Readiness and Success Resources pp. – pp

A Sampling of Virtual Tours of Colleges and Universities

A Sampling of Virtual Work-Based Learning Strategies and Resources What is Work-Based Learning? - A Sampling of Definitions of Work-Based

Learning Gold Standards for WBL – Excerpts from Vermont Gold Standards for WBL Gold Standards for WBL – Excerpts from Gold Standards for WBL from

Innovate Tulare * Kings, which are adapted from NAF Gold Standards for WBL

Career Awareness, Exposure, and Exploration -- Learning ABOUT Work Career Engagement and Preparation (Concentrator) – Preparing THROUGH

Work Career Training & Experience (Capstone) – Learning FOR Work AND/OR

Learning AT Work A Small Sampling Of Resources That Support Remote Work-Based Learning

(work-in-progress) Additional WBL Resources

o All Aspects of Industry (AAI)

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o Virtual Job Shadowing Student Reflection – South Carolina CTEo Suggestions for a Job Shadow Self-Reflection (adapted from North

Carolina) o Virtual Internship Guidelines – University of Portland Career Center

Learning and Teaching Remotely – Excerpt from Supplemental Resources

A Sampling of College & Career Readiness and Success Resources

A sampling of College & Career Readiness and Success Resources -- —including resources for virtual work-based learning. These resources might be used in an online learning or hybrid instructional model and/or inform other remote learning models.(work in progress)

NOTE: This sampling of College and Career Readiness Resources is a work-in-progress. Please share your favorite College and Career Readiness resources. Thank you. patricia510@gmail.com or patriciaaclark@berkeley.edu

If you would like a much longer compilation of Learning Work: Maximizing the Learning in Work-Based-Learning Briefs, Guides, Manuals, Papers, Reports, Toolkits, and Websites, please email patricia510@gmail.com OR patriciaaclark@berkeley.edu and request my “big” Learning Work packet.

If you would like resources on Writing the College Essay/Personal Statement, please email patricia510@gmail.com OR patriciaaclark@berkeley.edu and request my College Essay packet. (Writing or refining a solid draft of a college essay and a professional resume & cover letter would be great remote learning assignments.)

Achieve.org

College and Career Readiness Sample Resource: Infographic - What is College and Career Readiness?“All students should graduate from high school ready for college, careers, and life, prepared /to pursue the future of their choosing.”https://www.achieve.org/college-and-career-readiness

ACTE // ACTEonline

(Career

Skills to Succeed Academy online multimedia experience for student career planning, exploration and employability skill development (Accenture): https://www.acteonline.org/s2s/

To access free modules, visit http://s2sacademy.org and register with

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planning, Employability skill development, free modules)

ACTE Student Code 04ATgl and ACTE Staff Code 04ATgl9999 (this provides additional resources just for teachers and advisers)

BBC/ BBC Bitesize

BBC Bitesize offers Daily Lessons – Many taught by well-known celebrities with support from classroom teachers.

There are three portals. To Learn & Revise: Primary – Age 3 to 11Secondary – Age 11 to 16 And Post-16 (Age 16+)

The Secondary level has a Robust Careers section which is updated every week “Whether you’re deciding what to study, taking your exams, planning a career, or just curious, we’re here to explain the world of work, with advice from people who've found the right path for them..”https://www.bbc.co.uk/bitesize/careershttps://www.bbc.co.uk/bitesize

ASIA Society

(Career planning)

Career planning tools addressing career pathways and employability skills in the global economy (The Center for Global Education at Asia Society, ACTE and Advance CTE): https://asiasociety.org/education/career-planning-tools

All materials are available completely free-of-charge thanks to generous support from the Project Management Institute Educational Foundation.

California Career Briefs

(for California Community College Faculty and Career Professionals) “Big ideas give career counselors and their staff short, engaging, active learning career lessons to address unique student populations and provide them with information, resources and next steps to help them get where they want to go. These comprehensive electronic presentation guides provide the presenters with a 20-30 presentation that includes a variety of relevant links as well as a student activity and discussion topics.” Website includes: Student Success, 21st

Century Skills, Workplace Connections. Includes link to Career Café – A Virtual Career Center. https://www.occareerbriefs.com/

California Career Café

California Career Café – CA Career Café: “A virtual career center for California Community College students. Students can take self-assessments, explore pathways, create job experiences and learn how to become “job ready.”” (NOTE: In Summer 2019, the website tagline is now “A Virtual Career Center for

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Orange County Community Colleges.” Much of the information, however, continues to be useful to all. )Includes: Start: Insights and Tools to Help You Identify Your Career DirectionLessons include: Possibilities, Strengths, Interests, Options, Decisions, Goals Start Checklist;

Explore Pathways: Connect Your Career Direction to a Career Goal (includes information on California’s 15 Career Pathways; Experience Lessons: Validate Your Career Choice with “real” world experience: Conversations: Get answers to your career questions; volunteer; lead; mentors (includes video on mentors, take action, link to studentmentor.org); internships (includes video on internships, take action, intern match); apprenticeships; Experience Checklist

“Filled with relevant information and resources and designed for today’s visual learners, the CACareerCafe. Com website helps CCC students identify their strengths, talents, interests and educational options, explore career opportunities that suit them and connect them to employers looking for qualified employees. Regardless of the industry sector, these unique lessons guide students through a sequential college/career planning process as well as introduce them to the soft skills today’s employers expect in their new hires.

Benefits List: CACareerCafe provides: 50+ Online college/career lessons for CCC students to help them Identify

their career/ education direction. Complete set of employment tools via CALJOBS to help students find

jobs. Connections to extensive Professional Association Data Base. Soft skill lessons on skills employers seek when looking for new hires

and those they choose to promote. Student Success tips to focus students on strategies to help them

succeed in the classroom. Compatible with mobile devices” - Doing What Matters

https://www.occareercafe.com/

California Career Center (CalCC)

“Your Virtual Counselor! Dream Big, Set Goals, Take Action!”

“The California Career Center (CalCC) is your career planning website with tools to help you map your future, whether looking ahead to college, apprenticeship, the military or other options.

CalCC is focused on resources for students but also contains resources for counselors, parents, teachers, in short, anyone interested in developing the career self-management skills necessary in today's world of work. Feel free to stay a while and come back often; we hope you enjoy the journey.

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Not sure where to begin, check out the CalCC User’s Guide or go to Quick Start.Use My Stuff to save your work and get your own customized information.Information and resources focused on adult job and career seekers can be found on the Adult Job/ Career Seeker page.”

Creating a Plan for High School and Beyond“Planning ahead for high school and beyond is critical. Check with the high school you plan on attending to determine their requirements for graduation and confirm any additional requirements related to the path you intend to follow after high school. Your school likely has a course planning document so be sure to check with your counselor or the office.

You can also use the CalCC Course Planning Worksheet [DOC] [PDF] can be used to plan your coursework for middle and high school.

Create a My Stuff account to save your High School Plan and Career Action Plan; My Stuff is a great place to keep track of information you'll need to succeed in High School.

NOTE: My Stuff includes the following Domains: * Explore * High School Plan * Career Action Plan * Job Central (create resume that will help you get the job you want.) *

The California Program of Study [DOC] [PDF] worksheet can be used to create your own education plan beginning in the 7th grade then continuing through high school and beyond.

Use the College Planning Checklists to help you stay on track for college admission.” Favorites * Documents * Lessons * Profile

Includes Middle & High School – “Resources to help you plan your middle and high school years so that you have a path to the future you want to achieve.” https://www.calcareercenter.org/

California Career Zone

Explore – learn about yourself, the employment options available to you,

“Learn about yourself, the employment options available to you and the training that will prepare you for them.” Includes: Assess Yourself, Explore Job Families, Make Money Choices “California CareerZone is a proven, successful career exploration and planning system designed especially for students. Jobseekers, educators, and counselors will also benefit from the wealth of information on 900 occupations from the Occupational Information Network (O*Net) database. Users are encouraged to work through the Interest Profiler, Work Importance Profiler, and Assess Yourself assessment based on the Holland Codes for self-

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exploration. Comprehensive information on 900 occupations includes state specific wages, worker attributes, job characteristics, and much more. There are 300 career videos that give users a snap shot of the featured occupation. Job openings on Job Central are easily accessible within each occupations profile. Please continue on investigating from the Resource link where other useful resources are listed.” https://www.cacareerzone.org/

California Department of Education

Standards for Career Ready Practice “Standards for Career Ready Practice describe the fundamental knowledge and skills that students need to prepare for transition to postsecondary education, career training, or the workforce. These standards are not exclusive to a career pathway, a career technical education (CTE) program of study, a particular discipline, or level of education. Standards for Career Ready Practice are taught and reinforced in all career exploration and preparation programs or integrated into core curriculum, with increasingly higher levels of complexity and expectation as a student advances through a program of study.”

1. Apply appropriate technical skills and academic knowledge2. Communicate clearly, effectively, and with reason.3. Develop an education and career plan aligned with personal goals. 4. Apply technology to enhance productivity.5. Utilize critical thinking to make sense of problems and persevere in

solving them.6. Practice personal health and understand financial literacy.7. Act as a responsible citizen in the workplace and the community. 8. Model integrity, ethical leadership and effective management.9. Work productively in teams whie integrating cultural and global

competence.10. Demonstrate creativity and innovation.11. Employ valid and reliable research strategies. 12. Understand the environmental, social and economic impacts of

decisions. https://www.cde.ca.gov/ci/ct/sf/documents/ctescrpflyer.pdf

See also CTE Model Curriculum Standards and Common Core State Standards . (available on the California Department of Education website. https://www.cde.edu

California Employment Development Department (EDD), Labor Market Information

California Occupational Guides – Labor Market Information “Summary and detailed guides include job descriptions, job outlook and wages, and qualification requirements, as well as benefits, licensing, education, training, links to possible employers, job search information, related occupations and links to additional resources.” (NOTE: almost all States have similar occupational guides and labor market information specific to the respective

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Division (LMID) – California Occupational Guides

State) https://www.labormarketinfo.edd.ca.gov/

CareerOneStop: Pathways to Career Success

Careeronestop: Your source for Career exploration, training & jobsSponsored by the U.S. Department of Labor

Explore Careers Self assessments

What is an assessment? Interest assessment Skills assessment Work values

Learn about careers Career profiles Career videos What's hot Compare occupations Research industries

Plan your career Set career goals Salaries Licensed occupations Professional development

Job Search https://www.careeronestop.org/JobSearch/job-search.aspxPlan your job search

Create a job search plan Research employers Research salaries Online job search What's in demand? Inquiry letters Inquiry letters sample

Networking Why network? Your elevator speech Make a list of contacts Informational interviews Contact potential employers Maintain your network Take your network online

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Find jobs What are job banks? State job banks Employment agencies Military options Job fairs

Resumes and applications Resumes Cover letters Cover letters sample Job applications Online applications Portfolios Work samples References

Interview and negotiate Get interview ready Types of interviews Interview tips Common interview questions Thank-you notes Negotiate your salary Is this offer right?

Job search tips Not getting results? Background checks Are you overqualified Relocate Your online image Job search checkli st

Explore different types of careers and find out what’s in demand.The more you know about the job market, the more you can build career resilience. This means doing better at finding jobs, keeping them once you’re hired, and getting reemployed if you lose a job. Use these tools and links to learn which occupations are in high demand in your area, pay good wages, and relate to your skills or training.

Career profiles Career videos What’s hot Compare occupations Research industries

https://www.careeronestop.org/ExploreCareers/Learn/learn-about-careers.aspx

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Career Video Library “Explore our collection of videos on hundreds of different careers.Career videos are organized into 16 clusters, or related types of work. Select a category to view a list of videos related to that cluster. Videos include career details such as tasks, work settings, education needed, and more.”

Self-Assessments https://www.careeronestop.org/ExploreCareers/Assessments/self-assessments.aspx

Dr. Kit Career Videos

Over 300 Career Videos – over 6 million views. Videos are searchable by career field

“Employees in different professions were asked the following questions: Describe your typical day. * What are the qualifications required for

this job? * What are the best and worst parts of this job? What final advice do you have for someone interested in this line or work?”

NEW:

https://www.drkit.org/career-videos

First in the Family

On the website, there are two portals – one for high school students, one for college students who are the first in their families to attend college.

The high school portal asks: “Are you college material? The answer is “Yes!” check out these videos, hard facts, tips, planning checklists, and words of inspiration from first generation students why have gone before you. Check out the resources, too. Believe in your right to college. Get the knowledge you need.

Includes Advice about college from first-generation students.

Jobs for the Future

Starter Kit: Launch an Early College “This tool kit is for districts and/or schools that want to launch and continually improve early college and career pathway programs. It includes templates and examples of project planning documents and implementation resources.”“These resources were collected from early college programs in Michigan and Connecticut, as well as other successful early college initiatives throughout the country.”

Toolkit includes the following sections:

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Plan (set goals and Vision; create memoranda of understanding; draft annual plansExecute: Hire Staff, Develop course contentEvolve: Guide students along career pathways, engage in professional development, college and use data for ongoing improvement https://www.jff.org/resources/launch-early-college-starter-kit/

Kuder Kuder is offering free access to Kuder Navigator for grades 6-12, which serves as an online career and education planning system. The registration period for new users runs through May 31, 2020. Anybody who registers during this time gets "lifetime" access. The company is also making professional development resources available free. https://www.kuder.com/success-at-home/

Nebraska Career Clusters

The Nebraska Department of Education offers an online Nebraska Career Development Toolkit. One section features Career Development Lesson Plans by Grade level. Some of the grade 6-12 Career Development lesson plans include: Discover My Activities Related to Careers-6th grade H3 = High Skill + High Wage + High Demand – 6th gradeImagine Your Future Career – 6th grade Introduction Activity: Agriculture, Food & Natural Resources Career Cluster -6th gradeIntroduction Activity: Architecture and Construction Career Cluster – 6th gradeIntroduction Activity: Communication and Arts Career Cluster 6th gradeIntroduction Activity: Education & Training Career Cluster #1 – 6th gradeIntroduction Activity: Education & Training Career Cluster #2 – 6th gradeIntroduction Activity: Health Sciences Career Cluster – 6th grade Introduction Activity: Health Sciences Career Cluster – 6th gradeIntroduction Activity Information Technology Career Cluster – 6th gradeIntroduction Activity: Manufacturing Career Cluster – 6th gradeLook2College (What do I want to be? How will I get there? How to invest in myself) – 6th grade My Career Plan Poster – 6th grade STEM in All Clusters! STEM Career Web – 6th grade - Writing My First Resume – 6th gradeBe On time – 7th gradeConflict Resolution – 7th gradeDeep Breathing – 7th grade Peer Pressure – 7th gradeStress Management – 7th grade The Soundtrack of My Life – 7th grade A Letter to Myself – 8th gradeA Time Management Simulation – 8th grade Career Family Tree – 8th grade

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Coat of Arms – 8th gradeCommunication Skills – 8th gradeKnowHow2GO – 8th, 9th, 10th grades Reflective Listening – 8th grade Stereotypes – 8th gradeStress and Coping – 8th gradeThis I Believe – 8th gradeTime Management – 8th grade Who Am I? – 8th gradeCollaborative Resume Writing – 9th gradeGoal Maps – 9th gradeHow Do You Define “Friend?” – 9th gradeMock Interviews -9th gradePhone Etiquette – 9th gradeResources and Barriers – 9th grade The Five Things (Students wil explore their own work values, priorities and interests) – 9th gradeWhere I’m From – 9th grade Work: Love It or Hate It? – 9th gradeZeteophobia – 9th grade Leaving a Job – 10th gradeManaging My Money – 10th grade Personal Roadmap – grades 10, 11, 12Writing Emails That Matter – 10th grade You’re Fired

Students will compare the relationship between school habits and work habits

Students will illustrate the relationship of their own values and beliefs related to school and career success.10th grade

Apply to College – 12th grade https://www.education.ne.gov/nce/careerdevelopment/lesson-plans/

Nebraska Department of Education AND Nebraska Department of Labor

Career Readiness Modules

o MODULE 1. SEEKING EMPLOYMENTo 1. OverviewPage o 2. Identifying Interests and AptitudesPage o 3. Researching Companies and Job OpeningsPage o 4. Networking: What is it?Page o 5. Networking: Online and In PersonPage o 6. Job Prep Self-CheckPage o 7. Applying for a JobPage o 8. Creating a Resume: Overall TipsPage

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o 9. Creating a Resume: Detailed ScenariosPage o 10. Writing a Cover LetterPage o 11. Designing a PortfolioPage o 12. Applying for a Job Self-CheckPage o 13. Interviewing Skills: PreparingPage o 14. Interviewing Skills: On the PhonePage o 15. Interviewing Skills: Face-to-FacePage o 16. Interviewing Skills: What to WearPage o 17. Interviewing Skills: You and the EmployerPage o 18. Interviewing Skills: Following UpPage o 19. Interviewing Self-CheckPage

oo MODULE 2. WORKPLACE SUCCESSo 1. OverviewPage o 2. Defining SuccessPage o 3. Complying with the RulesPage o 4. Meeting ExpectationsPage o 5. Habits for SuccessPage o 6. Commitment to SuccessPage o 7. ResponsibilityPage o 8. NetworkingPage o 9. Successful Habits Self-CheckPage

oo MODULE 3. COMMUNICATIONo 1. OverviewPage o 2. Business ConversationsPage o 3. Constructive CommunicationPage o 4. Constructive Communication: Questions and AnswersPage o 5. Business Conversation Self-CheckPage o 6. Face-to-Face CommunicationPage o 7. Nonverbal Messages: TonePage o 8. Nonverbal Messages: Body LanguagePage o 9. Nonverbal Messages: Body Language and EmotionsPage o 10. Nonverbal Messages Self-CheckPage o 11. Verbal MessagesPage o 12. Verbal Messages: Phone EtiquettePage o 13. Verbal Messages: Special Features of Phone CallsPage o 14. Written Communication: EmailPage o 15. Written Communication: Email EtiquettePage o 16. Written Communication: Formal DocumentsPage o 17. Written Communication: Word Choice and FormatPage o 18. Verbal and Written Self-CheckPage

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oo MODULE 4. PRESENTATIONSo 1. OverviewPage o 2. Preparation: ResearchPage o 3. Preparation: OrganizePage o 4. Preparation: Opening and ClosingPage o 5. Preparation: Engage your AudiencePage o 6. Preparation: VisualizePage o 7. Preparation: Practice, Practice, Practice!Page o 8. Preparation Self-CheckPage o 9. The Event: Check it Out!Page o 10. The Event: You're On!Page o 11. Virtual PresentationsPage o 12. Presentations Self-CheckPage

oo MODULE 5. CONFLICT RESOLUTIONo 1. OverviewPage o 2. Different Styles — Different ConflictsPage o 3. Conflicts and Styles Self-CheckPage o 4. RespectPage o 5. Active ListeningPage o 6. What's Going On?Page o 7. Conflict Can Be a Good ThingPage o 8. Reaching a Resolution: PreparationPage o 9. Reaching a Resolution: Right Before the MeetingPage o 10. Reaching a Resolution: The MeetingPage o 11. Reaching a Resolution Self-CheckPage

oo MODULE 6. DECISION MAKINGo 1. OverviewPage o 2. Take Time and CarePage o 3. Who Decides?Page o 4. The Need and the PlayersPage o 5. ResearchPage o 6. Gearing Up to Decide Self-CheckPage o 7. Create OptionsPage o 8. Evaluate Options: With your HeartPage o 9. Evaluate Options: With your BrainPage o 10. Options Self-CheckPage o 11. Decide, Act, and Follow ThroughPage

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oo MODULE 7. TEAMWORK AND LEADERSHIPo 1. OverviewPage o 2. Teams, Leaders, and ManagersPage o 3. IntrapreneursPage o 4. What Makes a Good Leader?Page o 5. Leadership Self-CheckPage o 6. The Whole PicturePage o 7. Running MeetingsPage o 8. Communications, Consensus, and ConflictPage o 9. BrainstormingPage o 10. Embracing ChangePage o 11. Teamwork Self-CheckPage

oo MODULE 8. WORKPLACE ETHICSo 1. OverviewPage o 2. Following Laws and Workplace CodesPage o 3. Specific IssuesPage o 4. The Special Case of TheftPage o 5. Your Ethics Self-CheckPage o 6. Implications and ConsequencesPage o 7. Conflicts with Company EthicsPage o 8. Dealing with Unethical BehaviorPage o 9. Respect on All LevelsPage o 10. Owning Your ActionsPage o 11. Behaving Ethically Self-CheckPage

oo MODULE 9. SOCIAL AND CULTURAL AWARENESSo 1. OverviewPage o 2. Social AwarenessPage o 3. Dining EtiquettePage o 4. Social Awareness Self-CheckPage o 5. What is Culture?Page o 6. Cultural GroupsPage o 7. Stereotypes v. GeneralizationsPage o 8. Cultural AwarenessPage o 9. Promote Intercultural CommunicationPage o 10. Cultural Awareness Self-CheckPage o 11. Fight HarassmentPage

oo MODULE 10. FINANCIAL WELLBEING

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o 1. OverviewPage o 2. Managing CreditPage o 3. Wise Consumer ChoicesPage o 4. Credit Card IssuesPage o 5. Credit Card TipsPage o 6. Identity TheftPage o 7. Credit ReportPage o 8. Credit Self-CheckPage o 9. Financial GoalsPage o 10. Personal BudgetPage o 11. Lifestyle, Insurance, and TaxesPage o 12. Financial Wellbeing TipsPage o 13. Financial Wellbeing Self-CheckPage

o MODULE 11. PERSONAL WELLBEINGo 1. OverviewPage o 2. The Wellbeing WheelPage o 3. Personal Wellbeing PlanPage o 4. Body: Nutrition and DietPage o 5. Body: Fitness and ExercisePage o 6. Body Self-CheckPage o 7. Mind: Cultural HealthPage o 8. Mind: Intellectual HealthPage o 9. Mind: Social HealthPage o 10. Mind: Emotional HealthPage o 11. Mind: Seeking Help When You Need ItPage o 12: Mind Self-CheckPage o 13. Life: Balancing Home and WorkPage

http://nelearn.myelearning.org/course/view.php?id=2

Nepris Nepris virtual industry engagement (Nepris): https://www.nepris.com/home/v4 Through April 30, Nepris has opened its platform to all educators,

students and families for free. Educators, register for interactive career discussions and share with students to connect from anywhere. Parents, select Industry Chats for kids to join, AND/OR lead an Industry Chat about your own career field.

New Ways to Work //New York City Work Based Learning Toolkit

From the website: “New Ways to Work has spent the past three-and-a-half decades working with policy makers, local leaders and youth practitioners to improve their practice, and to define better ways to connect organizations and leverage resources to prepare youth and young adults for the future.”

“All Youth – One System”https://www.newwaystowork.org/all-youth-one-system/

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Equity, accessibility, and equality in resources and outcomes for all youth” Elements of a comprehensive WBL system include: Academic AchievementCareer Development Community Services and SupportYouth Leadership Comprehensive Youth Development Approach(visit website to see graphic representation of a WBL system and to go deeper)

Library (many wonderful WBL resources) Free Sign-in to use Library

A sampling of resources: Career Development Continuum

New York City Department of Education Work-Based Learning Toolkit(the most recent toolkit that New Ways to Work has developed. Includes portals for Schools and Employers. Also includes downloadable resources.) You can download an entire WBL Toolkit (397 pages) – worth a download – OR download resources for a particular WBL activity.

SchoolsActivity Guides are provided for the following activities in this toolkit:

Guest Speakers Career Days Career Mentoring Workplace Tours Informational Interviews Job Shadowing Mock Interviews Workplace Challenges Internships Work Experiences

Each guide includes: WBL activity fact sheet Checklists for teachers, students and project partners Fact sheet for employer decision-makers Required forms Sample implementation tools

Employers How Can My Company Participate?There are many ways in which you can partner with us. While employer involvement in each of the following activities is critical to our success,

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employer partners are not expected to participate in all activities. Work-based learning coordinators or our intermediary partners work with you to help select the activities that make the most sense for your business. Here are some options to consider:

Serve on an Industry Commission Help us map the skills needed for high demand occupations in your

industry Provide Work-Based Learning opportunities for students. These may

include:

Guest SpeakerA group of students listen to a presentation to learn about the speaker’s organization, careers and industry and ask questions to help them consider whether they might like to pursue an opportunity in the industry.Employer Guest Speaker Fact SheetEmployer Guest Speaker Tip Sheet

Career DayBusiness partners from a variety of companies come together at a school to share information about their company, their job and the education and skills required for success in careers in the industry.Employer Career Day Fact SheetEmployer Career Day Tip Sheet

Career MentoringA student is matched one-on-one or in small groups with an adult professional to explore potential careers and related educational issues.Employer Career Mentoring Fact SheetEmployer Career Mentoring Tip Sheet

Workplace TourSmall groups of students visit a workplace, learn about the business, meet employees, ask questions and observe work in progress. Teachers also benefit from exposure to the workplace.Employer Workplace Tour Fact SheetEmployer Workplace Tour Tip Sheet

Informational InterviewA student formally interviews an employer partner about his or her industry, educational and career path and chosen profession.Employer Informational Interview Fact SheetEmployer Informational Interview Tip Sheet

Job Shadowing

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A student is paired with an employee of a host company and follows that employee during much of a regular workday. A job shadow provides students the opportunity to experience the workplace, understand the various roles and duties of a particular occupation, learn about the business, connect with a working adult and observe work in progressEmployer Job Shadowing Fact SheetEmployer Job Shadowing Tip Sheet

Mock InterviewStudents are paired one-on-one with a business partner who interviews each student as if he/she were being interviewed by an employer for a paid internship or job.Employer Mock Interview Fact SheetEmployer Mock Interview Tip Sheet

Workplace ChallengeSmall groups of students (four to six per team) are engaged in a problem-solving exercise issued by an employer in consultation with a school teacher.Employer Workplace Challenge Fact SheetEmployer Workplace Challenge Tip Sheet

InternshipA student has the opportunity to learn by doing real work and being productively engaged in the workplace. Students may work individually, in teams, work on a project, or rotate through a number of departments and job functions.Employer Internship Fact SheetEmployer Internship Tip Sheet

Work ExperienceAn opportunity for a student to develop and demonstrate professional and occupational skills by addressing a core business function and doing productive work with an employer.Employer Work Experience Fact SheetEmployer Work Experience Tip Sheet

TGR Learning Lab

(Tiger Woods Foundation)

College (and Career) Access Resources free through June 2020

“It’s never too early to start thinking about college—and for the first-generation student, the college search and application process can be especially overwhelming. Our college-access program provides workshops, group sessions and presentations on topics ranging from writing a personal statement and making a college list to understanding financial aid and finding scholarships, designed to help all students, especially low-income and first-

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College and Career Access

generation students, plan a roadmap to college. Our college recruitment events bring dozens of universities to the TGR Learning Lab, allowing students to meet face-to-face with college representatives.

Types of lessons on TGR EDU: Explore: College Blueprint : Students take a virtual campus tour to learn about

the college admissions process — from exploration and acceptance to paying for college.

College Access Webinar : Higher-education experts discuss how high school students can prepare for the college admissions process. The session focuses on the importance of self-advocacy in students and what it looks like.

COLLEGE BLUEPRINTDIGITAL EXPERIENCESelf-Paced ModuleGrades 9-12 | 30 min. seat timeCollege AccessAllow students to take a virtual campus tour to learn about the college admissions process — from exploration to acceptance to paying for college.Get StartedEducator's Guide (PDF)

SCHOLARSHIP CASE STUDY: REDUCING THE GAPLessonGrades 9-12 | 120-150 minCollege Access, English Language Arts Scholarships are a powerful tool students can use to help ease their journey to higher education. Support your students through this critical element of the college application process. In this lesson, students take on the role of a scholarship selection committee to learn and apply best practices for applying to scholarships.Download Lesson Bundle

ACADEMIC RESUMELESSONGrades 7-12 | 45-90 min.College AccessThrough reflection and sharing, students will understand the importance ofleadership and community service in the college application process.Download Lesson

PERSONAL STATEMENTLesson

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Grades 7-12 | 45-90 min.College AccessUsing standards-aligned, narrative techniques students will reflect on whatmakes them unique.Download Lesson

FIND YOUR PASSIONLessonGrades 6-12 | 45-90 min.College AccessIf you love what you do, you never work a day in your life. Allow students to see how their passions and interests can lead to a promising career through a seriesof surveys, interviews and research.Download Lesson

CAREER PATHLessonGrades 6-12 | 45-90 min.College AccessYour students will visualize, organize and illustrate their future pathways and then translate this information into goals for themselves, with a written action plans for achievement.Download Lesson

ARE YOU FINANCIALLY FIT FOR COLLEGE?TRAINING VIDEOGrades 9-12 | 7:01 minCollege AccessGive students the information and confidence they need to get into the college they want and pay for it. Join a TGR Facilitator and high school students as they demonstrate tools to help students navigate the financial aid process.Start WatchingDownload Lesson Bundle

COLLEGE ACCESSWEBINAR33:26 min.College Access, Professional Development Higher-education experts from the TGR Foundation discuss how high school students can prepare for the college admissions process. The session focuses on highlighting the importance of self-advocacy in students and what self-advocacylooks like in the college process.Start Watching

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https://tgreduexplore.org/curriculum (includes college access learning activities)

CAREER CONNECTIONS: TRANSFORMING PASSION INTO PURPOSE AT FACEBOOKVirtual “Take a virtual field trip with TGR Foundation and Discovery Education to the Facebook headquarters in Menlo Park, Calif. as we showcase some of the innovative careers that fuel this Silicon Valley powerhouse.

Facebook builds products to make the world more open and connected, and this means drawing from a team that understands and reflects a broad range of experience, thought, geography, age and background. Hear from experts in software and infrastructure engineering, product design and data security to learn how hands-on work in the classroom can lead to engaging careers that create positive change”. https://tgreduexplore.org/careerconnections

Teacher resources include a downloadable Educator Guide to accompany the Virtual Field Trip. https://tgreduexplore.org/sites/default/files/curriculum/VFT%20Educator%20Guide_TGR%20EDU_FNL_0.pdf

UCanGo2

(Oklahoma College Assistance Program, Oklahoma State Regents for Higher Education)

UCanGo2 Student WorkbookContents include: Why Go to College?

What do you want to be? Worksheet

What Do I Want to Be? Career Assessments, Sample Career Plan * Developing My Career Plan

worksheet

How Do I Get There Tracking My Classes & Achievements worksheet

Where Do I Go? Understanding School Types worksheet * Picking aa College Decision

Tree * Places to visit on campus list * Campus Visit Checklist * Getting Answers on Campus worksheet

How Do I Pay for it? Completing the FAFSA

Glossary

UC Career Readiness Workbook

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Berkeley Career Center – Career Readiness Workbook

Contents: Are You Career Ready? * Gaining Clarity * Building and Engaging your Network * The Job & Internship Search, * Social Media & Your Job Search * Resumes & Cover Letters * Interviewing * References & Business Cards https://career.berkeley.edu/Tools/CareerReadinessWorkbook

A Sampling of Virtual Tours of Colleges and Universities: What follows are some of the most popular/most recommended virtual college tour sites.

Campus 360 - visuals only (no audio or video) provides a walking tour of the campus by clicking on ‘hotspots’ and moving to images as if your were standing/walking in that location on campus https://campus360.org/en/

CampusTours – A comprehensive site - you can click on tour, website, map, or video (YouTube) for each university. The site also gives stats on the college. https://campustours.com/

eCampusTours – 360 panoramic pictures of campus with written overviewhttps://www.ecampustours.com/

Go See Campus - This site includes a free tool for researching colleges and planning campus visits. You need to create a free account to use this site but the information included is valuable. https://goseecampus.com/

YOUniversityTV This is a video format where students tour you around campus and tell you stats and details about the university https://www.youniversitytv.com/

YouVisit – This offers comprehensive and impressive high quality photos and video. A student narrator is in the bottom corner of the screen narrating the video on screen.https://www.youvisit.com/collegesearch/

Work Based Learning Remotely

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The following set of virtual work-based learning activities is evolving from the work the College and Career Academy Support Network (CCASN) is doing in partnership with several schools engaged in the development of and/or enhancement of California Partnership Academies, Linked Learning pathways, or other college and career pathways. This compilation also builds on emerging WBL Remotely practice in the field.

Work-Based Learning is an essential element of the pathway work and schools and their partners are actively engaged in sustaining and advancing WBL opportunities for students in the time of COVID-19. Students, too, are helping to inform and shape remote work-based learning experiences.

Please share your own WBL Remotely best practices with Patricia Clark at patricia510@gmail.com or patriciaaclark@berkeley.edu THANK YOU.

CONTENTS: What is Work-Based Learning? - A Sampling of Definitions of Work-Based Learning Gold Standards for WBL – Excerpts from Vermont Gold Standards for WBL Gold Standards for WBL – Excerpts from Gold Standards for WBL from Innovate Tulare *

Kings, which are adapted from NAF Gold Standards for WBL Career Awareness, Exposure, and Exploration -- Learning ABOUT Work Career Engagement and Preparation (Concentrator) – Preparing THROUGH Work Career Training & Experience (Capstone) – Learning FOR Work AND/OR Learning AT

Work A Small Sampling Of Resources That Support Remote Work-Based Learning (work-in-

progress) Additional WBL Resources

o All Aspects of Industry (AAI) o Virtual Job Shadowing Student Reflection – South Carolina CTEo Suggestions for a Job Shadow Self-Reflection (adapted from North Carolina) o Virtual Internship Guidelines – University of Portland Career Center

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What is Work-Based Learning? – A Sampling of Definitions of Work-Based Learning: Work-based learning (WBL) is a set of instructional strategies that engages employers and schools in providing learning experiences for students. WBL activities are structured opportunities for students to interact with employers or community partners either at school, at a worksite, or virtually, using technology to link students and employers in different locations.

The purposes of WBL are to build student awareness of potential careers, facilitate student exploration of career opportunities, and begin student preparation for careers. These awareness, exploration, and preparation activities help students make informed decisions about high school course and program enrollment and about post-secondary education and training. Exposure to careers through an individual WBL activity can be beneficial, but students attain best results when WBL activities are structured and sequenced over several years.

WBL should be integrated with classroom learning to help students draw connections between coursework and future careers. Students need time and assistance to prepare for WBL activities as well as opportunities to reflect on the activities afterward.

Quality Work-Based Learning should include the following elements:• A sequence of experiences that begins with awareness and moves on to exploration and

hands-on preparation• Clearly defined learning objectives related to classroom curricula• Alignment with students’ career interests• Alignment with the state standards and industry/occupational standards• Exposure to a wide range of industries and occupations• Collaboration between employers and educators, with clearly defined roles for each• Activities with a range of levels of intensity and duration• Intentional student preparation and opportunities for reflection” - from Work-Based

Learning Manual, North Dakota Succeed 2020

“Work-based learning is an educational strategy that links school-based instruction with activity that has consequences and value beyond school. Work-based learning is informed by professional workplace standards. It uses the workplace, or in-depth experience that includes employer or community input, to engage high school students and intentionally promote learning and access to future educational and career opportunities. Work-based learning can include internships, apprenticeships, workplace simulations, student-run enterprises and other opportunities in the business or nonprofit arena.” - from “Work-Based Learning in California,” WestEd for the James Irvine Foundation

“Work-based learning (WBL) is an educational approach that uses workplaces to structure learning experiences that contribute to the intellectual, social, academic, and career development of students and supplements these with school activities that apply, reinforce, refine, or extend the learning that occurs at a work site. By so doing, students develop attitudes, knowledge, skills, insights, habits, and associations from both work and school experiences and

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are able to connect learning with real-life work activities.” (U.S. Office of Technology Assessment, 1995)

“Work-based learning (WBL) is an element in education which provides students with opportunities to build career awareness, explore career options, and employability sills. WBL describes any formalized learning consisting of instruction that occurs concurrently at a school and worksite. It cannot be achieved in isolation; it requires a collaborative effort between businesses and schools.”

“Acquisition of knowledge and skills through carrying out – and reflecting on – tasks in a vocational context, either at the workplace … or in a VET (Vocational Education & Training) setting.” – Quality in Education and Training, CEDEFOP Luxembourg Publications Office of the European Union, 2011

“Programs for both secondary and post-secondary students which provide opportunities to achieve employment-related competencies in the workplace. Work-based learning is often undertaken in conjunction with classroom or related learning and make take the form of work placements, work experience, workplace mentoring, instruction in general workplace competencies and broad instruction in all aspects of industry.” – R. Naidu, VET Glossary, NCVER, 2011

Gold Standards for WBL – Excerpted from Vermont Gold Standards for Work-Based Learning, found in the Vermont Work-Based Learning Guide. To view the list of annotated standards, see: https://wblvermont.weebly.com/vt-gold-standards-of-wbl.html

1. Every school makes WBL available as part of a program of study leading to college and career readiness.

2. A qualified professional facilitates WBL activities as identified in the Vermont Work Based Learning Guide.

3. Employers develop the future workforce through WBL activities.

4. Students’ individual needs and goals are incorporated into WBL activities.

5. WBL activities are coordinated as a continuum of career development.

6. WBL activities are integrated with academic standards.

7. WBL activities are utilized as a mechanism to acquire 21st Century Skills for all students to succeed in the workplace.

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8. WBL activities are compliant with legal, health, and safety regulations.

Gold Standards for WBL – Excerpted from Gold Standards for WBL – Innovate Tulare * Kings, which were adapted from the original NAF Gold Standards for WBL. To view the full and annotated list of Innovate Tulare * Kings Gold Standards for WBL, see: http://www.innovatetk.org/gold-standards-for-wbl/

Quality work-based learning experiences are vital to preparing young people for college and career success. They bring additional rigor and relevance to the overall high school learning experience and help students connect what they are learning in the classroom to what they learn at worksites and in the community.

The following standards for work-based learning were established to insure that WBL experiences are providing the college and career knowledge and skills that students need to succeed.

1. Work based learning is defined as continuum of outcome driven activity.

2. Work-Based Learning continuum includes culminating experiences that are compensated.NOTE: Sometimes “compensation” may be partially covered by philanthropic funds and by industry/ community/government funding. Sometimes “compensation” may involve high school or dual enrollment Internship course credit which appears on a student transcript and often meets college entrance requirements (in California, a-g requirements) and/or may support a student achieving a particular industry/ professional certification.

3. Work-Based Learning opportunities drive education equity.

4. Work-Based Learning is based on identified youth interests and learning objectives.

5. Work-Based Learning is aligned with academic learning.

6. Work-Based Learning will produce valuable work that furthers employers’ organizational goals.

7. All participants are prepared for, and reflect upon, work based learning experiences.

8. Systems are in place to support work based learning participants throughout the experience.

9. Work-Based Learning is assessed against identified youth interests and learning objectives.

10. Work-Based Learning will occur in safe and supportive environments.

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Career Awareness, Exposure, and Exploration - Learning ABOUT Work

Build awareness of the variety of careers available and explore specific career options based on interests and skills in order to make informed decisions about high school and postsecondary education or training.

Career Day Virtually //Virtual Career Day One

A Career Day is a highly-structured Career Awareness activity in which business partners from a variety of companies, organizations, and/or government agencies are brought together to share information about their respective company/organization/agency, their job, and the education and skills that are required for success in their career.

A Career Day helps students connect what they’re learning in school with the workplace. Often career day programs involve a few whole group speakers as well as “breakout” sessions in which smaller groups of students listen to speakers of choice. You might also place students in Zoom (or other platform) breakout rooms and have speakers rotate through the virtual breakout sessions.

Students acquire information about the industry (or industries) and the career options it provides. They also learn about the education required for entry into the industry and participating business’s or organization’s role in the local economy. (adapted from NYC WBL Toolkit)

Virtual Career Day Website: http://www.virtualcareerday.com/

Article: “Virtual Career Day: Judges and court employees discuss their own career paths, offer encouragement amid pandemic” https://brooklyneagle.com/articles/2020/05/27/virtual-career-day-judges-and-court-employees-discuss-their-own-career-paths-offer-encouragement-amid-pandemic/

One set of support materials includes: * Career Day Fact Sheet * Coordinator Career Day Checklist * Student Career Day Checklist * Teacher Career Day Tip Sheet * Employer Career Day Fact Sheet http://wbltoolkit.cte.nyc/career-day/

Career Exploration Virtually

Though in-person site visits and job shadows may not be feasible, there are a plethora of online resources to explore different careers,

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hear about professionals’ pathways, and research requirements for various jobs.

A few examples include: Career Exploration (CTE) from CTE Online“In this lesson, the teacher will ask if the students have thought about the future in terms of career and lifestyle. Students will be introduced to Occupational Categories in the website of the Occupational Outlook Handbook. They will select a career and research what tasks are performed in that field, what education and experience is needed, the average salary and projected job growth. Then they will restate the information in a word processing document and make it look attractive and carefully proofread. This information will be used as content in a website they will design and develop.”https://www.cteonline.org/curriculum/lessonplan/career-exploration-cte/pK8FpA (NOTE: you need to register to access CTE Online; however, registration is free and many excellent resources are available on the CTE Online website.)

From Freshman Seminar-CCR course, Vista Unified School District, CA Unit: Career PlanningIn this unit, students will explore the 12 career interest areas and the types of jobs within each area. Students will make some tentative career choices based on their personality traits and decide whether the careers they are considering are a good match for their personality and working style. Students will create and present an informative speech, that includes participating in a peer review editing process, and utilizes effective public speaking skills to engage their audience. (NOTE: You might choose to include all 15

Career Exploration Resourceshttp://www.careeracademics.org/work-based-learning-curriculumhtml

Career Interest Assessment // Career Inventory

From Career Zone New York Assess Yourself: Target Your Interests“Work environments can be divided into the six broad interest areas on the right. These can be combined in many different ways. Knowing your unique combination of interests can assist you in determining jobs that suit you best.”Realistic, Investigative, Artistic, Social, Enterprising, Conventional https://www.careerzone.ny.gov/views/careerzone/guesttool/qa.jsf

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Interest Profiler @ California Career Zone “Discover what your interests are and how they relate to the world of work. The Interest Profiler helps you decide what kinds of occupations and jobs you might want to explore based on your interests.” (You need to sign in/create a California Career one account); however, registration is free. https://www.cacareerzone.org/ip/

Other California Career Zone activities that help you learn more about yourself include:

Make Money Choices Quick Assessment “Explore jobs that best match your

personality. Are you realistic, investigative, artistic, social, enterprising, or conventional? Find out with this quick assessment.”

Skills Profiler: “What skills have you acquired through your jobs and other activities? The Skills Profiler can help you explore occupations that require your skillset.”

Work Importance Profiler “What's important to you in a job? Discover how much you value achievement, independence, recognition, relationships, support, and working conditions in a job. Get a list of jobs that reflect your values.”

https://www.cacareerzone.org/assessments

O*net Interest Profiler @ My Next Move (U.S. Department of Labor) “The O*NET Interest Profiler can help you find out what your interests are and how they relate to the world of work. You can find out what you like to do.The O*NET Interest Profiler helps you decide what kinds of careers you might want to explore”.https://www.mynextmove.org/explore/ip

Career Mentoring “Career Mentoring is a Career Exploration activity in which a student is matched one-on-one or in small groups with an adult professional to explore potential careers and related educational issues. Different than programs such as Big Brother, Big Sister, the career mentor serves as a career resource by sharing insights and providing guidance about the workplace, careers and postsecondary education/training. This is accomplished through formal and informal meetings organized at the school, in the workplace or online, but never in an unsupervised environment or the home. (Sometimes a mentor may work with and support a small group of students.)

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The development of a trusting relationship between the student and the mentor is the key to a successful experience. Designed to meet specific learning outcomes, career mentoring is educationally rich, is tied to the curriculum, and helps students connect what they’re learning in school with the workplace.” - NYC WBL Toolkit

Career Mentoring is designed to: Provide students with exposure to jobs, careers, and

industries. Offer the opportunity to build a relationship with a caring and

knowledgeable adult. (apprenticeship for adulthood) Offer a chance to practice communication skills and develop

professional skills. Help students make the connection between school and the

workplace. Inform college and career planning.

(slightly adapted from NYC WBL Toolkit)

Career Mentoring in a virtual environment might feature small group or team mentoring (one adult professional with as many as four students) OR large group mentoring (one or two adult professionals working with seven to ten students); OR Peer mentoring (older students mentoring younger students).

E-mentoring can be highly effective and is often used to support the development of student resumes, student projects, preparation for mock interviews, etc.

One source of resources to support effective Career Mentoring programs can be found at the NYC WBL Toolkit website. Materials to support Career Mentoring include: * Career Mentoring Fact Sheet * Coordinator Career Mentoring Checklist * Student Career Mentoring Checklist * Teacher Career Mentoring Tip Sheet * Employer Career Mentoring Tip Sheet * Employer Career Mentoring Fact Sheet

http://wbltoolkit.cte.nyc/career-mentoring/

College and/or Career I Search Paper

“The I-Search (Macrorie, 1998) empowers students by making their self-selected questions about themselves, their lives, and their world the focus of the research and writing process. The strong focus on metacognition—paying attention to and writing about the research process methods and extensive reflection on the importance of the topic and findings—makes for meaningful and purposeful writing.”

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Strategy Guide: Promoting Student-Directed Inquiry with the I-Search Paper – Read, Write, Think

The Search Storyo Engage reader’s attention and interest; explain why

learning more about this topic was personally important for you.

o Explain what you already knew about the topic before you even started researching.

o Let readers know what you wanted to learn and why. State your main question and the subquestions that support it.

o Retrace your research steps by describing the search terms and sources you used. Discuss things that went well and things that were challenging.

o Share with readers the “big picture” of your most significant findings.

Search Resultso Describe your results and give support.o Use findings statements to orient the reader and

develop your ideas with direct quotations, paraphrases, and summaries of information from your sources.

o Properly cite all information from sources. Search Reflections

o Discuss what you learned from your research experience. How might your experience and what you learned affect your choices or opportunities in the future.

http://www.readwritethink.org/professional-development/strategy-guides/promoting-student-directed-inquiry-30783.html

I-Search Paper Format Guide – Gallaudet Universityhttps://www.gallaudet.edu/tutorial-and-instructional-programs/english-center/citations-and-references/i-search-paper-format-guide

College Visits Virtually

Tours of Colleges and Universities Virtually:

Many colleges and universities are adding or enhancing virtual tours on their websites. In addition, there are websites which offer virtual tours of multiple campuses. What follows is a list of some of the most popular/most recommended virtual college tour sites.

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Campus 360 - visuals only (no audio or video) provides a walking tour of the campus by clicking on ‘hotspots’ and moving to images as if your were standing/walking in that location on campus https://campus360.org/en/

CampusTours – A comprehensive site - you can click on tour, website, map, or video (YouTube) for each university. The site also gives stats on the college. https://campustours.com/

eCampusTours – 360 panoramic pictures of campus with written overviewhttps://www.ecampustours.com/

Go See Campus - This site includes a free tool for researching colleges and planning campus visits. You need to create a free account to use this site but the information included is valuable. https://goseecampus.com/

YOUniversityTV This is a video format where students tour you around campus and tell you stats and details about the university https://www.youniversitytv.com/

YouVisit – This offers comprehensive and impressive high quality photos and video. A student narrator is in the bottom corner of the screen narrating the video on screen .https://www.youvisit.com/collegesearch/

Essential Career Skills Webinars// 21st Century Skills

Essential Skills: Creativity and Critical ThinkingFrom San Diego County Office of EducationFor educators, counselors, WBL Coordinators working with students https://www.youtube.com/watch?v=B1M8p0Zxle4&feature=youtu.be

Essential Skills: Communication and CollaborationFor educators, counselors, WBL Coordinators working with students https://www.youtube.com/watch?v=O_cz1zzdHL8

Essential Skills: Initiative and Workplace Etiquette For educators, counselors, WBL Coordinators working with students https://www.youtube.com/watch?v=14sSU1m_m5s&feature=youtu.be

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Work-based Learning Essential Skills: Critical Thinking * Communication * Creativity & Innovation * Collaboration & Teamwork * Initiative & Self-Management * Workplace Context & Culture

Essential Skills Resourceshttp://www.careeracademics.org/essential-skills.htmlhttp://www.p21.org/our_work/p21-framework

Employer Pre- Boarding and Onboarding Videos

“7 Companies That Crushed Their New Hire Video” Jen Dewar, March 25, 2019 https://www.saplinghr.com/new-hire-culture-video

Atlassian – The Atlassian Story https://www.youtube.com/watch?v=zso6jskUaS8

Canva – (software company)https://www.youtube.com/watch?time_continue=5&v=F7BLnm87a7o

Drift https://www.youtube.com/watch?v=CfTKviQKSR4

Dropbox https://www.youtube.com/watch?v=Fq1mFwF7G0E

Hubspot inbound sales and marketing software servihttps://www.youtube.com/watch?v=Sknnd-pkQ8A

Entelohttps://www.youtube.com/watch?v=J_V0F1LQeFQ

Zynga – Onboarding Gaming Company video https://www.youtube.com/watch?v=neHV9dxDm9M&feature=youtu.be

also What it’s like to work at zynga - Life at Zynga (3 minutes ++) https://www.youtube.com/watch?v=ui7BGWpF-UI

Guest Speakers and Industry Panels Virtually (might also

Guest SpeakersTypically, a class or group of students listen to a presentation by an industry, community, or postsecondary partner to learn about the

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involve community partners, postsecondary partners, government partners)

speaker’s organization, industry, future industry projections, and the speaker’s college and career journey. Typically, students also ask questions to help them consider whether they might like to pursue an opportunity in the industry.

Career Panel, Career Hour, Career Mini-Day Business partners from a variety of companies come together to share information about their company/companies, their jobs and the education and skills required for success in careers in the industry.Typically, each speaker might also share their college and career journey. Typically, students also prepare and ask questions.

One set of resources to support effective guest speaker presentations can be found at the New York City Department of Education’s Work-Based Learning website. Support Materials include: Guest Speaker Fact Sheet, Coordinator Guest Speaker Checklist, Student Guest Speaker Checklist, Teacher Guest Speaker Tip Sheet Employer Guest Speaker Tip Sheet, Employer Guest Speaker Fact Sheet http://wbltoolkit.cte.nyc/guest-speaker/

Informational Interviews

Informational Interviews may occur at various stages of the WBL continuum. They can be used as a structured career exploration activity. They also can be used as part of career preparation and/or as a strategy in life long career development.

Informational interviews are not the same as job interviews. In an informational interview, students formally interview an employer partner about their industry, educational and career path, and chosen profession. Students may also explore the range of career opportunities within the company or industry, opportunities for growth and the salary ranges for different occupations.

“Designed to meet specific learning objectives, informational interviews are educationally rich, are tied to the curriculum, and help students connect what they’re learning in school with the workplace.” Unlike an industry guest speaker or guest panel activity, where a speaker or speakers usually address a group in a real or virtual class or online forum, informational interviews involve an adult professional being interviewed by one student, a pair of students, or a small group of 3-4 students. Informational interviews may be conducted via telephone or via Facetime, Skype, Google Hangout, Microsoft Meet, Zoom etc. (adapted from NYC WBL Toolkit)

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One set of Support Materials for successful implementation of Informational Interviews includes: * Informational Interviews Fact Sheet * Coordinator Informational Interview Checklist * Student Informational Interview Checklist * Teacher Informational Interview Tip Sheet * Employer Informational Interview Tip Sheet * Employer Informational Interview Fact Sheet http://wbltoolkit.cte.nyc/informational-interviews/

Job Application // Internship Application, RESUMES

Application Skills/ Resume WritingFrom San Diego County Office of Education:For educators, counselors, WBL Coordinators working with students https://www.youtube.com/watch?v=K6BEvkiXlc0&feature=youtu.be

Resources for Resume and Cover Letter Writing Resume Generator, Letter Generator, Sample High School Resumes and Cover Letters

http://www.readwritethink.org/classroom-resources/lesson-plans/resumes-cover-letters-high-30847.html

High School Resume Examples and Writing Tips https://www.thebalancecareers.com/high-school-resume-examples-and-writing-tips-2063554

WBL Resumes for 21st Century 2020 (16 pages) *** https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnx3Ymx2aXJ0dWFsY2FtcHVzMXxneDpmNzg1NjllZWZjNTNhYTA

WBL Resumes for 21st Century Playbook 2020 (10 pages) ***https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnx3Ymx2aXJ0dWFsY2FtcHVzMXxneDo3Nzc1NmUzYWUyOWJkMjA5

SUGGESTION – Engage industry partners as e-mentors to support students during the resume writing process. E-mentors might make suggestions about what to include in a resume, review a draft of a student’s resume and cover letter and provide feedback, approve a final draft of a student resume and cover letter.

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Job Application// Internship Application – Interview Prep, Elevator Pitches, Use of Labor Market Data

Application Skills: Job Interview Prep and Elevator PitchesFrom San Diego County Office of EducationFor educators, counselors, WBL Coordinators working with students https://www.youtube.com/watch?v=6PbkZCeKJH0

Application Skills: Career Assessments and Labor Market DataFrom San Diego County Office of EducationFor educators, counselors, WBL Coordinators Working with Students https://www.youtube.com/watch?v=AKQqd1MTlD4&t=6s

Mock Interviews “A Mock Interview is a highly-structured Career Awareness activity in which students are paired one-on-one with a business or community partner who interviews each student as if he/she were being interviewed by an employer for a paid internship or job.” Mock Interviews can be held at school, at a workplace, or virtually (via phone, Skype, Facetime, Google Hangout, Microsoft Meets, Zoom, etc.)

“The experience allows students to practice their interviewing skills and professional behaviors while at the same time developing a level of comfort in communicating with professionals. A Mock Interview also offers the chance to demonstrate the connection between academic concepts being taught in school and how they are applied in the workplace.”

One set of resources to support effective mock interviews can be found at the New York City Department of Education’s Work-Based Learning website. Support Materials include: * Mock Interview Fact Sheet * Coordinator Mock Interview Checklist * Student Mock Interview Checklist * Teacher Mock Interview Tip Sheet * Employer Mock Interview Tip Sheet * Employer Mock Interview Fact Sheethttp://wbltoolkit.cte.nyc/mock-interview/

Professional Skills / Practice Professional Skills

Take some time to focus on foundational professional skills such as email, phone (and now: video conferencing) etiquette; interview skills; writing/updating/enhancing professional resumes and cover letters, developing or enhancing LinkedIn profiles.

Provide online café talks or work-sessions that support students in learning professional skills from experts in the field. Students might learn to do a professional resume and cover letter and receive feedback from online mentors or members of your pathway advisory board.

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Arrange opportunities for students to and/or informational interviews.

TED Talks about Careers/ Life Lessons

“Grit: The power of passion and perseverance” – Angela Lee Duckworth https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance

“How to find and do work you love” – Scott Dinsmore TEDxGOldenGateParkhttps://www.youtube.com/watch?v=jpe-LKn-4gM (17.56)

“How to Live Before You Die” – Steve JobsAt his Stanford University commencement address, Steve Jobs, CEO and co-founder of Apple and Pixar, urged us to pursue our dreams and see the opportunities in life’s setbacks – including death itself. http://www.ted.comtalks/steve_jobs_how_to_Live_before_you_die (15.04)

“The Career Advice You Probably Didn’t Get” – Susan Colantuono https://www.ted.com/talks/susan_colantuono_the_career_advice_you_probably_didn’t_get?language-en (13.57)

“The Difference between winning and succeeding” – John Wooden https://www.ted.com/speakers/john_wooden (17.36)

“Three Questions to unlock your authentic career – Ashley Stahl at TEDxBerkeleyhttps://www.youtube.com/watch?v=vMiSf7LpFQE (9:51)

“What Makes Us Feel Good About Our Work?” – Dan Ariely https://www.ted.com/talks/dan_ariely_what _makes_us_feel_good_about_our_work?language-en (20:12)

Ten Year College and Career Success Plan

Based on College and Career Interest surveys and other college and career explorations, each student will create a personal 10 year plan for college and career success.

Key Assignment: 10-Year College and Career Plan: Using a template provided in class, students will develop a 10-year college and career plan. The plan will be peer and teacher reviewed and included in the

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student portfolio and defense of learning.

Workplace tours/ virtual Field Trips

Virtual Industry tours provide a unique opportunity for students and parents to experience work places/industries without leaving home or classroom.

Today’s corporate websites often contain a tremendous amount of information. Often corporations have a “Careers” page on which you can view current job openings. A teacher or WBL Coordinator might create virtual field trips using corporate web sites as the context OR you might have your students develop a virtual field trip for a particular industry site.

Some Examples: Nikon Virtual Field Trip – PowerPoint Presentation (17 slides) https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnx3Ymx2aXJ0dWFsY2FtcHVzMXxneDoyY2Q1MjdmNWE0NTU0MjI1

NYU Winthrop Hospital Virtual Field Trip – PowerPoint Presentation (14 slides) https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnx3Ymx2aXJ0dWFsY2FtcHVzMXxneDo2ZTBiMzM3MDc3ZWI2MjJl

Raymond Corporation – PowerPoint Presentation (16 slides) https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnx3Ymx2aXJ0dWFsY2FtcHVzMXxneDozOWUyMmFjMjllNTg1NzY2

Nebraska Virtual Industry Tours – “The videos showcase different business and industries in each of the sixteen Career Clusters in the Nebraska Model. In addition to the tour of the business/industry, the videos also contain interviews with employees and managers discussing work requirements, education levels, salary and job prospects. The videos will provide an accurate picture of today’s workplace, breaking down stereotypes and assumptions while emphasizing the knowledge and skills required to be successful.”

A Sampling of Learning Work Classroom/Seminar Units & Assignments

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From Freshmen College and Career Seminar Course, Alisal High School, Salinas Union High School District, CA Unit: Where Am I Going As A Student?“Students will research colleges or other preparatory training programs to understand the entrance requirements to programs for their potential career choices. Students will understand how to conduct themselves in an interview for jobs and learn how to effectively answer and ask questions. Students will participate in mock interviews and reflect on their areas of strengths and weaknesses. Students will also learn more details about the standardized and college entrance testing they will have to complete during high school and how their results can affect opportunities available to them after they graduate.

Sample Assignment - Personal career assessmentStudents will choose a career to research and explain why they made this choice on the class Padlet. Students will thoroughly research a career of their choice. After completing the research, students will access Google Classroom to complete their personal Google Slides Presentation. The project will include: 1) Career Description 2 ) Education/ preparation for this path. 3) Anticipated salary for the job. 4) Student Reflection: Why is the student interested in their career? Finally, students will have the opportunity to present in small groups.”

Assignment: Informative SpeechIn this assignment, student will prepare and deliver a 5 minute speech that will focus on two areas: 1) how to share information appropriate to a given audience; 2) demonstrates knowledge of the student’s chosen career, identifies the complementary personality traits, and reflects on whether aspects of the career will lead to a fulfilling life. Students will work collaboratively to research, outline, write, and edit their individual speeches through a peer-editing process along each step of this project. When presenting, students will deliver information in a logical progression, use and cite credible sources, and share insights with their audience.

From Freshman Seminar-CCR course, Vista Unified School District, CA Unit: Planning for My Future: Where Do I Go From HereIn this unit, students will refine what success means to them, develop a 10-Year Plan, and create a college and career readiness portfolio. Students will understand that lifelong learning is a necessity in the 21st century and create a graphic organizer representing a long-

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range educational plan. Students will review high school courses and post-secondary courses related to a specific career choice in the student’s area of interest and will prepare education, career, and lifestyle plans. Students will re-evaluate and clarify their personal mission statement to understand that goals and values can and do undergo change. Assignment: College and Career Readiness PortfolioIn this assignment, students will create a comprehensive online college and career readiness portfolio that will be added to over the course of four years. Students will begin by including a collection of student artifacts produced over the course of the school year from different subject areas. Students will choose artifacts that demonstrate a variety of skills and interests and may include research papers, presentation work, or other examples that represent a student’s highest quality work. Students will then host a presentation gallery for invited community members and educators.’’

From LEAP: College and Career Success Seminar course (9th grade course), Berkeley High School, Berkeley Unified School District, CAUnit: College and Career Readiness; Student Portfolios and Defense of Learning (Note: Aspects of college and career readiness are infused throughout the course.)

Career and College Explorations: Throughout the course, students will participate in college and career explorations with the goal of increasing college and career knowledge. Students will visit at least one college campus and conduct an informational interview with at least one adult professional in a career of interest.

Unit Assignment(s):Key Assignment: Resume and Cover Letter: Students develop and/or revise a professional resume and cover letter. This resume will be reviewed by one or more industry partners prior to inclusion in the student’s portfolio. E-mentors and supporting industry partners will serve as resume advisors and provide feedback to support high quality resumes. Key Assignment: College and Career Success Portfolio: Students submit their requisite portfolio (quarterly) for assessment. Portfolios includes key assignments validating mastery of concepts and providing evidence of growth in knowledge and skills. At the end of the year and as part of a summative assessment, each student refines

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her/his portfolio to include evidence of college and career readiness…..

Key Assignment: Defense of Learning - Portfolio Presentation: Each student gives an oral presentation via Prezi, PowerPoint, Google Slide, or other presentation software with the requisite information, research, data, graphs, and strategic plan to achieve stated educational and career goals. Each student defends her/his work as indicating the student's growth in readiness for college and careers. Each student also reflects on her/himself as a learner. The audience for the student presentation includes industry and postsecondary partners as well as parents and peers.

From Sophomore Seminar, KIPP King Collegiate High School, CAUnit: Career ExplorationFor many students, identifying a career goal can have a profound effect on their motivation to do well in school. Having a clear understanding of the outcomes that can be realized with hard work not only validates the day to day efforts of homework and assignments, but also helps students to understand what experiences, knowledge, and skills they should acquire to best prepare them for the life they one day want to lead. In this unit, students will explore the essential question: “What careers match my interests and will provide me with the lifestyle I desire?” To explore this further, students will investigate the following guiding questions as well:

How can the choice of a particular career affect your lifestyle? How can advances in technology affect career choices? What are my interests and abilities? How does academic preparation create more opportunities

for career?

Students will engage in case studies of real-life professionals to research what education, experiences, and connections brought them to their current position (CCSS.ELA-Literacy.RI1, CCSS.ELA-Literacy.RI5, CCSS.ELA-Writing8). Students will be asked to determine the most critically helpful aspect of each case study’s background that enabled him/her to achieve success. In working through these questions, students will begin to understand how experiences can pave the way for new opportunities, and in doing so, will create a career portfolio that includes a resume with corresponding next steps for future engagement in and outside of school (CCSS.ELA-Writing.W4, CCSS.ELA-Writing10). Students will also learn the art of networking, and will be required to identify references and prepare

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their references for a potential reference check (CCSS.ELA-SpeakingListening.SL1). In addition, students will complete a Career Development Plan, where they will identify two careers of interest and conduct extensive research to analyze the preparation needed to obtain the career as well as the realistic, day to day experiences of someone in the field (CCSS.ELA-Writing.W2).

Assignment: The Career Development Plan will serve as a culminating assignment for the unit and bring together the research that students have carefully excavated in a report that analyzes the necessary preparation for a chosen career path, describes the typical experience of that career path, and carefully outlines a 5-10 year plan of engagement for how to prepare one’s self for the specific career. The purpose of the assignment is to have students synthesize the research they have conducted on individuals in their chosen career field with their own personal experience and plans for their future. By asking that students create a career-seeking action plan for high school and college ensures that students are reflecting on what they need to do to better prepare themselves for their future career goal. Students will present their Career Development Plan in a simulated “defense” environment, where a panel of “judges” will evaluate the analysis, forethought, and comprehensiveness of each student’s plan. Texts:

What Color is Your Parachute for Teens, Carol Christen Articles, Harvard Business Review

From Junior Seminar Course, KIPP King Collegiate High School, CAUnit: Career Development 101 “Often times, students’ motivation is propelled by a desire to fulfill a life’s dream or attain a specific career pathway they are passionate about. Therefore, we will spend this unit ensuring that students deeply immerse themselves in the research and analysis of interested career paths and associated majors. To do this, we will have students first start off investigating how majors impact career opportunities, and also how various degree levels impact these opportunities as well. Students will engage in case studies of real-life professionals to research what education, experiences, and connections brought them to their current position. Students will be asked to determine the most critically helpful aspect of each case study’s background that enabled him/her to achieve success. Then, students will learn the importance of first impressions and work on crafting a resume and cover letter to apply to a job shadow event. …. Students will then

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be placed in groups and work together to create guiding questions to ask professional on their job shadow experience that will ultimately help them answer the essential question: How does a person become a successful professional? Student groups will be sent on a Job Shadow Day where they will tour a company, interview professionals at the site, and learn about the everyday experiences of that company. While there, students will be actively researching and investigating the essential question previously posed. When back at school, groups will create a presentation that provides classmates with an insight to the company and an answer to the question: What does it take to be a successful professional at company “X”? …. In addition, individual students will complete a 3-5 page reflection that communicates their personal opinions and observations in regards to this essential question ….. Key texts will include What Color is Your Parachute? for Teens (Carol Christen) and a variety of personal narratives from professional journals.

Key Assignment: The final assessment for this unit will require students to work together on a group presentation that communicates their findings on their job shadow excursion. Students will be expected to ultimately answer the question: What does it take to be a successful professional at company “X”? Students will prepare information for this presentation by first creating fruitful and critical questions to ask on their job shadow day, and also by engaging in active interview techniques during their visits. Students will also need to carefully observe and take note of non-verbal information that they gather through employee interactions, workplace environment, and other more muted pieces of information. In their presentations to the class, students will also need to submit a personal, written reflection that answers the following questions:

In your opinion, who was the most successful employee at company X?

What made this employee embody “success”? What did you learn about this field/work that interested you

in exploring this (or a similar) pathway? What did you observe about this field/work that deterred you

from exploring this pathway? In regards to building successful employees, what is this

company’s biggest strength? Why? In regards to building successful employees, what is this

company’s biggest weakness? Why?”

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Career Engagement and Preparation (Concentrator) – Preparing THROUGH Work

Apply learning through practical experience that develops knowledge and skills necessary for success in careers and postsecondary education or training.

Consultancy projects OR Workplace Challenges

Students collaborate (or work independently) to solve a real-world problem as articulated by an employer.

“A Workplace Challenge is a Career Preparation activity where small groups of students (four to six per team) are engaged in solving a real-world problem or a challenge issued by an employer. The challenge is identified by the employer in consultation with the work-based learning coordinator and a classroom teacher. The structure of the challenge is based upon effective project-based learning approaches, enhanced by a focus on the targeted career pathway and an authentic problem or issue faced by an employer partner. Students work as a team to identify possible solutions. They then create and deliver a presentation on their solutions to the employer. Designed to meet specific learning outcomes, workplace challenges are educationally rich, are tied to the curriculum, and help students connect what they’re learning in school with the workplace.”NYC WBL Toolkit

Workplace Challenges are designed to: Provide exposure to potential careers in an industry of interest. Develop problem solving and research skills. Develop teamwork and presentation skills. Help students make the connection between school and the

workplace. Inform college and career planning.

You might choose to have several teams of students address the same challenge – with each team presenting its solution to the employer or a team of employers.

You might follow up the presentation of solutions and the critique/s by employer partner/s by having the team/s incorporate the “client” feedback and revisit their approach/solution. Teams might then present a revised or enhanced solution to the employer partner/s.

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Support Materials for Work Place Challenges include: Work Place Challenge Fact Sheet * Coordinator Workplace

Challenge Checklist * Student Workplace Challenge Checklist * Teacher Workplace Challenge Tip Sheet * Employer Workplace Challenge Tip Sheet * Employer Workplace Challenge Fact Shet http://wbltoolkit.cte.nyc/workplace-challenges/

Reach out to internship partners and local companies to source challenges, recruit students to conduct research and pitch possible solutions.

These projects can support employers who may be struggling with capacity and bandwidth, while giving students the opportunity to explore a new career field or type of work.

NOTE: Your work-based learning coordinator and/or pathway coordinator might organize opportunities for students to participate in consultancy or Workplace Challenge cohorts.

Digital Student Portfolios

A digital portfolio is a collection of a student’s best work – a cloud-based, professional story of a student’s development and accomplishments that is easily shareable.

A digital portfolio demonstrates a student’s college and career readiness.

Typically, a basic digital portfolio includes a portfolio that includes a letter of introduction, resume, work samples, evidence of growth and mastery, a writing sample (often professional, technical writing), project artifacts, awards, certificates, certifications and letters of recommendation.

Document Projects and Learning journeys, or to achieve other goals

Thanks to smartphones and tablets and widely available digital storytelling tools such as FlipGrid as well as free video editing software options, students can learn and apply a new skill while reflecting on their own learning and/or helping a mentor or peer.

Example: Student interns are creating instructional videos instead of conducting in-person trainings, making documentaries/ videos instead

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of curating in-person art exhibits, and documenting their learning on independent, interest-driven projects. Bonus: encourage students to research and reach out to film producers or editors for mentorship as they put their stories together.

Employer Pre-Boarding and Onboarding Videos

“7 Companies That Crushed Their New Hire Video” Jen Dewar, March 25, 2019 https://www.saplinghr.com/new-hire-culture-video

Atlassian – The Atlassian Story https://www.youtube.com/watch?v=zso6jskUaS8

Canva – (software company)https://www.youtube.com/watch?time_continue=5&v=F7BLnm87a7o

Drift https://www.youtube.com/watch?v=CfTKviQKSR4

Dropbox https://www.youtube.com/watch?v=Fq1mFwF7G0E

Hubspot inbound sales and marketing software servihttps://www.youtube.com/watch?v=Sknnd-pkQ8A

Entelohttps://www.youtube.com/watch?v=J_V0F1LQeFQ

Zynga – Onboarding Gaming Company video https://www.youtube.com/watch?v=neHV9dxDm9M&feature=youtu.be

also What it’s like to work at zynga - Life at Zynga (3 minutes ++) https://www.youtube.com/watch?v=ui7BGWpF-UI

Informational Interviews Virtually

Though students may not be able to connect in person with professionals, they can certainly connect virtually for informational interviews. Pathway coordinators and teachers can reach out to their advisory boards and partnership networks to identify individuals who would be willing to give a half-hour interview to a small group of students and share their career and college stories and answer questions. Some organizations, such as Dream Wakers, are hosting informational interviews regularly as well.

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In completing this assignment, students will be able to prepare appropriate interview questions, conduct an interview to acquire information, understand the role of research in preparation for the interview, identify types of questions to ask employers when being interviewed, and understand the communication effects of interviewing by phone or in person. They will understand that the maturity, skill, and judgement they exercise will be the keys to their success or failure in interviewing. Students will call select professionals or industry/community partners from a list provided (or within broad guidelines provided) to set up an informational interview appointment and follow through with the informational interview.

Interview Speech Sample Assignment: Interview speech Closely related to an impromptu speech, an interview speech to share the learnings from an informational interview are similar in technique and in real-world application.

Students will prepare for and participate In a 10-15 minute interview with an industry, community, or postsecondary partner.

Then, they will prepare and deliver an interview speech to their peers. Students will cover the entire process of their informational interview including preparation before the interview, the interview itself, and their follow-up and reflections after the interview.

Special attention will be given to how to act and present oneself in a relaxed and confident way. Students will learn how to answer questions off the cuff by being honest, direct, and straightforward.

Mapping the Learning Potential of a Worksite

Using All Aspects of Industry (AAI) to Map the Learning Potential of a Worksite:NOTE: See list of All Aspects of Industry in the Appendices

Your options: FORM A TEAM You may choose to work as an individual, a pair, a

trio, or a team. (A Team approach is encouraged.)

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. FIND EXAMPLES of All Aspects of an Industry in your immediate

environment—within or near the hotel.

>You may select one aspect and go deeply.

>You may choose to select one area of the workplace and show how all aspects of the industry are used in/at that one place.

Your tasks: PLACE-BASED AAI EXPLORATION/INVESTIGATION Visit your

chosen site/s to explore one or more of the aspects of industry. Use your creativity, spirit of adventure, problem-solving ability, charm, persuasiveness, powers of detection, and interpersonal skills to observe and take notes, (possibly) gather evidence and artifacts, ask questions, (possibly) interview an expert or experts, (possibly) document your process and findings, etc. (Consider, too, how your smart phone, tablet and other technology might help you gather evidence, document your work, and prepare your exhibition of learning.)

Alternative Workplace Learning Mapping AssignmentOBSERVATION SHEET: MAPPING KNOWLEDGE, SKILLS, AND DISPOSITIONS AT THE WORK SITE Your name:Workplace Visited:

Description of worksite:

Person/s you shadow and/or interview:

Scan the environment at your chosen work site. Using observation and interviews, collect specific examples of the following:

Observations/Examples/Questions/Notes1. Information

technology and other technical skills people are using (as well as technology in use)

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2. Interpersonal and collaboration skills people are using

3. Initiative, self-direction, and resource-fullness expected and exercised

4. Communication skills, including applications of writing (including types of writing used), listening, and speaking.

5. Applications of mathematical reasoning/ approaches

6. Applications of reading (including types of materials read/used)

7. Applications of science concepts or methods

8. Applications of science concepts or methods

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9. Use of artistic and creative expression or innovation

10. Workplace values and ethics expected and exercised

11. A routine problem or issue OR a more complex challenge/ problem that may require investigation and/or collaboration

Opportunities and Resources at the WorksiteThrough observation and brainstorming:1. Develop a brief description of the kinds of learning activities in which a student intern could be involved at this worksite that would enhance her/his academic and applied learning knowledge and skills and/or advance her/his mastery of particular common core standards and career-technical standards and/or 21st century skills.

2. Develop one or more essential questions that a student intern could investigate through her/his internship learning experience. Think of the questions that relate to what students learn in school and/or to what you believe a student should know and be able to do by the time s/he graduates from your pathway. Think of questions that are grounded in the actual problems/issues/processes in the workplace AND that would likely capture the interest of a student intern.

3. In what other ways might learning at this worksite contribute to a student’s college and career readiness? How might this growth be measured and/or how might a student intern provide evidence of her/his growth in readiness?

4. Implications for Student Worksite Learning Plan and for Academy

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teaching and learning: What are the knowledge and skills that you and other Academy educators (or students) might acquire by participating in an externship/ internship at this worksite? What might be the implications for your own Academy’s/pathway’s curriculum and instruction?

Mentoring Virtually Career-related mentoring creates a relationship between a student and an adult. The mentor offers insight into their career, the necessary academic and skill/knowledge preparation, guidance, motivation, and provides assistance to the student exploring the career. Mentorships are typically long-term, lasting longer than a month.

Many schools have facilitated high-quality virtual mentorships before coronavirus related closures. Now could be a time to show support for mentors and internship sites as they may have needs and projects for interns. Some prompts to consider:

How might I help my internship site stay in business at

this time? What skills could I work on to make me better at my

internship site? Might my mentor have work for me to do while I am at

home (things to practice, read, research)? For an example, visit this blog written by Julie Torres, a

senior at Missisquoi Valley Union High School writes about moving her internship to Zoom.

Projects which have real clients for their products

When students have the opportunity to engage in a professional relationship with clients, they learn important skills such as working with clients’ need and design requirements, addressing their audience, listening and responding to feedback, working within time constraints, meeting professional standards, etc.

Example of a project might be one involving each student or student team creating or enhancing a website for a community0based organization or neighborhood business in need of these services.

Projects which involve industry professionals as mentors/consultants and/or as assessors of product

When industry professionals serve as project consultants/mentors and or help to assess the student work, students have the opportunity to learn about and meet standards for professional work.

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or service quality

Online courses and certifications

There are many free college and professional courses/tutorials and some certifications available online. Students can focus energies on preparing for licensure tests, receiving training in project management or specific software programs or technology tools, and more.

Online Do-It-Yourself (DIY) Communities

The internet offers myriad self-organized, interest-driven communities that students can tap into to learn about a range of topics. Encourage students to explore and see what communities exist based on their interests or questions.

NOTE: This should likely be self-directed and potentially mediated by teachers/ parents/guardians to ensure safety.

Online events/ Summits – Students as co-creators// co-organizers of online events/summits

Students might work with pathway coordinators/directors and industry-community-postsecondary-government partners to create online events, panels, and/or summits related to how industry-specific knowledge and skills might help to address issues related to COVID-19 AND/OR advance college and career readiness

Reimaging Internships or Capstone Project – Students pose their own project/ experience (based on internship Gold Standards and/or previous internships)

One school challenged students to propose creative ways to reimagine their internships and projects. Students often propose thoughtful solutions that honor the essence of their internships while taking a different form.

Students might also research and pitch new projects to respond to emerging interests. What might students build, invent, research, or otherwise create? Encourage students to research related issues, speak with professionals and experts, and share iterations of their prototypes for feedback to enrich the learning experience.

Arrange online exhibitions of student learning/work so that advisory board members and industry partners can provide expertise, feedback, and otherwise support student learning and growth.

Secure materials to continue projects at home

If students are working on physical projects, consider how to secure the necessary materials for the student to work on at home. Example: one student who was building benches with a local mill made arrangements to have the bench delivered to his home so he could finish the project there.

Example: One school in Los Angeles connected a cohort of students

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with a fashion designer to work on mask-making and sewing projects. Sewing kits were delivered to each student’s home.

Career Training & Experience (Capstone) – Learning FOR Work AND/OR Learning AT Work

Train for employment and/or postsecondary education in a specific range of occupations

Internship Reflection Questions

EnvironmentOffice Politics: (If applicable) What have you experienced with respect to the written or unwritten rules regarding protocol, hierarchy, and/or communication at your internship site?

Space Design & Layout: (if applicable) How does the physical space (aesthetics, layout, decorations, furniture, cubicles/doors/windows, etc.) impact the day-to-day operation at your work site?

Dress: (if applicable) How do different people at your site or involved with your site (i.e., clients/customers, etc.) dress and what deeper conclusions can you draw from this? Does dress impact personal interactions? In what ways?

Diversity: How have you observed/experienced individuals from different demographic groups (male/female, different ages, sexual orientation, race, etc.) interacting with each other?

Social Conscience: How well do you believe your site is demonstrating a strong commitment to improve the world (i.e., environment, community, education, youth, etc.)? Explain.

Funding: What different sources of funding does the organization utilize to maintain operations? (Note: you may need to interview someone for this answer). In your opinion, are there ample resources to fund future projects and is there a plan to secure these funds?

Location: If your internship is at the work-site or hybrid (partially at the worksite) or if you are entirely working remotely, how does the location of your internship site (e.g., neighborhood, surrounding businesses, access to food, etc.) impact its operation?

Community: Does the company or organization seem to be an active member of the community (however this is defined)? If so, how? If

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not, should it be and how could this be accomplished?

Events: (If applicable) How do the events either supported by or put on directly by your internship site relate to the purpose of the organization?

Sector: Depending on the type or sector (for-profit, non-profit, or governmental) that your internship is in, how does the organizational structure impact the ability of the organization to accomplish its goals? (Consider layers of management, board of directors, volunteers, etc.) Explain.

Size: How many individuals do you work with either directly or indirectly at your internship site or through your virtual internship experience? How do you believe the size of the organization relates to their ability to succeed?

Mission: Compare and contrast the mission statement of the organization with what you observe in or know of the day-to-day operations. Does the organization appear to actually accomplish its mission?

InterpersonalCulture/Collegiality: How would you describe the culture within your organization (ways in which co-workers interact or don’t interact) and how does this fit with your “ideal” employer?

Building your Network: How have you or others in this organization effectively utilized relationship building/networking? In what ways can you build a strong network with those you work with for future benefit?

Collaboration: Describe the way in which the organization collaborates with other organizations or groups in the area.

Mentoring: In what ways have you experienced or witnessed either informal or formal mentoring taking place within the organization?

TasksTime: How structured/guided is your internship time? How effective/ ineffective does that make you?

Career Path: If you wanted to follow in the career path of someone at your internship site, what would you need to do to make this

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happen? (Tip – ask the person for advice and use this in your response.)

Workload: How does the organization distribute the level of work among the staff? How equitable do you believe the distribution is?

Tasks: What types of tasks are you discovering that you enjoy or excel at completing? Which ones are less attractive or fulfilling?

Looking Back: How has your experience at Hanover prepared you for your internship? How have you used your liberal arts education in your internship?

Overall ExperienceVenting: Is there anything about your internship that was a disappointment or made you uncomfortable ? (Use this opportunity to vent privately.)

CEO for a Day: If you were running this organization, what would you change and why?

Surprise: What about your internship is the most surprising to you (i.e., what did you least expect going into the experience) and what lesson(s) can you draw from this?

Internship Seminar – Preparing for Internships, Landing an Internship

Landing the Internship“Students are (re-introduced) to the most basic job-hunting skills: writing a resume, locating jobs, research interviews, filling out applications, and job interviews. After honing their professional skills, Students fill out applications, practice writing different forms of resumes and when to use them, and learn to edit a resume and cover letter to a particular position. Students learn the value of conducting informational interviews and practice the skill of formulating questions based on preliminary research. Throughout these activities, students see how each communication is a reflection of themselves to a prospective employer. Students then move on to interviews and practice being interviewed by a prospective employer. Students gain information on how to deal with two facets of a job search: dealing with rejection and accepting a job. Students gain an understanding of mentoring and are encouraged to watch for opportunities to have or be a mentor throughout their lives” – West Contra Costa Unified

Internship Seminars: Internship Seminars: Processing on-the-Job Learning

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Processing the On-the-Job Learning

“Through their internship experience and project, students attain and demonstrate the learning standards for communication, creativity, critical thinking/problem solving, working collaboratively, and workplace professionalism. Students keep a weekly journal reflecting upon their intern experiences, their project, what they’ve learned, and respond in writing to evaluations, describing what they hope to learn or do better the next week. Students also participate in a guided Socratic Seminar forum weekly around a focus topic of the week. During these seminars students learn how to give and receive constructive feedback from classmates around issues that may have arisen. In these seminars, students will evaluate their own progress in conjunction with supervisor evaluations on the following work-readiness competencies (borrowed with permission from East Bay Earn and Learn):

1. Initiative and Self-Management2. Quality of Work3. Communication Skills4. Response to Supervision5. Collaboration and Teamwork6. Comfort with Diversity7. Critical Thinking and Problem Solving8. Workplace Culture, Policy, and Safety9. Attendance, Timeliness, Workplace Appearance”

- West Contra Costa Unified School District

Internships/ Hybrid Internships

Hybrid internships: partially at the internship site, partially online. Continue internships partially in-person, if social distancing is possible both at the internship site and in transportation to and from the internship site, as well as partially remotely/online

Certain internships may still be safe, pending parent approval.

Internships/ New/ Seek out new internship mentors/ placements

Reach out to families, your pathway advisory board, industry/ postsecondary/ community/government agencies for new virtual internship possibilities. Do students have family members who are working from home and could support internship projects or who would be more amenable to having a student physically come into their place of work?

Additionally, seek people in the community with expertise who can support independent projects. These could again be family members, employees at partnership organizations, etc. There are many skilled

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individuals currently without work who may appreciate the opportunity to mentor and support others, and who may need support and community themselves.

Internships/ Virtual Internships

Instead of physically going to an office or organization, a student might participate in a virtual internship in which they work on projects at home, communicate regularly with their worksite supervisor and/or mentor, and send both work-in-progress and completed projects to mentors for review and feedback

Students might create virtual products (i.e., video trainings, PowerPoints) instead of in-person ones.

NOTE: The pathway might provide students with specific trainings on business/industry protocols, such as video conference etiquette.

NOTE: Virtual Internships can be for individual students, pairs of students, trios of students, or other small teams/groups of students. Students might collaborate together on an internship project that benefits an employer or community.

Resource for colleges, college students, and employers (adaptable to high school): What to do about internships in light of the COVID-19 pandemic? A short guide to online internships for colleges, students, and employers -- The Center for Research on College-Workforce Transitions, UW-Madison (16 pages) http://ccwt.wceruw.org/documents/CCWT_report_COVID-19%20Internships.pdf

See also the link to a NAF webinar on designing virtual internships and other related NAF internship resources, including designing an internship project of value at https://naf.org/resources-for-remote-teaching-and-learning

Intern Project Presentations and Defense of Outcomes FinalIntern Project Presentations:

Students present their intern project to their peers, using visual media and articulating their challenges and successes. After listening to peer feedback and reading interim supervisor evaluations, students write summaries about their experience midway and at the conclusion of their internship. Students select key aspects to share with their intern host in a written thank you note.

In a final project, students demonstrate achievement of their internship outcomes to professionals and community members at a special event. Students explain their learning to rotating professionals,

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who question them and assess them on a rubric provided. Students are also assigned to give and listen to short testimonials from other interns and intern supervisors about the intern experience on stage at this event.”

Micro-Internships A student or small group of students might work with an employer, post-secondary partner, community-based organization, or government agency to complete a short-term, professional assignment/s. Basically, students have the opportunity to serve as “independent contractors” working on a project or projects for a company/organization. Micro-Internships allow students to demonstrate skills acquire new skills, gain experience, work with a professional who oversees their work, and explore careers of interest.

Example: “A group of high-school students accepted into MIT's summer Research Science Institute teamed up to develop a website that guides people to local sites that offer coronavirus tests, and the project has been entered into Connecticut's COVID-19 Coding Challenge. Students took on every aspect of creating the site -- from design and web development to marketing and data collection, and the website features approximately 6,500 testing sites around the country.”

Portfolio Defense Virtually / Virtual Portfolio Defense

“Portfolio defense is a type of defense of learning, where students curate a portfolio of their work as evidence they have achieved certain outcomes. They tell the story of their learning journey in front of a panel of assessors.” – Envision Learning Partners

Resource: Virtual Portfolio Defense from the Envision Learning Partners’ Toolkit: A guide to designing authentic culminating assessment in the virtual space https://envisionlearning.org/virtual-defenses/

Archived Webinar: Virtual Portfolio Defense Toolkit Webinarhttps://drive.google.com/file/d/1H539Bi9VnnREIEPpUdp2vmWQ7L8e-rdK/view?usp=sharing

Virtual Defense Resource Page https://sites.google.com/envisionschools.org/virtual-defense-resource-page/home

Key Design Principles: Design an Authentic Experience for all stakeholders Students Design how they want to show up

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Dialogue is the Primary Mode Presentation is the Secondary Mode Every Student has a mentor Build experience in week chunks The event should be as public as possible

Related Resources from Envision Learning Partners: Share Your Learning Student-Led Conference Website Expeditionary Learning Student-led Conference Example Videos Edutopia Video Highlighting Student-Led Conferences to Build Student Agency Teaching Channel Video Series on Envision Schools Graduation Defense Learning Policy Institute Video on Capstone Projects/Presentations in Oakland Unified School District Los Angeles Unified School District Linked Learning Portfolio Defense Website

We are excited to populate this section with all of the amazing things you envision and create. Take inspiration from some of the folks who have been innovating and reimagining how to do their work in the time of COVID-19.

DJ D-Nice Club Quarantine Livestream Absolutely incredible example of a student performance by students at Julliard (with some amazing cameos) Chef Samin Nosrat having a global dinner of lasagna

Preparing to Act/ Making and Managing Transitions

Each Senior will: Complete a Senior Project/ Portfolio Apply for Post-Secondary Education/Program Explore Employment (including part-time employment)

Opportunities Assess and Refine Their Ten Year College and Career Plans Engage in a Defense of Learning /Exhibition of Learning

Reflective Blogging

(Internship Reflection)

Reflective Blogging and other uses of technology tools such as Blackboard discussion forums, blogs and social network (e.g. Twitter and Facebook). Use of Blackboard Collaborate, Skype, and FaceTime for Reflection on learning, evidence for ePortfolios, etc. Reflective posts make a student’s thinking and learning visible to the teacher,

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student, and potentially to other students. A structured set of posts can chart student progress and culminate in a report that captures key ideas and questions for the student in her/his own words.

What does the teacher do? * Set up a blog space for each student in Blackboard (or a similar format) * Introduce and model reflective blogging – perhaps by creating a post and talking it through. Perhaps creating a screencast or audio file with clear instructions and a model to guide student reflections. * Frame the reflective process by creating a series of reflective questions related to potential work-site learning and to connections between work-site learning and classroom learning. * Read and comment on a selection of student posts each week with an aim to comment on each student’s blog at least once. * If appropriate, set expectations for students to pair and share or otherwise comment on one another’s posts. * Monitor student participation and that the quality of writing is effective in demonstrating critical thinking and self-reflection and will be useful to students when they write their final report on their internship (or extended job shadowing) experience.

What does the student do? * Each student will make a reflective post according to word range and frequency guidelines (i.e., once a week, at least 300 words) * Students will refer to guiding questions to help them think critically and reflectively

A Small Sampling Of Blog/Journal Questions And Possible Internship Assignments: (adapted from Hanover College, Metropolitan State University of Denver, College of Wooster

Early in the InternshipBlog/Journal Questions: * What do you hope to accomplish in this internship? What are your specific learning goals? What are your specific personal growth goals? * What are your initial reactions to your first few days? Do you feel as if this placement/ this organization is a “good fit” for you? Why or why not: What are you learning? What are you looking forward to? * What knowledge, skills, and dispositions are you contributing to the worksite/organization? What knowledge, skills, and dispositions do you need to develop in order to add high value at your worksite? * What may be your biggest challenge in this internship? *How does what you are doing and learning at the work-site, compare or contrast to what you are doing and learning in school?

Assignments:* Learn about the history of the organization. * Obtain a

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copy of the organizational chart and job descriptions within the organization or department. * Review the entire website of the organization and review any relevant marketing materials. If possible, ask to see and review an annual report. Write up your findings. * Conduct an informational interview with your supervisor. Ask her/him to tell you her/his career story. * If you have self-identified any challenges (or even initial disappointments) in your internship, put together an action plan to address these and to maximize both your learning and your ability to add value at the worksite.

Midway through the InternshipBlog/Journal Questions: * What learning goals have you met thus far? What is your evidence? What learning goals do you still need to meet? Have you changed or added any of your learning goals since beginning your internship? * What connections can you make between what you are learning in the work-place and what you are learning in school? In what ways are you applying what * Look back on your early blog/journal entries. How has your perception of the internship/ organization changed since you started the internship? * What have you done/what specific steps have you taken to address your self-identified challenges (or disappointments)? What have you contributed to the organization and/or to support your supervisor and others with whom you work? * What are your strongest attributes as an intern? * In what ways might you improve your performance?

Assignments: * Identify a task or activity in your internship that could be potentially boring or routine. Write a plan for turning it into an opportunity for learning something new. * Work with your supervisor to plan or refine a project you (the intern) might do to benefit the organization or department. * Ask your supervisor for a mid-term performance review and then write a brief reflection on your own self-assessment of your performance.

End of the InternshipBlog/Journal Questions: * How well did you accomplish your learning goals? * What did you learn about yourself through this work-based learning experience? * Describe one or more of your biggest successes in the internship. * “To learn is to change. Education is a process that changes the learner.” – George B. Leonard - How are you different because of this work-based learning experience? Have you noticed any changes in how you learn in school because of the learning experience you have had in the workplace? * What did you accomplish that you didn’t know you could do? * What changes would you make if you had the opportunity to do this internship over again?

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* If you were the CEO/boss/owner/manager of this business or organization, what would you do differently to better improve service/productivity and to further develop the organization as a quality workplace? * What were your biggest successes or contributions to your organization/department? * What did you learn from your challenges or mistakes during your internship? * Review your notes on work styles. How would you describe your work style based on your behavior at this worksite? * How do you want your supervisor and/or others at the worksite to remember you as their intern? * What recommendations would you give to another student who was planning or doing an internship at this same location?

Assignments: * In the third person, write a summary of your internship performance from the point of view of your supervisor. What would he/she say about you? * Describe a new career option that you learned about through this WBL experience. Research that career and write up a summary of your findings. *Write a script, make a video clip or other media presentation that summarizes your internship? * Write a handwritten thank you note to your supervision and possibly one or more other employees at your work site who had an impact on your learning or inspired you in other ways.

Senior Defense of Learning/ Senior Defense of College and Career Readiness – Virtually // Virtual Defenses

“A Defense of Learning (DoL) has the most salient features of portfolio-defense and yet is simpler, easier to conceive for both students and teacher, and therefore more scalable. A defense of learning, at its core, involves the following elements:

Students are asked to defends skills that align explicitly to a school or district graduate profile. Students present their academic work as evidence to support their claims about their skills.

Students publicly present evidence of learning and growth to a panel of members who have been calibrated on the use of a rubric to assess student performance.fol

DOLs can take many forms, from student-led conferences that ask students to bring work samples to support their claims about strengths and growth opportunities to students defending a capstone or senior project.” – Envision Learning Partners

Example from Pasadena Unified School District: “The senior defense process has contributed to a significant culture shift within Pasadena schools. So, when it was announced that the district would transition to distance learning on March 13 in response to the coronavirus

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pandemic, Pasadena Unified School Board approved a process to move senior defenses online.

Through online senior defenses, students present their projects to a panel of educators, industry leaders, and post-secondary partners and answer panelist questions. Dr. Turley (Pasadena Unified College and Career Academies Coordinator) feels these virtual senior defenses could be “the North Star as a district, saying that we expect our seniors to be able to push out into the real world with all of these expectations and qualifications, and this is our way of ensuring that.” Even if learning looks different right now, “if we know that [students] can present material, that they've done a research piece, that they are creative and critical thinkers, then we can kind of collectively do that sigh of relief that, we've done our job,” Dr. Turley adds.”

Related Resource: Virtual Portfolio Defense from the Envision Learning Partners’ Toolkit: https://envisionlearning.org/virtual-defenses/

Strengthen your internship program

Have students be your interns and help you build out your internship program. Students can research local businesses (and others that work remotely), and build out your database to identify interests, opportunities, and mentors. They might also develop materials for your internship program -- flyers, testimonials, forms, sample outreach emails, etc.

(Similarly, student-interns might develop or enhance a pathway website or pathway-specific materials for other aspects of the work-based learning continuum such as virtual job-shadows, virtual internships, virtual informational interviews, workplace challenges/consultancies, etc.)

Student-run Enterprise // School-Based Enterprise// Virtual enterprise

School-based enterprise is a simulated or actual business conducted by a school.

Students create and operate an economically viable venture that replicates a business. This is a learning experience that provides direct links between classroom learning and the world of work.

Often pathway students are involved in endeavors specifically designed to provide on-the-job experiences for students, while providing goods and/or services to the community.

“The school-based enterprise must be oriented and run by students. Teachers serve as advisors, but not chief executive officers.” There

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may be a collaborative agreement with a local business/industry and/or an enterprise advisory board. Often students run an actual small business and have opportunities to develop skills in problem solving, public relations, and learning how to learn within the context of work. Students apply their academic and career-technical knowledge and skills and practice entrepreneurship, accounting, budgeting, marketing, inventory control, cash-flow management, and other business/industry/technical skills.

Examples: a student-run Food Truck, Digital Print Shop at a High School;

WHAT IS VE?“Virtual Enterprises International (VEI) is an in-school entrepreneurship program and global business simulation that draws on the European tradition of apprenticeships. While VEI thrives in all types of schools and is open to all interested students, the program targets high school and college students from underserved communities, empowering them to unleash their potential through creating and managing business ventures. Each year, VEI transforms 500 classrooms into offices and 10,000 students into business executives. VEI students learn by doing. The simulated business replicates all of the functions and demands of a real business in both structure and practice, from product development, production and distribution to marketing, sales, human resources, finance and accounting. As “employees” of the virtual business, students are accountable for their company’s management and performance. Through a web-based banking system that connects 5,000 student-run businesses in 40 countries, VEI students experience the expectations of the global economy and find new solutions to drive business results by trading across industries, borders and cultures.

VEI students receive 90 minutes of daily instruction for a full year. Rather than deliver prescribed lessons, VEI teachers guide learning using a project-based curriculum that is aligned with state standards, validated by the business community, and measured by a national exam. Business partners expose students to real- world learning by connecting them to professionals across industries who deliver technical content and serve as role models, coaches, mentors, business advisors and internship hosts.”

NOTE: Some Virtual Enterprise resources are freely available In

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response to school closures due to COVID-19.

Virtual teaching (family members; children of mentors/ teachers; partnership with elementary or middle school teacher)

With the shift to remote learning, parents may be grappling with how to keep their children engaged throughout the day. High school students may be well-positioned to support live teaching and occupy young children. Students can tutor younger kids in their strong subjects or teach a new skill that they have gained through their internships or self-exploration.

Encourage students to reach out to their trusted adult network (family, mentors, teachers) to offer online teaching/tutoring services for their children.

Students might develop short online lessons related to your pathway industry theme for peers or for younger students. See TEDed Daily for examples.

Y-PLAN / Social Enterprise

Center for Cities+ Schools/ University of California Berkeley

“Y-PLAN (Youth – Plan, Learn, Act, Now) is an award-winning educational strategy that empowers young people to tackle real-world problems in their communities through project-based civic learning experiences.

As an action research initiative, Y-PLAN has engaged thousands of young people and dozens of schools, teachers, and civic partners across the United States and around the world.”

Y-PLAN DIY: https://y-plan.berkeley.edu/diy(includes Y-Plan Mini AND Y-Plan Toolkit

Samples of Y-Plan Project:Bridging the Digital Divide in Downtown Richmond Building a Healthy Downtown Richmond Building Apps to Increase Use of Public Space (New York City) Health Professions 2020 – SacramentoSkyline Green – Climate Ready School Facilities 2020 (Oakland) “Mack-tendance” Absentee Challenges (Oakland) Technology to Improve communication and inclusivity (New York City) https://y-plan.berkeley.edu/in-action

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A SMALL SAMPLING OF RESOURCES THAT SUPPORT REMOTE WORK-BASED LEARNING (work-in-progress; an evolving list)

ACTE Virtual Conference Planning Guide

https://www.acteonline.org/wp-content/uploads/2020/04/ACTE-Virtual-Conference-Planning-Guide-1.pdfcontents include: * Executive Summary * Introduction * Plan for Success * Technology Tools * Technology Issues * Special Features * Security and Privacy Issues * Programming (Formal) * Components of Virtual Conferences * Sponsors and Exhibitors * Communications * Expenses and Pricing * Debriefing and Wrap-up * Disclaimers and Notes * Attachment A: Virtual Conference Vendors Lst * Attachment B: CTE Learn/ ACTE Virtual Conference Service * Attachment C: Sample Tasks and Timeline * Attachment D: Tips and Suggestions for Virtual Conference Planners

Tips and Suggestions for Virtual Conference Planners Communicate, communicate, communicate o With room hosts o With registered attendees o With market potential o With conference team

Have back-up plans for each aspect of the virtual conference (e.g. mirrored conference site, recordings of any sessions to be presented ‘live’, etc.) Use video to communicate information to attendees Develop check-list and timeline to follow clearly spelled out duties Check web site for load capacity; run test Hold a ‘Test Day’; knowing your attendees, presenters and sponsors will be able to connect to the conference site on the day of the event is very important. Provide instructions on how to use the Virtual Exhibit Hall so attendees know what to expect and how to interact Produce a video listing all exhibitors/sponsors to play before each general session On the Day of Event-Have a conference bridge open for the Tech Support Team Play music before the conference opening, before general sessions and, if possible, in front of concurrent sessions Do more than one practice session with Room Hosts (in addition to holding a training session and providing instructions). Presenter videos need to be collected a minimum of 2 weeks prior to event to review and ensure playback is optimal The presenter instructions need to be detailed and include specific information to help them create their videos within specification and outline their role during the session (e.g. respond via live video, respond

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via text chat, etc.) Consider mailing instructions to attendees with instructions on how to access the conference site and to maximize their experience; also use to promote sponsors & exhibitors Ask attendees to share a photo in their Zoom profiles (personalizes the experience) Ask exhibitors to share a give-away/novelty item that could be collected and sent to each attendee with instructions on how to visit the virtual exhibit hall Consider having ‘emergency instruction’ emails pre-prepared to send to attendees should technical issues arise during the conference Be sure to send thank-you notes to presenters, room hosts, sponsors & exhibitors, planning committee members, etc.

California Career Zone

Explore – learn about yourself, the employment options available to you,

“Learn about yourself, the employment options available to you and the training that will prepare you for them.” Includes: Assess Yourself, Explore Job Families, Make Money Choices “California CareerZone is a proven, successful career exploration and planning system designed especially for students. Jobseekers, educators, and counselors will also benefit from the wealth of information on 900 occupations from the Occupational Information Network (O*Net) database. Users are encouraged to work through the Interest Profiler, Work Importance Profiler, and Assess Yourself assessment based on the Holland Codes for self-exploration. Comprehensive information on 900 occupations includes state specific wages, worker attributes, job characteristics, and much more. There are 300 career videos that give users a snap shot of the featured occupation. Job openings on Job Central are easily accessible within each occupations profile. Please continue on investigating from the Resource link where other useful resources are listed.” https://www.cacareerzone.org/

California CTE Standards That Align with WBL Remotely

CTE Standards that especially Align with Remote Work2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation.

5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of

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their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organizations and the environment. They are aware of and utilize new technologies, understandings, procedures, materials and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and profitability of the organization.

10. Plan education and career path aligned to personal goals. Career-ready individuals take personal ownership of their own educational and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the educational and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors and other experts to assist in the planning and execution of career and personal goals.

11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring and using new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks—personal and organizational—of technology applications, and they take actions to prevent or mitigate these risks.

12. Work productively in teams while using cultural/global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural differences to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

California Department of Education

California Standards for Career Ready Practice “Standards for Career Ready Practice describe the fundamental knowledge and skills that students need to prepare for transition to postsecondary education, career training, or the workforce. These standards are not exclusive to a career pathway, a career technical education (CTE) program of study, a particular discipline, or level of education. Standards for Career Ready Practice are taught and reinforced in all career exploration and preparation programs or integrated into core curriculum, with increasingly higher levels of complexity and expectation as a student advances through a program of study.”

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13. Apply appropriate technical skills and academic knowledge14. Communicate clearly, effectively, and with reason.15. Develop an education and career plan aligned with personal

goals. 16. Apply technology to enhance productivity.17. Utilize critical thinking to make sense of problems and

persevere in solving them.18. Practice personal health and understand financial literacy.19. Act as a responsible citizen in the workplace and the

community. 20. Model integrity, ethical leadership and effective management.21. Work productively in teams whie integrating cultural and

global competence.22. Demonstrate creativity and innovation.23. Employ valid and reliable research strategies. 24. Understand the environmental, social and economic impacts of

decisions. https://www.cde.ca.gov/ci/ct/sf/documents/ctescrpflyer.pdf

See also CTE Model Curriculum Standards and Common Core State Standards . (available on the California Department of Education website. https://www.cde.edu

California Employment Development Department (EDD), Labor Market Information Division (LMID) – California Occupational Guides

California Occupational Guides – Labor Market Information “Summary and detailed guides include job descriptions, job outlook and wages, and qualification requirements, as well as benefits, licensing, education, training, links to possible employers, job search information, related occupations and links to additional resources.” (NOTE: almost all States have similar occupational guides and labor market information specific to the respective State) https://www.labormarketinfo.edd.ca.gov/

CareerOneStop: Pathways to Career Success

Careeronestop: Your source for Career exploration, training & jobsSponsored by the U.S. Department of Labor

Explore Careers Self assessments

What is an assessment? Interest assessment Skills assessment

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Work values Learn about careers

Career profiles Career videos What's hot Compare occupations Research industries

Plan your career Set career goals Salaries Licensed occupations Professional development

Job Search https://www.careeronestop.org/JobSearch/job-search.aspxPlan your job search

Create a job search plan Research employers Research salaries Online job search What's in demand? Inquiry letters Inquiry letters sample

Networking Why network? Your elevator speech Make a list of contacts Informational interviews Contact potential employers Maintain your network Take your network online

Find jobs What are job banks? State job banks Employment agencies Military options Job fairs

Resumes and applications Resumes Cover letters Cover letters sample Job applications Online applications Portfolios

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Work samples References

Interview and negotiate Get interview ready Types of interviews Interview tips Common interview questions Thank-you notes Negotiate your salary Is this offer right?

Job search tips Not getting results? Background checks Are you overqualified Relocate Your online image Job search checkli st

Explore different types of careers and find out what’s in demand.The more you know about the job market, the more you can build career resilience. This means doing better at finding jobs, keeping them once you’re hired, and getting reemployed if you lose a job. Use these tools and links to learn which occupations are in high demand in your area, pay good wages, and relate to your skills or training.

Career profiles Career videos What’s hot Compare occupations Research industries

https://www.careeronestop.org/ExploreCareers/Learn/learn-about-careers.aspx

Career Video Library “Explore our collection of videos on hundreds of different careers.Career videos are organized into 16 clusters, or related types of work. Select a category to view a list of videos related to that cluster. Videos include career details such as tasks, work settings, education needed, and more.”

Self-Assessments https://www.careeronestop.org/ExploreCareers/Assessments/self-assessments.aspx

ConnectED; “Far too many students leave high school without a clear sense of their

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National Center for College and Career – Day at Work Videos

future career options. We have produced this collection of Day at Work videos to help youth better understand the rapidly changing world of work, and the skills needed to be successful in the 21st century.”By Industry Sector: Arts & Entertainment (6 videos) (see also IT & Design – fashion designer, graphic designer)Biomedical & Health (9 videos) Business & Finance (5 videos) Engineering (15 videos) IT & Design (14 videos) Law & Public Service (6 videos) (includes Art Curator) https://connectednational.org/watch/day-at-work-videos/

CTE Online CTE ONLINE: Career & College Ready Start Here CTE Online has thousands of units, lessons, and learning activities that are aligned with CTE, Common Core, and Next Generation Science Standards. Some of the learning activities focus on application of specific 21st Century skills.

A small sampling of curriculum resources includes: Intro to Public Speaking Communication Skills PBL Project Email, Phone and Interviewing Skills Employment Portfolio Unit Portfolio Development Pre-Job Skills Training (PST) PBL Project

https://www.cteonline.org

Dr. Kit Career Videos

Over 300 Career Videos – over 6 million views. Videos are searchable by career field

“Employees in different professions were asked the following questions: Describe your typical day. * What are the qualifications required

for this job? * What are the best and worst parts of this job? What final advice do you have for someone interested in this line or work?”

https://www.drkit.org/career-videos

Job shadows – Virtual

Students and Instructors have the opportunity to shadow industry professionals at a worksite OR virtually to gain first-hand experience of the skills and abilities required on the job. A job shadow is a one-on-one or a small group of students or instructor assigned to one employer, typically for several hours. (A virtual job shadow may involve a much shorter

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experience.) The employer performs their normal daily routine to the extent possible and emphasizes the skills and abilities needed in the industry on a daily basis.

www.acinet.org www.careerexplorer.net/ www.careermart.com www.careerplanning.about.com/library/blcareers.html www.careers.org www.careervoyages.gov www.scois.net (video clips) www.discovernursing.com www.ed.gov www.fsa.usda.gov www.iseek.org/sv/index.jsp www.khake.com/page64.html www.kuder.com (video clips) www.manufacturingiscool.com www.monster.com www.nasa.gov www.nextsteps.org www.nycareerzone.org www.pepsi.com www.rileyguide.com www.usda.gov www.usdoj.gov www.weyerhaeuser.com

Khan Academy Career Exploration Videos

https://www.khanacademy.org/college-careers-more/career-contentNavigate Your Career

Career series introduction * Networking * Salary negotiation * Benefits and retirement * Deciding where to live and work * Advice for entrepreneurs

Serve your community City planner * District representative * EMT * Firefighter * Police

officer * Volunteer coordinator

Support health and wellness Clinical nurse specialist * EMT * Epidemic intelligence service officer

* Health Care community liaison * Licensed clinical social worker * Medical resident * Physical therapist * Population health director * Registered nurse * Veterinarian

Work in tech Customer success manager * Director of products * Freelance

product design consultant * Information security and forensics analyst * Product designer * Senior Product manager * Senior Software engineer * Site Reliability engineer * Startup co-founder and CEO * User experience researcher

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Advertise and sell * Commercial real estate advisor * Marketing client manager

Start a business or go freelance Construction business owner * Food entrepreneur * Food truck

manager and chef * Freelance audio engineer * Freelance journalist and podcaster * Freelance product design consultant * Hairstylist and salon owner * Nonprofit founder * Purpose and change coach * Startup co-founder and CEO

Educate Education resource specialist (special education teacher) *

Instructional designer * Outdoor education professional * School social worker and BUILD teacher * Teacher leader

Explore Hospitality Assistant hotel manager * Chef de cuisine

Design, Create, Perform Animation director * Author * Comic book artist and creative

director * Composer * Dancer * Director of photography * Film Director * Freelance product design consultant * Product designer

Conduct Research Lab technician * User experience researcher

Build and fix things Architectural designer * Automotive mechanic * Construction

business owner

Manage People and processes Army officer * Business office manager * Driector of products *

Environmental specialist * HR management and program analyst * Nonprofit program director * Population health director * VP of wealth management

Pursue Criminal Justice Information security and forensics analyst * Judicial staff attorney *

Police officer

Analyze and advise Consultant

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Travel and explore Commercial airline pilot * Yacht captain

Sample Video – Kahn Academy – Healthcare Community Liaison

NAF In response to COVID-19, NAF has made many of the NAF curriculum and WBL resources available to the field. NOTE: Usually NAF curriculum/resources are only available to high school academies which are part of the NAF Network. https://naf.org/resources-for-remote-teaching-and-learning

Featured resources (among others) include: Archived Webinar: Planning a Virtual Internship (approximately 26

minutes) (features virtual internship ideas, strategies, and specifics, including an overview of designing a project of value for student interns. A project of value benefits a specific industry or community; allows interns to investigate authentic, beneficial, and relevant solutions for employer or community partners.)You need to register to view the webinar; however, registration is free. https://register.gotowebinar.com/recording/6694714502380935170NOTE: This webinar was originally for members of the NAF Network.

Planning for Distance Learning https://highlanderinstitute.org/considerations-for-distance-learning/

No-Frills Money Skills Video Series (resource from the Federal Reserve Bankof St. Louis https://www.stlouisfed.org/education/no-frills-money-skills-video-series

PLANNING A VIRTUAL INTERNSHIP These resources highlight recommendations for building an engaging virtual internship for interns and employers.

Planning Considerations Planning Resources Project of Value Sample and Template Weekly and Daily Schedules – Templates and Samples Planning a Virtual Internship Presentation Planning a Virtual Internship Webinar

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Links to the above resources available at: https://naf.org/resources-for-remote-teaching-and-learning (NOTE: It is worth watching the actual Planning a Virtual Internship presentation webinar as the presenter’s explanations and examples are useful.)

Nebraska Career Clusters

The Nebraska Department of Education offers an online Nebraska Career Development Toolkit. One section features Career Development Lesson Plans by Grade level. Some of the grade 6-12 Career Development lesson plans include: Discover My Activities Related to Careers-6th grade H3 = High Skill + High Wage + High Demand – 6th gradeImagine Your Future Career – 6th grade Introduction Activity: Agriculture, Food & Natural Resources Career Cluster -6th gradeIntroduction Activity: Architecture and Construction Career Cluster – 6th gradeIntroduction Activity: Communication and Arts Career Cluster 6th gradeIntroduction Activity: Education & Training Career Cluster #1 – 6th gradeIntroduction Activity: Education & Training Career Cluster #2 – 6th gradeIntroduction Activity: Health Sciences Career Cluster – 6th grade Introduction Activity: Health Sciences Career Cluster – 6th gradeIntroduction Activity Information Technology Career Cluster – 6th gradeIntroduction Activity: Manufacturing Career Cluster – 6th gradeLook2College (What do I want to be? How will I get there? How to invest in myself) – 6th grade My Career Plan Poster – 6th grade STEM in All Clusters! STEM Career Web – 6th grade - Writing My First Resume – 6th gradeBe On time – 7th gradeConflict Resolution – 7th gradeDeep Breathing – 7th grade Peer Pressure – 7th gradeStress Management – 7th grade The Soundtrack of My Life – 7th grade A Letter to Myself – 8th gradeA Time Management Simulation – 8th grade Career Family Tree – 8th grade Coat of Arms – 8th gradeCommunication Skills – 8th gradeKnowHow2GO – 8th, 9th, 10th grades Reflective Listening – 8th grade Stereotypes – 8th grade

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Stress and Coping – 8th gradeThis I Believe – 8th gradeTime Management – 8th grade Who Am I? – 8th gradeCollaborative Resume Writing – 9th gradeGoal Maps – 9th gradeHow Do You Define “Friend?” – 9th gradeMock Interviews -9th gradePhone Etiquette – 9th gradeResources and Barriers – 9th grade The Five Things (Students wil explore their own work values, priorities and interests) – 9th gradeWhere I’m From – 9th grade Work: Love It or Hate It? – 9th gradeZeteophobia – 9th grade Leaving a Job – 10th gradeManaging My Money – 10th grade Personal Roadmap – grades 10, 11, 12Writing Emails That Matter – 10th grade You’re Fired

Students will compare the relationship between school habits and work habits

Students will illustrate the relationship of their own values and beliefs related to school and career success.10th grade

Apply to College – 12th grade https://www.education.ne.gov/nce/careerdevelopment/lesson-plans/

Nebraska Department of Education AND Nebraska Department of Labor

Career Readiness Modules

o MODULE 1. SEEKING EMPLOYMENTo 1. OverviewPage o 2. Identifying Interests and AptitudesPage o 3. Researching Companies and Job OpeningsPage o 4. Networking: What is it?Page o 5. Networking: Online and In PersonPage o 6. Job Prep Self-CheckPage o 7. Applying for a JobPage o 8. Creating a Resume: Overall TipsPage o 9. Creating a Resume: Detailed ScenariosPage o 10. Writing a Cover LetterPage o 11. Designing a PortfolioPage o 12. Applying for a Job Self-CheckPage o 13. Interviewing Skills: PreparingPage

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o 14. Interviewing Skills: On the PhonePage o 15. Interviewing Skills: Face-to-FacePage o 16. Interviewing Skills: What to WearPage o 17. Interviewing Skills: You and the EmployerPage o 18. Interviewing Skills: Following UpPage o 19. Interviewing Self-CheckPage

oo MODULE 2. WORKPLACE SUCCESSo 1. OverviewPage o 2. Defining SuccessPage o 3. Complying with the RulesPage o 4. Meeting ExpectationsPage o 5. Habits for SuccessPage o 6. Commitment to SuccessPage o 7. ResponsibilityPage o 8. NetworkingPage o 9. Successful Habits Self-CheckPage

oo MODULE 3. COMMUNICATIONo 1. OverviewPage o 2. Business ConversationsPage o 3. Constructive CommunicationPage o 4. Constructive Communication: Questions and AnswersPage o 5. Business Conversation Self-CheckPage o 6. Face-to-Face CommunicationPage o 7. Nonverbal Messages: TonePage o 8. Nonverbal Messages: Body LanguagePage o 9. Nonverbal Messages: Body Language and EmotionsPage o 10. Nonverbal Messages Self-CheckPage o 11. Verbal MessagesPage o 12. Verbal Messages: Phone EtiquettePage o 13. Verbal Messages: Special Features of Phone CallsPage o 14. Written Communication: EmailPage o 15. Written Communication: Email EtiquettePage o 16. Written Communication: Formal DocumentsPage o 17. Written Communication: Word Choice and FormatPage o 18. Verbal and Written Self-CheckPage

oo MODULE 4. PRESENTATIONSo 1. OverviewPage o 2. Preparation: ResearchPage

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o 3. Preparation: OrganizePage o 4. Preparation: Opening and ClosingPage o 5. Preparation: Engage your AudiencePage o 6. Preparation: VisualizePage o 7. Preparation: Practice, Practice, Practice!Page o 8. Preparation Self-CheckPage o 9. The Event: Check it Out!Page o 10. The Event: You're On!Page o 11. Virtual PresentationsPage o 12. Presentations Self-CheckPage

oo MODULE 5. CONFLICT RESOLUTIONo 1. OverviewPage o 2. Different Styles — Different ConflictsPage o 3. Conflicts and Styles Self-CheckPage o 4. RespectPage o 5. Active ListeningPage o 6. What's Going On?Page o 7. Conflict Can Be a Good ThingPage o 8. Reaching a Resolution: PreparationPage o 9. Reaching a Resolution: Right Before the MeetingPage o 10. Reaching a Resolution: The MeetingPage o 11. Reaching a Resolution Self-CheckPage

oo MODULE 6. DECISION MAKINGo 1. OverviewPage o 2. Take Time and CarePage o 3. Who Decides?Page o 4. The Need and the PlayersPage o 5. ResearchPage o 6. Gearing Up to Decide Self-CheckPage o 7. Create OptionsPage o 8. Evaluate Options: With your HeartPage o 9. Evaluate Options: With your BrainPage o 10. Options Self-CheckPage o 11. Decide, Act, and Follow ThroughPage

oo MODULE 7. TEAMWORK AND LEADERSHIPo 1. OverviewPage o 2. Teams, Leaders, and ManagersPage o 3. IntrapreneursPage

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o 4. What Makes a Good Leader?Page o 5. Leadership Self-CheckPage o 6. The Whole PicturePage o 7. Running MeetingsPage o 8. Communications, Consensus, and ConflictPage o 9. BrainstormingPage o 10. Embracing ChangePage o 11. Teamwork Self-CheckPage

oo MODULE 8. WORKPLACE ETHICSo 1. OverviewPage o 2. Following Laws and Workplace CodesPage o 3. Specific IssuesPage o 4. The Special Case of TheftPage o 5. Your Ethics Self-CheckPage o 6. Implications and ConsequencesPage o 7. Conflicts with Company EthicsPage o 8. Dealing with Unethical BehaviorPage o 9. Respect on All LevelsPage o 10. Owning Your ActionsPage o 11. Behaving Ethically Self-CheckPage

oo MODULE 9. SOCIAL AND CULTURAL AWARENESSo 1. OverviewPage o 2. Social AwarenessPage o 3. Dining EtiquettePage o 4. Social Awareness Self-CheckPage o 5. What is Culture?Page o 6. Cultural GroupsPage o 7. Stereotypes v. GeneralizationsPage o 8. Cultural AwarenessPage o 9. Promote Intercultural CommunicationPage o 10. Cultural Awareness Self-CheckPage o 11. Fight HarassmentPage

oo MODULE 10. FINANCIAL WELLBEINGo 1. OverviewPage o 2. Managing CreditPage o 3. Wise Consumer ChoicesPage o 4. Credit Card IssuesPage o 5. Credit Card TipsPage

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o 6. Identity TheftPage o 7. Credit ReportPage o 8. Credit Self-CheckPage o 9. Financial GoalsPage o 10. Personal BudgetPage o 11. Lifestyle, Insurance, and TaxesPage o 12. Financial Wellbeing TipsPage o 13. Financial Wellbeing Self-CheckPage

o MODULE 11. PERSONAL WELLBEINGo 1. OverviewPage o 2. The Wellbeing WheelPage o 3. Personal Wellbeing PlanPage o 4. Body: Nutrition and DietPage o 5. Body: Fitness and ExercisePage o 6. Body Self-CheckPage o 7. Mind: Cultural HealthPage o 8. Mind: Intellectual HealthPage o 9. Mind: Social HealthPage o 10. Mind: Emotional HealthPage o 11. Mind: Seeking Help When You Need ItPage o 12: Mind Self-CheckPage o 13. Life: Balancing Home and WorkPage

http://nelearn.myelearning.org/course/view.php?id=2

New Ways to Work //New York City Work Based Learning Toolkit

From the website: “New Ways to Work has spent the past three-and-a-half decades working with policy makers, local leaders and youth practitioners to improve their practice, and to define better ways to connect organizations and leverage resources to prepare youth and young adults for the future.”

“All Youth – One System”https://www.newwaystowork.org/all-youth-one-system/Equity, accessibility, and equality in resources and outcomes for all youth” Elements of a comprehensive WBL system include: Academic AchievementCareer Development Community Services and SupportYouth Leadership Comprehensive Youth Development Approach(visit website to see graphic representation of a WBL system and to go deeper)

Library (many wonderful WBL resources)

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Free Sign-in to use Library

A sampling of resources: Career Development Continuum

New York City Department of Education Work-Based Learning Toolkit(the most recent toolkit that New Ways to Work has developed. Includes portals for Schools and Employers. Also includes downloadable resources.) You can download an entire WBL Toolkit (397 pages) – worth a download – OR download resources for a particular WBL activity.

SchoolsActivity Guides are provided for the following activities in this toolkit:

Guest Speakers Career Days Career Mentoring Workplace Tours Informational Interviews Job Shadowing Mock Interviews Workplace Challenges Internships Work Experiences

Each guide includes: WBL activity fact sheet Checklists for teachers, students and project partners Fact sheet for employer decision-makers Required forms Sample implementation tools

Employers How Can My Company Participate?There are many ways in which you can partner with us. While employer involvement in each of the following activities is critical to our success, employer partners are not expected to participate in all activities. Work-based learning coordinators or our intermediary partners work with you to help select the activities that make the most sense for your business. Here are some options to consider:

Serve on an Industry Commission Help us map the skills needed for high demand occupations in your

industry Provide Work-Based Learning opportunities for students. These

may include:

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Guest SpeakerA group of students listen to a presentation to learn about the speaker’s organization, careers and industry and ask questions to help them consider whether they might like to pursue an opportunity in the industry.Employer Guest Speaker Fact SheetEmployer Guest Speaker Tip Sheet

Career DayBusiness partners from a variety of companies come together at a school to share information about their company, their job and the education and skills required for success in careers in the industry.Employer Career Day Fact SheetEmployer Career Day Tip Sheet

Career MentoringA student is matched one-on-one or in small groups with an adult professional to explore potential careers and related educational issues.Employer Career Mentoring Fact SheetEmployer Career Mentoring Tip Sheet

Workplace TourSmall groups of students visit a workplace, learn about the business, meet employees, ask questions and observe work in progress. Teachers also benefit from exposure to the workplace.Employer Workplace Tour Fact SheetEmployer Workplace Tour Tip Sheet

Informational InterviewA student formally interviews an employer partner about his or her industry, educational and career path and chosen profession.Employer Informational Interview Fact SheetEmployer Informational Interview Tip Sheet

Job ShadowingA student is paired with an employee of a host company and follows that employee during much of a regular workday. A job shadow provides students the opportunity to experience the workplace, understand the various roles and duties of a particular occupation, learn about the business, connect with a working adult and observe work in progressEmployer Job Shadowing Fact SheetEmployer Job Shadowing Tip Sheet

Mock InterviewStudents are paired one-on-one with a business partner who interviews

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each student as if he/she were being interviewed by an employer for a paid internship or job.Employer Mock Interview Fact SheetEmployer Mock Interview Tip Sheet

Workplace ChallengeSmall groups of students (four to six per team) are engaged in a problem-solving exercise issued by an employer in consultation with a school teacher.Employer Workplace Challenge Fact SheetEmployer Workplace Challenge Tip Sheet

InternshipA student has the opportunity to learn by doing real work and being productively engaged in the workplace. Students may work individually, in teams, work on a project, or rotate through a number of departments and job functions.Employer Internship Fact SheetEmployer Internship Tip Sheet

Work ExperienceAn opportunity for a student to develop and demonstrate professional and occupational skills by addressing a core business function and doing productive work with an employer.Employer Work Experience Fact SheetEmployer Work Experience Tip Sheet

NPR Radio Diaries “The Working Tapes of Studs Terkel”

“In 1974, oral historian Studs Terkel published a book with an unwieldy title: “Working: People talk about what they do all day and how they feel about what they do.” This collective portrait of America was based on more than a hundred interviews Studs did around the country. And after “Working” came out, something surprising happened. It became a bestseller. It even inspired a Broadway musical. Something about ordinary people talking about their daily lives, struck a cord. Studs recorded all of his interviews on a reel-to-reel tape recorder, but after the book came out the tapes were packed away in boxes and few have ever been heard. Here we present a special, one hour episode of our series The Working Tapes of Studs Terkel.”http://www.radiodiaries.org/working-tapes-studs-terkel/

Working.org “It is about a search, too, for daily meaning as well as daily bread, for recognition as well as cash, for astonishment rather than torpor; in short, for a sort of life rather than a Monday through Friday sort of dying.” =

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Studs Terkel, Working XI https://working.org/

Working Stories “Working in America explores authentic, raw, and honest stories focused on the daily desire to survive, thrive, participate and contribute—stories of how we locate ourselves in society, how we are seen or made invisible, and how we find meaning. Through these narratives of others as well as our own stories, we learn that work is the thread that runs through us all, universal, yet particular and deeply personal.

PBS Learning Media

KQED Career Path Videos

KQED 50 Videos for Career Path Explorations From the arts to science to religion, introduce students to a variety of careers with KQED, BAVC and Salesforce resources. Use these videos to inspire young people to discover careers and explore possible career paths. Sign up for a free account in PBS Learning Media to find more career resources and to easily create interactive learning experiences for the classroom. https://www.kqed.org/education/18675/50-videos-for-career-path-explorations

Includes: Science Careers:

Astrophysicist: Neil deGrasse Tyson * Bioengineer * Biologist Developmental and Stem Cell Biology Graduate Student Insulation and Coatings Technician * Environmental Health Engineer Kite Designer * Mechatronics Engineer * Microbiologist *

Mechanical Engineer * Neurobiologist * Population Geneticist * Water Program Director

** SEE ALSO – WGBH Boston – Cool Careers in Science

Arts Careers Americana Musicians * Break Dancer, Beat Boxer * Cartoonist *

Collaborative Artist * Conceptual Artist * Creating Comics * Crochet and Installation Artist * Current Events Painter * DJ * Folk Artist * Opera Singer * Experimental Film and Stop-Motion Artist * Illustrated Journalist * Metal and Neon Sculpture Artist * Mobile Art Apps Creator * Multimedia Choreographer * Music Journalist * Portrait Painter

Printmaker * “Raptivism” Musician and Activist * Stencil Artist * Stop-Motion Animator * Visual Artist Merging Iranian and Hip Hop Culture * West African Dancers

SalesForce Careers Administrator * Business Analyst * Developer * Marketing Manager

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* Sales Manager * What is Salesforce?

Religious Careers African Methodist Episcopal Minister * Catholic Priest * Islamic

Chaplain * Rabbi

Road Trip Nation

A premium subscription is required to access all the Road Trip Nation material but the free version allows users to view many of the video interviews which do a good job of sharing stories as to how adults navigate the world outside of school.https://roadtripnation.com/

San Diego County Office of Education

The Work-Based Learning Team at San Diego County Office of Education has produced several virtual WBL industry panels and guest speaker presentations with local employer partners. These include:

Safari Park Strategic HR Advisory American General Contractor International Brotherhood of Electrical Workers Public Services - District Court, Bankruptcy Court, Probation, Air

Force ROTC Public Services - DHS, Sanford Burnham Prebys, HHSA, eStudySite,

District Court, Army ROTC, Probation, Air Force ROTC Public Services - SD Fire Rescue, Air Force ROTC, Family Health

Centers, District Court, Dept of Rehab, Champions for Health, National Alliance on Mental Illness

A sampling of WBL resources: WBL Logistics

Data collection tool - WBL experiences (Google Form Example) Guest speaker checklist and timeline Industry tour checklist and timeline Off-campus WBL checklist and timeline Internship checklist and timeline

Instructional Strategies How do you prepare students for work-based learning?

https://www.sdcoe.net/innovation/cte/Pages/WBL.aspx

Science Buddies:

Careers in

Explore Careers in Engineering“Want to know more about careers in engineering? Browse through detailed information on dozens of careers to discover what scientists, engineers, and other STEM professionals really do and what it takes to

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Science Videos prepare for these careers. Each career profile provides basic career information such as salary, job outlook, degree requirements, and more. We have also included videos featuring interviews with real scientists or on-the-job profiles.”

Engineeringhttps://www.sciencebuddies.org/science-engineering-careers#engineeringAerospace EngineerAerospace Engineering & Operations TechnicianArchitectAutomotive Engineer In Demand!Biochemical Engineer In Demand!Biofuel or Biodiesel Technology & Product Development Manager In Demand!CAD TechnicianChemical EngineerCivil Engineering TechnicianCivil Engineers In Demand!Commercial & Industrial DesignerElectrical & Electronics EngineerElectrical Engineering TechnicianEnergy Engineer In Demand!Engineering ManagerEnvironmental EngineerEnvironmental Engineering TechnicianFuel Cell Engineer In Demand!Geographic Information Systems Technician In Demand!Hydroelectric Plant TechnicianIndustrial EngineerLandscape ArchitectMapping TechnicianMarine ArchitectMaterials Scientist and EngineerMechanical Engineer In Demand!Mechanical Engineering TechnicianMethane Gas Generation System TechnicianMicrosystems Engineer In Demand!Nanosystems Engineer In Demand!Nuclear EngineerPetroleum EngineerPhotonics Engineer In Demand!Photonics TechnicianRadio Frequency EngineerRobotics Engineer In Demand!

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Robotics Technician In Demand!Semiconductor ProcessorSolar Energy Systems Engineer In Demand!Solar Photovoltaic Installer In Demand!Sustainability Specialist In Demand!Transportation Engineer In Demand!Transportation PlannerWater or Wastewater Engineer In Demand!Weatherization Installer or Technician In Demand!Welder In Demand!Wind Energy Engineer In Demand!Wind Turbine Service Technician In Demand!

Explore Careers in Health “Want to know more about careers in health? Browse through detailed information on dozens of careers to discover what scientists, engineers, and other STEM professionals really do and what it takes to prepare for these careers. Each career profile provides basic career information such as salary, job outlook, degree requirements, and more. We have also included videos featuring interviews with real scientists or on-the-job profiles.ps://www.sciencebuddies.org/science-engineering-careers#health

Human Biology and Health

Audiologist In Demand!Biomedical Engineer In Demand!Cardiovascular Technologist or Technician In Demand!Certified Diabetes Educator In Demand!Certified Registered Nurse Anesthetist (CRNA) In Demand!Chiropractor In Demand!Cytotechnologist In Demand!Dental Hygienist In Demand!Dietitian or Nutritionist In Demand!Emergency Medical Technicians & Paramedic In Demand!Endocrinologist In Demand!EpidemiologistHealth EducatorHematologist In Demand!Medical & Clinical Laboratory Technician In Demand!Medical Social Worker In Demand!Neurologist In Demand!Nuclear Medicine TechnologistOccupational Therapist In Demand!Optometrist In Demand!

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Pathologist In Demand!PharmacistPhysical Therapist In Demand!PhysicianPhysician Assistant In Demand!Registered Nurse In Demand!Respiratory TherapistScience WriterSpeech-Language Pathologist In Demand!

Genetics and Genomics

Bioinformatics ScientistCytogenetic Technologist In Demand!Genetic Counselor In Demand!

Explore Careers in Math and Computer Science “Want to know more about careers in math and computer science? Browse through detailed information on dozens of careers to discover what scientists, engineers, and other STEM professionals really do and what it takes to prepare for these careers. Each career profile provides basic career information such as salary, job outlook, degree requirements, and more. We have also included videos featuring interviews with real scientists or on-the-job profiles.”https://www.sciencebuddies.org/science-engineering-careers#mathcomputerscience

Actuary In Demand!Computer Hardware EngineerComputer Network ArchitectComputer ProgrammerComputer Software Engineer In Demand!Computer Systems Analyst In Demand!Cryptographer In Demand!Data ScientistDatabase AdministratorEconomistInformation Security Analyst In Demand!Math Teacher In Demand!Mathematician In Demand!Multimedia Artist or AnimatorPenetration TesterRemote Sensing Scientist or Technologist In Demand!Security Incident Responder In Demand!

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Software Quality Assurance Engineer & Tester In Demand!Statistician In Demand!

Website Also includes: Explore Careers in Life Science Plus Behavioral and Social Science AND Interdisciplinary Sciencehttps://www.sciencebuddies.org/science-engineering-careers#lifesciences

Explore Careers in Earth and Physical ScienceEarth and Environmental SciencePhysical Science https://www.sciencebuddies.org/science-engineering-careers#earthphysicalsciences

UC Berkeley Career Center

Career Field: Architecture, Planning & Environmental Design

Career Field – Architecture, Planning & Environmental Design https://career.berkeley.edu/Architecture/ArchitectureCareer Information & ResourcesCareer Profiles and Guides Architecture Urban & Regional Planning Landscape Architecture Sustainable Environmental Design Interior Design Multiple Fields

Career Information & ResourcesCareer Information

Vault Guides - Insider information, video profiles, downloadable e-books, and more, covering major careers and industries. Access through Handshake.

Chegg Career Profiles - Brief videos of professionals talking about their work. Enter design and planning search terms in search bar (e.g., architect, urban planner).

Connecting Majors to Careers – Provides information on common paths associated with a range of majors.

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CED Career Services - This section of the CED website has been developed specifically for students interested in pursuing careers in Environmental Design fields.

ArchitectureArchitects from the Occupational Outlook Handbook - Information from the Bureau of Labor Statistics describing the nature of the occupation, training and other qualifications, as well as advancement, outlook and earnings information. Also includes links to related occupations.AIArchitect - developed by the American Institute of Architects. Resources and industry trends and current news articles, information on awards and conferences.Archinect - Website for progressive minded design students and professionals.Califo rnia Architects Board - Information on licensure, professional regulations, news and some agency/school links for architecture in California.

Urban and Regional PlanningUrban and Regional Planners from the Occupational Outlook Handbook - Information from the Bureau of Labor Statistics describing the nature of the occupation, training and other qualifications, as well as advancement, outlook and earnings information. Also includes links to related occupations.American Planning Association offers career and educational program information, including information on the field of Urban and Regional Planning, and tips for selecting a planning program.SPUR – SPUR promotes good planning and good government in the SF Bay Area.Planetizen - Urban planning news website, featuring articles, op-eds, jobs, and information for the urban planning, design and development community.PlannersWeb - News & Information for Citizen Planners

Landscape ArchitectureLandscape Architects from the Occupational Outlook Handbook - Information from the Bureau of Labor Statistics describing the nature of the occupation, training and other qualifications, as well as advancement, outlook and earnings information. Also includes links to related occupations.

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Land8 - Social network for Landscape Architecture Professionals, including forums, blog and job listings.

Sustainable Environmental DesignTurning Green Degrees into Sustainable Careers - Discover environmentally-friendly degrees and job options.Check out the Career Center's Environmental Career Fields page and Environmental Job Listing Sites for more options and information.

Interior DesignInterior Designers from the Occupational Outlook Handbook - Information from the Bureau of Labor Statistics describing the nature of the occupation, training and other qualifications, as well as advancement, outlook and earnings information. Also includes links to related occupations.American Society of Interior Designers - Overviews about interior design specialties, interior design as a career, and links to related professional organizations and other resources.

Multiple FieldsReSources.Com Professional Directory links to Design Industry associations, architectural & design firms, consultants, craftsmen & artisans and industry related websites.University of California, Berkeley Environmental Design Library is a rich resource for information on career development and job hunting in planning, architecture, and landscape architecture, including print resources information and web links.

UC Berkeley Career Center

Career Field – Arts, Culture & Entertainment

Career Field – Arts, Culture & Entertainmenthttps://career.berkeley.edu/Arts/Arts

Career Information & ResourcesCareer Profiles and Guides Arts Administration / Education / Therapy Broadcasting / Film / Video Fashion / Textile Art Fine Arts / Visual Arts / Graphic Design Multiple Fields Museums / Libraries Performing Arts/Music

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Career Information & ResourcesCareer Guides: Multiple FieldsOccupational Outlook Handbook - Information about career, salary, training and employment projections for many different career fields, including arts and entertainment.Career Videos from CareerOnestop - Educational videos of professionals working in various careers along with salary, trainiing and outlook information.Chegg Career Profiles - Brief videos of arts and entertainment professionals talking about their work.

Arts Administration / Education / TherapyArt Instructor - Provides information about work, skills and educational requirements from SchoolsInTheUSA.com.Arts Administrators - General information from collegeboard.org.What is Art Therapy? - General information and an overview of the field.

Broadcasting / Film / VideoCareerPage/All About Broadcasting - From the National Alliance of State Broadcasters Associations. Provides information about types of jobs in broadcasting as well as job listings.Scary Cow Productions - SF-based indie film incubator at which you can participate -- and learn -- in a variety of film production rolesHow to Get Started in Film - From the Film Connection. Scroll down for articles on many different roles within the industry.Writer’s Store - Article on breaking into television writing.Reel Directory - Northen Callifornia's one-stop production directory for filmmakers

Fashion / Textile ArtAbout.com - Offers links to descriptions of jobs in the fashion industry and related articles.Buyer - Read a Princeton Review Career Profile.The Balance Careers - Fashion careers and descriptions.

Fine Arts / Visual Arts / Graphic DesignAmerican Institute of Graphic Designers (AIGA) Survey of Design Salaries - Comprehensive annual survey of compensation data for the communication design profession in the U.S.

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Illustrators - Provides information on work, skills and educational requirements from SchoolsInTheUSA.com.Princeton Review - Read about a Day in the Life of an Art Dealer, Graphic Designer, or Digital Artist, as well as past and future trends, paying your dues, and quality of life for these professions.

Multiple FieldsCalifornia Arts Council - State agency geared towards the development and support of arts in California. Offers grants and fellowships to individual artists, news, a calendar of events, links to California arts agencies and other organizations for the arts.

Museums / LibrariesAmerican Institute for Conservation of Historic and Artistic Works - Provides information on careers and academic training in the field of conservation.Art Libraries Society of North America - Presents information on events, resources, and jobs relating to arts information careers."So You Want to Be an Archivist" - An overview of the archives profession, developed by the Society of American Archivists.Working at the Smithsonian - Information from The Smithsonian Institution about a variety of museum careers.

Performing Arts / MusicCareers in Music from Berklee College of Music - Provides descriptions of hundreds of jobs in the music industry.Performing Arts Administrator - Read a Princeton Review career profile.

UC Berkeley Career Center

Career Field – Engineering & Computer Science

Career Field – Engineering and Computer ScienceCareer Information & Resources

General/Multiple Fields Aerospace/Aeronautical Engineering Biomedical/Bioengineering Chemistry/Chemical Engineering Civil Engineering Electrical Engineering & Computer Science Energy Engineering Environmental Engineering Industrial Engineering & Operations Research Materials Science Engineering Mechanical Engineering Nuclear Engineering

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Statistics/Mathematics

UC Berkeley Career Center

Career Field – Health and Medicine

Career Information & Resourceshttps://career.berkeley.edu/HealthMed/HealthMed

Career Profiles and Guides Allied Health Alternative Medicine Audiology/Speech Pathology Chiropractic Dentistry Genetic Counseling Gerontology & Aging Health Management, Policy & Consulting Human Medicine Mental Health Nursing Nutrition & Dietetics Occupational Therapy Optometry Pharmaceutical Sales Pharmacy Physical Therapy Physician Assistant Podiatric Medicine Public Health Recreation/Sports Veterinary Medicine

Career Guides: Multiple FieldsCareer Profiles and GuidesExplore Health Careers - Everything you want to know about a wide variety of health careers.

Occupational Outlook Handbook - A guide to career, labor market, salary and training information for this particular career field.Vault - Complete and detailed information about careers in this area. Features include downloadable e-guides on careers and industries, "Day in the Life" career profiles, employee reviews of careers and companies, and more. Available through Handshake under "Career Center" - "Resources"

Candid Career - Provides 1000's of informational video interviews with industry professionals covering a comprehensive array of careers. Allied Health - occupations to give you healthcare experience

Allied Health Careers Overview

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Emergency Medical Technicians and Paramedics in California Phlebotomist

Alternative Medicine American Association of Naturopathic Physician Association (AANP) Careers in Art Therapy Careers in Music Therapy Gateway to Chinese Medicine, Health and Wellness Massage Therapy National Coalition of Creative Arts Therapies Associations (NCCATA)

Audiology/Speech Pathology California licensure requirements for Speech Pathologists and

Audiologists Careers in Speech Pathology and Audiology Careers in Speech-Language Pathology

Chiropractic American Chiropractic Association: What is Chiropractic? Association of Chiropractic Colleges Your Career in Chiropractic (PDF)

Dentistry American Dental Education Association (ADEA) Go Dental Careers in Dentistry

Genetic Counseling National Human Genome Research Institute National Society of Genetic Counselors Who are Genetic Counselors?

Gerontology & Aging Careers in Aging

Health Management, Policy & Consulting Careers in Healthcare Administration and Consulting (PDF) Commission on Accreditation of Healthcare Management Education Health Policy Specialist

Human Medicine Exploring a Medical Career What is Osteopathic Medicine?

Mental Health Explore Health Careers: Mental Health

Nursing American Association of Colleges of Nursing Career Center's Nursing School section Registered Nurses/Nurse Practitioners. Occupational Guides--from

the California Occupational Guides Nursing Career Information

Nutrition & Dietetics

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Agricultural and Food Scientists Dieticians and Nutritionists in California How to become an RD

Occupational Therapy About Occupational Therapy Occupational Therapists in California

Optometry Optometry Centralized Application Service

Pharmaceutical Sales So you want to get into pharmaceutical sales...

Pharmacy Is Pharmacy For You?

Physical Therapy About Physical Therapy Careers CAPTE Accredited Physical Therapist Education Programs in the US Physical Therapists in California

Physician Assistant Becoming a Physician Assistant

Podiatric Medicine American Association of Colleges of Podiatric Medicine (AACPM)

Career Zone California Occupational Guide: Podiatrists

Public Health What is Public Health? Application Service for Public Health

Recreation/Sports Athletic Training career information from the National Athletic

Trainers’ Association Become a Dance Movement Therapist, from American Dance

Therapy Association Become a Personal Trainer What is TR? (therapeutic recreation)

Veterinary Medicine Association of American Veterinary Medical Colleges (AAVMC) Veterinarian: Career Information

WGBH Boston

Cool Careers in Science

More cool careers in science// Cool Careers in Science – WGBH Boston “For anyone who likes to make discoveries, solve problems, or be creative, or who has an insatiable curiosity about the natural world, many important and exciting careers in science, engineering, and technology await you. You could, among many options, help clean up the environment, solve crimes, create software to help kids understand their emotions, develop healthcare products, or build robots! Learn more about cool careers in these videos,

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which include profiles produced by WGBH Boston Media Productions for Science City, a multimedia celebration of science and technology, together with career profiles drawn from other collections.”https://www.pbslearningmedia.org/collection/city07-ex/includes: Computer Scientist:

NOVA scienceNOW: Luis von Ahn – Computer Scientist Careers in Information and Security Technologies

Engineer: Mystery Mud: Exploring Changes in States of Matter Booming Sands * Fuel Cells Raising an Obelisk: An Engineering Puzzle Levers: Raising the Mosi on Easter Island Building the Channel Tunnel Shaundra Bryant Daily – Electrical Engineer Kerri-Ann Richard – Environmental Engineering Eduardo Torres-Jara – Electrical Engineering and Computer Science What is the Engineering Design Process? Lightning Hunters * Robot Race * Ask an Engineer It’s Cool to be a Civil Engineer (grades 3-8) NOVA: How Do you Get to the Moon? RoboSnail * Robofly * Kismet: The Social Robot * Fire Safety in High Rises * Easy-Fit Design * Air Bag Design NASA – Mars Dead or Alive: Mars Up Close (NOVA) Engineering for the Red Planet Avalanche Town * Welding * Off-Road Engineering Nanotechnology Lab Visit Careers in Engineering Technologies Careers in Information and Security Technologies What Can Nanotechnology Do for You? Careers in Advanced Manufacturing Technologies Green Technology: Sustaining the Earth Nanoscience Career Advice Planning your future Career in Advanced Technology (interactive)

Astronomy: The Origin of the Elements * What is a Planet? Light Years * Why

Doesn’t the Moon Fall Down? Infrared: More than your Eyes Can See

Eclipse of the Century * Solar Eclipses * Hubble Telesope: Looking Deep * Search for Extraterrestrial Intelligence: Are We Alone?

Above the Clouds: Telescopes on Mauna Kea * Galileo on the Moon Expedition 8 Crew Talks to Students in Japan (K-8)

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Biology The Teenage Brain (Frontline) * The Science Behind Appetite * Wild

Animal Rehabilitation * NOVA: Judgment Day: Intelligent Design on Trial/ Transitional Tetrapod Fossil * Fish with Fingers (Paleontologist)

Laetoli Footprints * Finding Lucy * Blood Vessels Help Tumors Grow (cancer researcher) * Moriussaq: A Case Study in Hearing Loss

Mirror Neurons * Evolving Ideas: Why Does Evolution Matter Now? Permian-Triassic Extinction (Geologist) Genetic Variation (Geneticist) NOVA: Judgment Day: Intelligent Design on Trial / Human

Chromosome 2 The Common Genetic Code (scientific researcher) Genetic Tool Kit * HIV Immunity * Double Immunity * The Sequencing Race Begins * Forensic DNA

Analysis * DNA Detective * Humane Genome Project * NOVA scienceNOW / RNAI Therapy

RNAI Discovered * Genetic Therapy and Breast Tumors (medical researcher)

Genetic Modificaiton * Finding Cures is Hard * Evolving Ideas: Did Humans Evolve?

Sweaty T-Shirts and Human Mate Choice (Evolutionary psychologists)

Homo Sapiens Versus Neanderthals * The Red Queen * Evolving Ideas: How Evolution Really Works Toxic Newts * The Kemps Ridley Sea Turtle * Unhinged!

The Sense of Taste (3-8) *Prairie Dog (4-10) Ladybug Pajama Party * Hummingbird Species in the Transitional

Zones Field Biology * Pearl and Hermes Atoll * Jennifer Hannaford

Forensic Science Greater Boston Advances in Neurotechnology Geneticist Pardis Sabaeti What’s Up in the Environment/ Wildlife Biology Steve MacLean: Conservationist La’ona DeWilde: Environmental Biologist Dustin Madden: Science Teacher Taqulik Hepa: North Slope Natural Resources Dolly Garza: A Tlingit and Haida Scientist Career Profile: Quality Control Microbiologist Careers in Biotechnology West Nile Virus Outbreak in NYC Careers in Environmental Health

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Rachel Carson’s Silent Spring

Biotechnologist NOVA scienceNOW / Genetically Engineering the Avian Flu Biotechnology Student Profile Career Profile: Synthetic Biologist armilla Haynes Career Profile: Research Assistant Sandra Bustamante Tissue Engineer Reverse Evolution Machine Career Profile: Associate Scientist Andres Berrio Career Profile: Chemist and Biologist Catherine Drennan Careers in Biotechnology Careers in Environmental Health

Chemist NOVA: Percy Julian: Forgotten Genius / Synthesizing an Alkaloid NOVA: Percy Julian: Forgotten Genius / Making Cortisone from

Plants Career Profile: Chemist and Biologist Catherine Drennan Careers in Advanced Manufacturing Technologies Green Technology: Sustaining the Earth Careers in Environmental Health

Geoscientist Taking the Earth’s Temperature * Lava Sampling on Kilauea

Volcano, Hawaii * Mount Pinatubo: Predicting a Volcanic Eruption * Dating Lava Flows on Mauna Loa Volcano, Hawaii * Chasing Tornadoes * Flood: Farming and Erosion * How Do Tornadoes Form? * Antarctica: A Challenging Work Day * Antarctic Ice Movement (Part 1 of 2) * Antarctic Ice Movement: Part II * Collecting Data Below the Earth’s Surface * Plate Tectonics: Lake Mead, Nevada * Caves: Extreme Conditions for Life * Plate Tectonics: An Introduction * Earthquakes: The Prehistoric Record * The Great Flood of 1993 * Hurricanes: New Tools for Predicting * Cave Formation: Kane Cave * How Do Avalanches Form? * NOVA/ A Hole in the Sky * When Did the First Americans Arrive? * Richard Glenn: Inupiaq Geologist * Life on the Ice

Physicist: Sound Waves Underwater: The Loch Ness Monster * Taking Pictures

of Things You Can’t See * Island of Stability * Melissa Franklin: High-Energy Physics * Gravity and the Expanding Universe * The Elements: Forged in Stars * NOVA scienceNOW: Franklin Chang-Diaz: Rocket Scientist

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ADDITIONAL WBL Resources:

ALL ASPECTS OF INDUSTRYAll Aspects of an Industry (AAI) identifies nine aspects that are common to any business or industry. Learners should gain a strong experience in and a comprehensive understanding of these concepts and skills to be successful.

Planning How an organization plans (includes goals and objectives), type of ownership (public, private), relationship of the organization to economic, political, and social contexts, assessment of needs. * Strategic planning * Goals/Objectives * Assessment of customer needs and expectations

Management Structure and process for effectively accomplishing the goals and operations of the organization using facilities, staff, resources, equipment and materials. * Organizational structure * Corporate culture * Mission statement * Employee handbook

Health, Safety, and the Environment - Practices and laws affecting the employee, the surrounding community, and the environment.Health (n) (adj.) the general condition of the body or mind with reference to soundness or vigor; freedom from disease or ailment; vitality, wellness, wholeness

Safety (n) (adj.) the state of being safe; freedom from the occurrence or risk of injury, danger, or loss; the quality of averting or not causing injury, danger, or loss.

Environment (n) (adj) the aggregate of surrounding things, conditions, or influences, especially as affecting the existence or development of someone or something.

Issue (as used here) a point, matter, or dispute, the decision of which is of special or public importance; synonym: problem, crux, and question.

Regulatory issues * Workplace safety

Community Issues - Impact of the company on the community, impact of the community on the company.) * Community activities and issues * Organization’s involvement in the community

Public perception/image of company * Accessibility of facility and services

Principles of Technology - Technological systems being used in the workplace and their contributions to the product or service of the organization. * Technology in the workplace * Continued professional training * Adaptability and learning from experience

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Personal Work Habits (work habits & 21st century skills) - Non-technical skills and characteristics expected in the workplace * Positive attitude * Personal fitness and appearance * Readiness to work

Technical and Production Skills - Basic skills in math, communications, computer/information technology, time management, and thinking; specific skills for production; interpersonal skills within the organization * Basic academic skills * Team player skills * Specific production skills

Labor Issues - Rights of employees and related issues; wages, benefits, and working conditions. Job descriptions * Employees’ rights and responsibilities * Role of labor organizations Employment contracts or agreements * Cultural sensitivity

Finance - Accounting and financial decision-making process, method of acquiring capital to operate, management of financial operations including payroll. * Capital acquisitions * Financial operations

Contracts, bidding and estimates

Some academies have added additional AAI aspects such as:

Ethics/Values – Ethics involve the accepted set of moral principles, the company or organization’s definitions of goodness or badness, right or wrong; values involve the standards of what is valuable or important to the company or organization

Ethic (n) the body of moral principles or values governing or distinctive of a particular culture or group; a complex of moral precepts held or rules of conduct followed by an individual or group.

Ethical (adj.) pertaining to or dealing with morals or principles of morality, pertaining to right and wrong in conduct, in accordance with the rules or standards for right conduct or practice, especially, the standards of a profession (synonym: moral, upright, honest, righteous, virtuous, honorable

Value the regard with which something is held; the importance, worth, or usefulness of something or someone; a personal principle or standard of behavior; one’s judgment of what is important.

“Ethics refers to the guidelines for conduct, that address question about morality. Value is defined as the principles and ideals, which helps them in making the judgement of what is more important. Ethics is a system of moral principles. In contrast to values, which is the stimuli of our thinking.”

Honesty * integrity * fairness * respect and concern for others * law abiding * Commitment to excellence * accountability

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VIRTUAL JOB SHADOWING South Carolina CTE

Virtual Job Shadowing Student Reflection

Student Name: Date: School:Address of Website(s) utilized: Careers/Occupations researched:

Answer the following questions about your virtual shadowing experience.What type of education is needed for this job?

List at least two job duties associated with this career.

What types of soft skills (example: attitude, personality traits, or personal characteristics) are needed in order to be successful in this career?

Describe the working conditions (example: shift work, team work, outside, inside, etc.) for this occupation.

What is the salary range for entry level positions for this career? What type of continuing education after high school is required to advance in this career?

Describe what you like least about this career.

Explain what you like best about this career.

What type of skills in the following areas do you need to do your job effectively?Math (example: fractions, metric, calculus, etc.)

Computer (example: PowerPoint, programming, databases)

Writing/Speaking (example forms, presentations, emails, reports)

Rate the website utilized: ( ) Excellent ( ) Good ( ) Fair ( )PoorIn complete sentences please explain your rating:

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Can you see yourself in this career one day, and why / why not?

Suggestions for a Job Shadow Self-Reflection (Adapted from North Carolina) • Have the student complete a student evaluation form on-line, via text, or mail with questions about what they learned and how they will apply the new information to career planning. Student can email, text or mail evaluation form back, and this can be used as documentation of student participation and progress. • The job shadowing evaluation form should include various reflection questions to include: – what they learned about the job they shadowed including basic duties, work hours, and the type of education and training needed for the job – what they liked and didn’t like about the job and whether they would consider pursuing it as a career – what other ideas for careers may have arisen as a result of the job shadowing experience – suggestions for improving the experience • After the job shadowing experience, discuss these questions and others with the student to help them decide what next steps to take to further explore their interests or pursue their career and education goals. • Self-reflection is also a great activity to do on-line with the parent/familyhttp://www.ncwd-youth.info/wp-content/uploads/2016/11/practice-brief-03-1.pdf

Virtual Internship Guidelines – University of Portland Career Center

[Type text] Virtual Internship Guidelines As adapted from California State Fullerton’s “Proposed Remote/Virtual Internship Guidelines” Virtual internships, sometimes referred to as remote-based positions, are internships in which an employee works in a location other than a traditional office setting. Generally this means working from home or somewhere close to home (coffee shops, libraries, etc.). Many employers are exploring different options for bringing new talent into the workplace—and virtual internships are a great way for them to do just that. With these internships, much of the communication between the employer and their intern(s) takes place via methods such as Skype, telephone and email. There is usually a physical office location which interns may travel to on occasion, but part of what differentiates virtual internships from traditional internships is that the majority of the work does not take place in a conventional office location.

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The following guidelines pertain to virtual internship positions, and should be used in conjunction with the student’s Internship Experience form on Handshake (if student is completing the internship for academic credit):

1. Defined Learning Goals. Prior to the internship, students must identify 4-6 learning goals to be completed during the course of the internship. They could incorporate desired industry-related knowledge, skills, and abilities required for successful career advancement. Supervisors will work with the intern at the beginning of the internship to develop a plan to ensure that the established goals are met, and check in regularly throughout the internship to see if the intern is on track to meet these goals.

2. Thorough onboarding and orientation. In order for the intern to get oriented and established in their new working environment, supervisors should plan for the intern’s first day on the job to be focused on orientation and training. This should consist of: meeting other staff members, learning about the organization, reviewing organization-wide communication standards and workplace expectations (including taking required legal breaks, lunches, and system of tracking hours), and reviewing the student’s defined learning goals. If this orientation will not be completed in- person, a synchronous meeting platform should be used for orientation, in addition to electronic written documentation. This will provide the intern the chance to ask clarifying questions, as this might be their first professional work environment, and is likely their first virtually-based position.

3. Timely Feedback. Similar to online learning environments, supervisors should review intern deliverables and provide timely feedback to students on a regular basis. Supervisors are asked to schedule feedback meetings for a minimum of thirty minutes each week to engage in direct mentorship with the student regarding their progress towards learning outcomes and areas of professional development. Pre-planned training topics should also be discussed during these sessions. Synchronous meeting platforms should be used for this portion of the internship, including video conferencing or telephone, not email or messaging platforms.

4. Consistent Communication. Summative feedback should be provided consistently at least once per week. This includes an update on expected work activities for the week, outcomes from prior work submissions, and other relevant announcements pertaining to the organization. A good practice is to schedule a regular email report around or on the same day each week.

5. Pre-arranged Schedules. Although a key feature of remote internships is the flexibility of the work schedule, supervisors and interns should agree upon a definitive time allotment per week and per day for internship activities. Shift caps – defining the amount of accrued time allotted for any given task - are strongly recommended to avoid unreasonable work demands on the student and any conflict with reported internship

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hours. If a defined work schedule and/or shift cap is not established, disputes may result as to how long tasks took the student to perform.

6. Organizational Involvement. In addition to facilitating a remote or virtual internship, site supervisors should make a good faith effort to integrate the intern into the organization’s work culture. After initial onboarding orientation, this may include client visits and attendance at select team meetings, use of company tools and resources, and any other forms of access to other staff members.

7. Reimbursement of Expenses. Students engaged in virtual internships should not incur any personal expenses as a result of the internships “remote” status. Any such costs, including the purchase of software and hardware for the purposes of the internship, should be covered by the internship host site, or alternative arrangements provided to the student prior to starting the internship.

Additional notes for employers: Student interns benefit from tasks being contextualized . Rather than just assigning “to

do” deliverables, communicate why the work is important. What is it contributing towards or connected to? How will this task contribute to the greater good of the project/department/organization?

If employer and the student are located in the same city, we strongly encourage in- person weekly feedback meetings.

This may be the first time your intern has worked in an independent work environment which necessitates such high levels of self-motivation and personal organizational skills. The more support and tools you equip them with in this new environment, the more easily they will adapt.

If you have questions, please contact:Audrey Fancher, Internship & Engagement Coordinator fancher@up.edu | 503.943.8445

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