WORK-BASEDLEARNINGIN ACTION!

2.17.2015

Our Outcomes For Today

Academy Teams identify gaps and needs within their own College and Career Continuum.

Academy Teams have time to engage with action planning tool and plan next steps.

All participants will have an opportunity to celebrate all parts of the WBL continuum and effective practices.

All participants will recognize champion employers and highlight employer engagement success stories.

All participants will gain an understanding of common work-based learning (WBL) definitions and the WBL continuum.

All participants will gain valuable resources andtools to support WBL integration.

A Regional Partnership

Work-Based Learning

AdvisoryBoard

Success

College and Career Continuum

Work Based Learning

College and Career Ready Students

Preparation

Exploration

Awareness

Work Based Learning

Framing Principles

• One of the best ways to prepare students to be successful interns is to provide a robust multi-year set of work-based learning activities leading to a paid internship.

• One of the most efficient ways to develop sustainable relationships with employer partners is to start small and build towards paid internships

College & Career Ready SkillsPart 1. Core College and Career

Readiness Skills

C. Self-Management and Personal Responsibility

A. Foundational Skills C.1. Manages time effectively; punctual

A.1. Locating, comprehending, and

evaluating information

C.2. Self-directed; takes initiative; resourceful

A.2. Listening and observationC.3. Takes responsibility for learning; seeks to

learn

A.3. **Critical thinking, problem

formulation, and problem solving

C.4. Asks appropriate questions

A.4. Oral communication C.5. Prioritizes tasks

A.5. Written communication C.6. Persistent

A.6. Quantitative reasoning C.7. Brings tasks and projects to completion

A.7. Precision and accuracy C.8. Aware of own abilities and performance

B. Applied Workplace Skills C.9. **Exhibits responsible and professional

behaviors and defined by the industry or

field

B.1. Systems thinkingPart 2. Knowledge of the Field and

Organizational Context

B.2. Creativity and innovation D.

B.3. Information technology application

D.1. Understands career

opportunities/requirements in the industry

or field overall

B.4. **Teamwork/collaboration

D.2. Understands the career

opportunities/requirements in the specificoccupational area related to the

student project

B.5. Ability to work with diverse individuals

D.3. Understands the culture, etiquette, and

practices of the workplace or the project client’s organization and knows how to

navigate the organization

Internships: Creating Common Definitions

College, Career & Life Readiness

IN ACTION!

Aligning 21st Century Learning & Teaching

College AND Career Readiness

is the goal of both:

Common Core is embedded inThe Linked Learning approach

Four Components of Linked

Learning:

• Rigorous Academic Core• Real World Technical Skills• Work Based Learning• Personalized Support

The ultimate goal of this work is a sustainable

economy for all.

13

Note: Four-year schools have a six-year graduation window; two-year

schools have a three-year graduation window.

Source: Condition of Education, NCES, 2013

59%

31%

0%

10%

20%

30%

40%

50%

60%

70%

Four-Year School (BA) Two-Year School (AA or Certificate)

College Completion Rates LOW

14Sources: Recovery 2020, Georgetown Center on Education and the

Workforce, 2013; and Complete College America

2020 CA Employment Projections

Source: EPI analysis of data from the Job Openings and Labor Turnover

Survey and the Current Population Survey, December 2014

http://stateofworkingamerica.org/charts/unemployed-and-job-openings-by-

industry/

0.0000

0.2000

0.4000

0.6000

0.8000

1.0000

1.2000

Unemployed Job openings In a 2011 McKinsey survey of 2,000 U.S. companies, two thirds reported difficulty in filling job vacancies for reasons including:

• insufficient job experience

• insufficient educational qualifications

• unsuitable work habits

• poor communication ability

Unemployed & Job Openings (in millions)

TEAM TIME

NAF Academy EVIDENCE BINDER

Standard 4.1 Provides a Work Based Learning Program

All students complete a sequence set of work based learning experiences

WBL IN ACTION

Career AwarenessVisalia Unified School District

Career Awareness

Exploring Career Options to Motivate

StudentsConnects to your Graduate Profile and

Course Curriculum

• Student Learning Outcomes:• Career Understanding• Link Concepts• Communication• Economic Impacts

Career Awareness

Exploring Career Options to Motivate

StudentsExperiences Defined By:

• Interaction with industry partners in groups

• Designed by adults to broaden student awareness

• Exposes students to the breadth of an industry

Career Awareness

Exploring Career Options to Motivate

StudentsInvolves STRONG partnership with Advisory Committee• Academy Team vet ideas with

Advisory Committee• Advisory Committee supports

the WBL activities

Career Awareness

Industry Tours• Site Tours• Simulations (Hospital Flu Triage Training)

Examples of

Experiences

Career Awareness

Guest Speakers

Examples of

Experiences

Career Awareness

Other Examples:• Career Fairs• One-on One Interviews• Career Readiness Activities

• Interview Skills• Interpersonal

Communication• PBL Involvement

• Resources, Assessment, Potential Team Member.

Examples of

Experiences

Career Awareness

Phil Deffenbaugh, Superintendent Terminus

Dam and GWHS AG Engineering Advisory

Member leads a group of Ag Engineering

students through a tour of the Hydro-Electric

Plant as part of the Electricity Unit in the

Introduction to Ag Engineering Class

TEAM TIME

LET’S TAKE A BREAK!

Career Exploration

Alyssa?

Dinuba Unified School

District

Job Shadows

Alyssa?

WBL IN ACTION

Mock Interviews/HOSA

Mock Interviews/HOSA★ Area of weakness for our Academy★ What we have done in the past

○ Very few participants (<10 for competition)★ The plan we are implementing for our future

○ How can we be better?○ How can we address more students?

Mock Interviews/HOSAPAST

★ Interview to join the

Academy

★ Students pick up

applications from local

businesses

★ Students pick up/download

a medical application

★ Interview professionals

specific to the current

project

PRESENT

★ Interview to join the academy

★ AP Psychology - Juniors

○ After AP Testing

★ Staff Meeting

○ Students dress

professionally

○ Students interviewed by

2-3 staff members (panel

feeling) on two different

job types

★ Interview professionals

specific to the current

project

Informational Interviews

mentor

breakfast

Informational Interviews

Informational Interviews

Exploration of Careers

● Mentor Breakfast

● Advisory is used for contacts

● Interviews done every year in all

Pathway classes.

○ Done during Projects - email,

phone and in person.

TEAM TIME

Career PreparationPorterville Unified School District

Job Interview

Internships

Internship application

Tracking WBL

LUNCH AND LEARN&

GALLERY WALK

Regional Vision: ITK

Regional Goals

1. Create and sustain strong regional WBL and Advisory partnership leading to 2500 internships by 2020.

2. Ensure student pathways connect to sector partnerships that are valued in the regional economy.

3. Demonstrate the "collective impact" of pathways on students and communities.

You Are Not AloneEmployer Engagement: Advisory Boards

• Membership & Structure

• Work-Based Learning

• Curriculum & Instruction

• Marketing & Academy Sustainability

You Are Not AloneEmployer Engagement: Work Based Learning

• Recruit, assemble, and support staff to perform below functions

• Engage major regional employers and seek commitments

• Establish and staff regional industry sector committees

• Establish technology infrastructure to collect, monitor, and report employer partnerships and involvement

• Select tools and information for use by districts, schools, pathways, employers

You Are Not Alone

Employer Engagement: Sector Partnerships

• Establish and staff regional industry sector committees

• Assure that pathway themes align with regional workforce and economic development needs

• Engage industry partnerships in WBL and Advisory Boards

TEAM TIME

Telling Your Data Story

“I've learned that people will forget what you said, people will forget what you did, but people will

never forget how you made them feel.”

What We Know About Stories

No two stories are ever the same.

There are multiple ways to tell a story.

They are an effective way to highlight impact and the importance of our work.

Telling Your Data Story Effectively

Define your audience

Use a blend of quantitative & qualitative data

Give a snapshot & give an overview

Use visuals of “action shots”

Student Reflection Tool

Student profile

Pre-post questions about students’ attitudes, behaviors, and goals

Opportunity for testimonies

Sample Questions:A snapshot

1. I feel more confident in my plans for after I graduate high school.

2. I am more aware of resources to assist me with being successful with my plan.

3. I now see myself as a young professional.

4. I have more confidence in my abilities.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Next Steps

1. Student Reflection Tool will be available Sept 2015

2. Continue to examine process to ensure its efficiency & effectiveness

3. Open to working with all districts to prepare sample data stories

Free Tools

piktochart.com

https://developers.google.com/chart/

Give us your feedback on the event!

http://bit.ly/1DPMNwa

After event reception:

101 W. Main Street, Visalia