Agenda for the Day Ice Breaker WBL Continuum Overview Leadership Roles Leadership Role Breakout Sessions OPTIC Time Summer Deliverables

Friday, June 26th 11am – 1pm 2 hours Work-Based Learning Friday, June 26th 11am – 1pm 2 hours

Objective Provide academy leadership teams with the basic principles of work-based learning Provide academy leadership teams with the opportunity to analyze sample work-based learning curricula and lessons Provide academy grade level teams guidance as they plan work-based learning lessons and activities into their elective courses Create monthly work-based learning lessons for each grade level (technical course)

Ice Breaker Your team has 1 minute to replicate the following picture on the next slide Each person gets only 1 colored marker Black Red Yellow Blue Green

What Is Work-Based Learning? An instructional strategy essential in preparing students for success in postsecondary education and careers Designed to extend and deepen classroom learning that is difficult to achieve through a traditional classroom environment

What Is Work-Based Learning? Expose students to future work options and provide opportunities for skill development and mastery over time Involves interactions with industry or community professionals linked to school-based instruction

Benefits to Students Apply academic and technical classroom learning Develop workplace competencies Establish a clear connection between education and work Explore possible careers Improve post-graduation options for employment and further education and training Practice positive work habits Understand the expectations of the workplace

Benefits to Industry Create a pool of skilled and motivated potential employees with the ability to adapt to an ever-changing, global job market Reduce training/recruiting costs for new employees Partner with schools to prepare students for their futures Provide developmental opportunities for current workforce Generate positive publicity Establish meaningful relationships with young people

Benefit to Schools Expand curriculum and extend learning facilities Provide access to workplace techniques and technology Enhance the ability to meet the need of diverse student populations Provide opportunities for individualized instruction Promote faculty interaction with the community Make education more relevant and valuable for students Improve high school graduation rates Deepen community relationships

Work-Based Learning in the Linked Learning Certification Criteria Essential Elements for pathway Quality – WBL All students participate in a personalized and coordinated continuum of WBL experiences designed to help them master and demonstrate academic, technical, and 21st Century skills, as identifies in the pathway student learning outcomes. Criteria 2 – Engaged learning 2.6.1 – Coordinated, sequenced, and scaled: all pathway students participate in and have access to a continuum of high-quality, real-world learning experiences 2.6.2 – Connected to coursework: each WBL experience is aligned to pathway student learning outcomes

Work-Based Learning Continuum

Stage 1: Career Awareness Goal – build awareness of the variety of careers available and identify areas of interest Examples – field trip, classroom speaker, company tour, career day, college fair, career fair, college visit, industry themed projects

Stage 1: Career Awareness Sample Student Learning Outcome Can articulate the type of postsecondary education and training required in the career field Can give an example of accepted workplace norms

Stage 2: Career Exploration Goal - explore career options to provide motivation and inform decision-making Example – job shadow, informational interview, virtual exchange with industry, mentoring relationship, college research, industry-related projects

Stage 2: Career Exploration Sample Student Learning Outcome Can give examples of necessary skills for the workplace Can articulate the pathway from high school to postsecondary education available in the community

Stage 3: Career Preparation Goal – apply learning through practical experience and interaction with professionals from industry in order to extend and deepen classroom work Example – integrated project with industry involvement, internships connected to the curriculum, after school technical programs

Stage 3: Career Preparation Sample Student Learning Outcome Comprehends professional verbal, written, and visual communication Builds effective collaborative working relationships with colleagues Describe workplace behavior and etiquette

Stage 4: Career Training Goal - train for employment in a specific field and range of occupations Example – internship requiring credentials, apprenticeship, clinical experience, on the job training, work experience, employment training

Stage 4: Career Training Sample Student Learning Outcomes Demonstrates critical-thinking and problem-solving skills Open to learning and demonstrates information gathering skills

Coordinated and Sequences Activities Notice that the activities build on each other from year to year

Activity Categorize the following into the 4 stages of the WBL continuum Career Awareness Career Exploration Career Preparation Career Training

Share Your Responses Career Awareness Career Exploration Career Preparation Career Training Career Fair College Fair Classroom Speaker Company Tour Field Trip College Visit Mentoring Relationship Industry Related Project Job Shadowing Internship Afterschool Technical Program Integrated Project with Industry Apprenticeship On The Job Training Work Experience

Roles and Responsibilities Students – develop learning objective, participate, and reflect on experiences Teachers – prepare, support and monitor student progress, help students make connections to workplace Workplace – collaborate with school staff to create learning opportunities for students

Defining WBL Experiences Does NOT need to take place at a workplace Does NOT need to occur during the standard workday Does involve interaction with industry Does build upon activities student have already experienced in the classroom

7 Work-Based Learning Quality Criteria Driven by student outcomes rather than activities Target ALL students rather than just the best ones Focuses on college AND career readiness rather than just job readiness Integrates with program of study, connected to classroom learning, and embedded in interdisciplinary projects Sequenced and coordinated rather than ad hoc Supported by a team of academic and CTE teachers rather than only the CTE teachers Designed according to quality criteria rather than driven by factors such as schedule, availability of partners, and maximizing the number of student participants

Activity Using the 7 WBL quality criteria, what strategies will your team use next year to prepare student for WBL experiences that is different from what you currently do?

Sample Model of WBL Take 5 minutes to analyze the Health Academy WBL plan with your team Have one person from your team share something you notice about their plan

Review Field Excursion Process Value Statement Experience Summary

Tips for Highly Effective Field Learning Experiences Identify the right group of students for the specific field learning experience Prepare students before going into the field and communicate expectations Reflect on the experience afterwards Plan ahead!!

Integrating WBL into Curriculum WBL Monthly Curriculum Overview Integrated Units Month WBL Activity Summary of Activity September October November December January February March April May June

Share Your Academy’s Plan Share one WBL activity that you have embedded into your integrated unit

Pathway Connections Specialist Develop collaborative relationships with postsecondary institutions to align curriculum Network with industry partners to leverage work-based learning opportunities for students Manage the California Career Pathway Trust Grant to ensure goals are implemented Assist in the development of an advisory board

Pathway Connection Specialist How I can support you… Assist in planning work-based learning opportunities for students Reach out to postsecondary and industry partners

Pathway Specialist This position will assist schools as they develop pathway programs that ensure students are college and career ready by graduation. This position will assist schools as they prepare for the Linked Learning self-assessment process and for Linked Learning Quality Review. This position will assist schools in development of curriculum, instructional strategies, career awareness, and the assessment of the effectiveness of the pathway design.

Pathway Specialist How I can support you… Provide feedback for UC course submissions and new course development Provide feedback regarding leadership collaboration and meeting time Provide professional development and training (managerial tasks, leadership roles, summer institute, retreat days) Facilitate evidence gathering and analysis Communicate with administrators Assist in planning integrated units, retreats, and meetings Conduct classroom observations and provide feedback

Academy Coordinators Student Outcomes-Driven Practice Equity, Access, and Achievement Program of Study Learning & Teaching WBL Personalized Student Support Pathway Leadership & Partnerships Business Duties: purchasing, travel/PD, planning meetings, classroom observations, BlackBoard Connect, annual report (CPA)

Moving Towards Certification- Coordinator Expectations Community of Practice – is transitioning from using “meeting” time to function as a Community of Practice (COP)/PLC – focus is instruction Community of Practice – conducts classroom observations and provides feedback to teachers, as well as facilitates academy team walks to discuss academy shared best practices Community of Practice – facilitates integrated unit planning and cross collaboration Community of Practice- OPTIC – cycle of improvement and action planning WBL- Advisory Board Meetings WBL – internships, mentorships supporting industry connections Post Secondary Articulation Agreements- initiating the process

Administrator Role - In Supporting Certification Attending leadership collaboration, advisory board meetings, and special events Conducting academy classroom observations Practicing distributed leadership – including coordinators in master scheduling and teacher recruitment Meeting with Coordinators on a monthly basis Creating a Master Schedule w/ Linked Learning as a priority Reviewing their evidence & OPTIC 41

Leadership Breakout Sessions Student Adviser: Upstairs Small Conference Room Data: Upstairs Computer Lab WBL: Human Resources Conference Room Student Leadership: District Board Room Parent/Community Relations/Recruitment: Upstairs Large Conference Room Coordinator & APs: Communities of Practice: Lloyde HS Room

OPTIC In your teams re-visit the self assessment and revise as necessary Revise action plan as necessary Review evidence that needs to be collected

Summer Deliverables Take some time to calendar your 18 hours Drafts of two integrated units Academy calendar of events (summer bridge event, Spirit Days, parent workshops, WBL excursions) Updated OPTIC Updated Academy Outcomes