Embed Size (px)
Citation preview
Developing a Continuum of Work-based Learning California Career Pathways Trust Grantee Network Institute
May 8, 2015
Gretchen Koch, CompTIA Tony Clark, Jobs for the Future Adelina Garcia, Jobs for the Future Matthew Poland, Jobs for the Future
1
OVERVIEW
1. Introduction and Goals 2. Self-assessment 3. What is work-based learning (WBL)? 4. Example of WBL in practice 5. Challenges to implementation and ways to address them 6. Small group discussion 7. Share out and next steps
SMALL GROUP DISCUSSION
On a scale of 1 to 10, where would you place your region’s progress in the implementation of WBL? (1 means nothing is in place and 10 means you have a well-developed set of WBL activities)
WHAT IS WORK-BASED LEARNING?
• Allows students to build awareness about career options
• Provides a means to explore careers
• Prepares students for careers via practical hands-on experience
• Trains students for employment and/or postsecondary
Can take place inside or outside the classroom
4
WHAT IS A WBL CONTINUUM?
A sequenced and coordinated set of activities through which students gain increasing exposure to the world of work. • Developmentally appropriate • Thoughtfully integrated into the curriculum • Requires different levels of engagement among employers
5
9-14 WORK-BASED LEARNING CONTINUUM
Awareness & Exploration Preparation Training &
Application
• Guest speakers • Company tours or field trips
• Career fairs • Mock interviews
• Job shadows • Service learning • Class projects or challenges
• Mentorships
• Deep internships • Paid apprenticeships • Capstone projects • Teacher externships • Mentorships
Year 1 Year 6 Year 2 Year 3 Year 4 Year 5
Source: Adapted from Guide to Becoming a P-TECH Employer; JFF, IBM, CUNY, P-TECH
Increasing Intensity of Employer Engagement
Crea)ngITFutures.org
Work-‐Based Learning Opportuni4es
WBL
Company Tours
Guest Speaking
Job Shadows
Classroom Projects
Mentoring
Internships
Student Benefits: • Career Explora)on • Exposure • Employer Values • Skills Development • Understanding the link between school and work
• Transi)on Prepara)on All supported by an online
career prep pla2orm
Source: (Benz & Lindstrom, 1997). (Bailey & Hughes, 1999).
Crea)ngITFutures.org 8
Thinking Beyond the Tradi4onal Internship Model
Crea)ngITFutures.org 9
Thinking Beyond the Tradi4onal Internship Model
Crea)ngITFutures.org 10
Thinking Beyond the Tradi4onal Internship Model
Crea)ngITFutures.org 11
Thinking Beyond the Tradi4onal Internship Model
Crea)ngITFutures.org 12
Thinking Beyond the Tradi4onal Internship Model
13
MARLBOROUGH STEM ECHS
WORK-BASED LEARNING PROGRAM
CORPORATE PARTNERSHIPS
HOW CAN INDUSTRY INVEST IN CAREER READINESS?
Companies Can invest in WBL at different levels: • Commit with student to a
WBL plan • Supervise students on the job • Contribute to WBL curriculum • Host teachers and students
• Attend events • Network with students
Supervise WBL
• In-school projects • Internships
Prepare for Career Pathways
• Conduct Informational Interviews with students • Host Site Visits for students and teachers
• Consult on projects connecting academics and industry • Be a source of industry-related information
Build Career Awareness
• Participate as judges in STEM Expo and Science Fairs • Present personal career stories at panels and round-tables
INDIVIDUAL DEVELOPMENT PLANS
Beginning freshman year… • Access to a web-based
platform à i.e. Naviance • Learning Inventory
• WBL Ice Breaker • Career Interest Inventory • Resume building activities • Future course projections • Career Speakers Bureau
• Meaningful Integration of Company Involvement (ROI)
• Internship opportunity at conclusion of 11th grade • 25 – 40 Hours • “Thumb Test”
STEM ECHS SCHEDULING – STANDARD MODEL
2015-‐16 Grade 9 Schedule 2016-‐17 Grade 10 Schedule
Honors Algebra 1 Honors Geometry
Honors Intro to Physics Honors Biology
Honors English 9 Honors English 10
Honors World History 2 Honors or AP US History I
Engineering & Architecture/ Robo)cs & Exploring Computer
Science
STEM Pathway Elec)ve (see Pathway guide)
World/Classical Language World/Classical Language
Wellness Requirement/ Art Founda)ons (STEAM)
Wellness Requirement/Elec)ve
STEM PATHWAY GUIDE FOR SOPHOMORE YEAR
• Please note from the previous slides that all 9th grade STEM students will take Robotics & Exploring Computer Science as this course supports preparation for the 9th grade MCAS Physics exam.
• The following sophomore preparatory courses are strongly recommended for students pursuing a pathway. Please note that these courses are not required but strongly recommended. Access to completing any pathway will not be limited based on a student’s ability to fulfill these courses sophomore year.
Pathway Program Recommended Sophomore
Preparatory Course
Biotechnology Chemistry (required
prerequisite for AP Biology)
Engineering Engineer & Tech Draw I or
Engineer & Architect I
Computer Science Intro to Computer Science
STEM ECHS ENGINEERING PATHWAY
11th Grade Course Selec4on Guide
12th Grade Course Selec4on Guide
Period 1 AP Language and Composi4on (qualifying score required)
ELA (non-‐pathway)
Period 2 Honors Algebra II (Enhanced Framework)
AP Calculus AB or BC (qualifying score required)
Period 3 Chemistry (non-‐pathway)
AP Physics (qualifying score required)
Period 4 Engineering & Tech Drawing II or Architecture & Design II (final grade > 73 required)
Elec)ve
Period 5 History (non-‐pathway) or Elec)ve
History (non-‐pathway) or Elec)ve
Period 6 World/Classic Lang (non-‐pathway)
World/Classic Lang (non-‐pathway) or Elec)ve
Period 7 Wellness Requirement/Elec)ve Wellness Requirement/Elec)ve
Online None Cri4cal Thinking and Problem Solving (online through QCC)
21
MASSACHUSETTS WORK-BASED LEARNING PLANS
Introduction to the Massachusetts Work-Based Learning Plan
Benefits
The WBLP is an easy-to-use tool that opens up conversations: • Between intern and supervisor
• Among program staff
What opportunities are we offering to our interns?
• What skills can interns practice and develop through this experience? • What are our expectations for interns? • How can we strengthen opportunities for learning and productivity?
Continued on next page…
Benefits - Statewide Connections
Using the WBLP connects programs to a statewide network: • The WBLP is a tool that is shared among a statewide
professional development network that supports quality internship programs.
• The online system provides
a statewide “bank” of job descriptions and skills/tasks and provides data on skills used and skill gains.
• The WBLP is based on input from many stakeholders statewide.
What is the Massachusetts Work-Based Learning Plan?
The Massachusetts Work-Based Learning Plan is a tool designed to drive learning and productivity in jobs, internships and other work-based learning experiences.
Three-fold purpose
1. Identifies ability level within skill areas (diagnostic)
2. Drives quality of student learning and productivity (goal-setting)
3. Assesses student progress (assessment)
Where it is used
In a variety of work experience programs:
• Summer jobs programs • Cooperative education
programs for vocational schools
• Internship programs for high school and college students
• Workforce development programs for young adults.
How it is used
• Online WBLP Database • As MS Word document
• As paper and pencil document
Sections of the plan
WBLP Heading (Placement Info) Job Description
Section 1: Foundation Skills Work Ethic and Professionalism Communication and Interpersonal Skills
Section 2: Specific Workplace and Career Skills Section 3: Evaluation of Performance and Progress
WBLP Heading (Placement Information)
• Name of participant, supervisor, staff, teacher • Name of company or worksite • Start and end dates
• Review dates • Other program information as needed
What Career and Workplace Specific skills are selected most?
Project Management
Collecting and Organizing Information
Teaching and Instructing
1. Time Management 2. Project Management
3. Collecting and Organizing Information
4. Interacting with Customers or Clients
5. Equipment Operation
6. Teaching and Instructing
7. Computer Technology
8. Leadership
9. Problem Solving
10. Understanding All Aspects of the Industry
11. Research and Analysis
12. Interacting with Children
Most common skills from WBLPs, July 1, 2009 through June 30, 2010.
Career and Workplace Specific Skills – More Examples
1. Web Design Principles
2. Gardening Techniques
3. Human Rights and Dignity
4. Hand Tool Nomenclature
5. Animal Care Skills
6. Project Evaluation
7. Installing Computer Software
8. Writing
9. Color Choice
10. Community Interaction
Additional examples from WBLPs, July 1, 2009 through June 30, 2010.
Job and Internship Skill Gain Foundation Skills
0 1 2 3 4 5
Attendance and Punctuality
Workplace Appearance
Accepting Direction and Constructive Criticism
Motivation and Taking Initiative
Understanding Workplace Culture, Policy andSafety
Speaking
Listening
Interacting with Co-Workers 1st Review2nd Review
Skill Gain data can be generated easily from the reports menu of the online WBLP database.
Job and Internship Skill Gain Career and Workplace Specific Skills
0 1 2 3 4 5
Collecting and Organizing Information (N=174)
Time Management (N=126)
Equipment Operation (N=120)
Computer Technology (N=100)
Interacting with Customers or Clients (N=94)
Reading (N=80)
Project Management (N=63)
Writing (N=59)
Teaching and Instructing (N=48)
Math and Numeric Analysis (N=41) 1st Review2nd Review
SMALL GROUP DISCUSSION
Successes & Challenges • What strategies or practices have you found to be successful as you design and/or implement WBL in your region? • What are the main barriers you face?
– Consider both internal and external barriers • Where do you think you’ll need the most help? • What insights from your planning or implementation can you share with others?
Action Steps (last 5 min) • What are 2 “quick wins” you could accomplish in the next 1-2 months? • What is one important long-term thing that you will work on?
34
GRETCHEN KOCH [email protected] TONY CLARK [email protected] ADELINA GARCIA [email protected] MATTHEW POLAND [email protected]
TEL 617.728.4446 FAX 617.728.4857 [email protected]
88 Broad Street, 8th Floor, Boston, MA 02110 (HQ)
122 C Street, NW, Suite 650, Washington, DC 20001
505 14th Street, Suite 900, Oakland, CA 94612
WWW.JFF.ORG
