Standard 1

STANDARD 1
 

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

  • All state approved secondary schools strive to make WBL activities available to all students.
  • For secondary students with special needs, WBL activities are integrated with their IEP/504/transition plans.

INDICATOR: Each school has identified which WBL activities are offered.

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SCHOOL
RESPONSIBILITIES




 

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Schools have
a responsibility for hiring a dedicated professional to
coordinate work-based learning activities, either
internally or externally by working with an outside
organization. School administrators play an important
role in cultivating a culture that embraces WBL activities
as part of curriculum and standard practice. This includes
orienting guidance counselors, teachers, and school board
members to understand the importance and benefits of WBL to
the school. This also includes providing WBL as an
option for students to earn credit. Without strong
administrative, teacher and counselor support, it is
impossible to truly integrate WBL into the education
system. Schools are responsible for successful
outcomes in the following ways:






 

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FOSTERING
INTEREST IN WORK-BASED LEARNING *




 

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Parents

    Parents can be either enthusiastic supporters or suspicious
    opponents of school-to-work activities. Work-based learning
    without parental involvement may not be focused on student
    needs; planners should heed parents' concerns. Select
    engagement strategies that match your district's current
    status with school-to-work activities and build from that
    point. Strategies for working successfully with parents
    include:
  </p>
  <ul>
    <li>
      <em>Ask
      parents their concerns, and respond to them.</em>&nbsp;Be
      ready to respond to typical concerns of parents, such as:
      Is school-to-work another form of tracking? Will college
      options still be open to my child? Will my child be
      forced into making a career choice too early? What sort
      of job will he or she be doing? Will transportation be
      made available between the school and the workplace? Is
      my child still getting the basics?<br />
      <br />
    </li>
    <li>
      <em>Involve
      parents in work-based learning design and ongoing
      operations.</em>&nbsp;Parent-teacher organizations can be
      a good venue for recruitment and
      orientation.<br />
      <br />
    </li>
    <li>
      <em>Invite
      parents to visit the people and institutions connected
      with work-based learning opportunities.</em>&nbsp;Making
      it possible for parents to visit the school as well as
      businesses and organizations where their children will be
      learning can help them better understand the nature of
      work-based learning experiences. Providing opportunities
      for parents to meet the supervisors and teachers on an
      informal basis gives them the chance to discuss their
      concerns and interests with the people who will be
      working with their children.<br />
      <br />
    </li>
    <li>
      <em>Have
      parents sign a mutual expectations
      agreement.</em>&nbsp;Being party to an agreement with
      employers, teachers and their child can enlist parents in
      reinforcing their child's learning.<br />
      <br />
    </li>
    <li>
      <em>Stress
      the guidance and career planning components of
      school-to-work when marketing to
      parents.&nbsp;</em>Students often complain that no one at
      school cares about them as individuals. Stressing to
      parents that special supports will be provided to help
      students negotiate the demands of work-based learning and
      make decisions about future education and career goals
      will help demonstrate to parents that your efforts are
      not business as usual. Help parents see the long term
      benefits that thoughtful, coordinated planning will
      provide for their children.<br />
      <br />
    </li>
    <li>
      <em>Begin
      early.&nbsp;</em>Parents are usually enthusiastic about
      career awareness and job-shadowing opportunities at the
      elementary or junior high school levels. Starting all
      children in career- focused activities early on can
      lessen the chance that work-based learning activities
      will be labeled by parents as unnecessary or ancillary
      once students reach the high school level.<br />
      <br />
    </li>
    <li>
      <em>Work
      with community-based
      organizations.</em>&nbsp;Community-based organizations
      are often a voice and advocate for parents. Working with
      these organizations can be a vehicle for parent
      communication.
    </li>
  </ul>
  <p>
    <strong>School
    Staff</strong><br />
    Orientation and ongoing staff development activities
    empower teachers and counselors to adopt new practices that
    connect school and work. The goals of orientation and staff
    development activities are to help teachers and counselors
    become WBL advocates. This also builds a supportive peer
    network through which school staff can work together to
    develop new teaching materials and strategies and reinforce
    each others' efforts.
  </p>
  <ul>
    <li>
      <em>Provide
      a formal orientation and resources.</em> A formal
      introduction to work-based learning will help articulate
      goals, expectations, support structures, and teacher and
      counselor roles and responsibilities, and provide an
      opportunity to address staff concerns.<br />
      <br />
    </li>
    <li>
      <em>Bring
      teachers and counselors into the design process.</em>
      Unless they have an opportunity to influence the design
      process, it is unlikely that they will be WBL
      advocates.<br />
      <br />
    </li>
    <li>
      <em>Link
      goals to concerns that teachers and counselors have
      identified.</em> Make it clear that the goals are
      consistent with concerns raised by staff about student
      performance, efficient operation of the school,
      professional development and support, and preparing
      students for the world at large.<br />
      <br />
    </li>
    <li>
      <em>Educate
      teachers and counselors about the changing demands of the
      workplace and the range of post secondary options.</em>
      Help them better understand the academic, social, and
      technical demands of modern work and the range of career
      and learning opportunities in the community by providing
      opportunities to visit the workplace and meet with work
      site staff.<br />
      <br />
    </li>
    <li>
      <em>Enlist
      current participants from other schools.</em> Teachers
      and counselors often become more interested when they
      hear the enthusiasm of their peers and their
      students.<br />
      <br />
    </li>
    <li>
      <em>Provide
      staff support.</em> Staff involvement can be supported by
      arranging visits to other schools that have implemented
      WBL activities; supporting attendance at career
      development or related conferences; providing time for
      teachers and counselors to meet with peers on issues of
      curriculum for work-based learning; and supplying
      concrete examples and results of integrating school-based
      and work-based learning.<br />
      <br />
    </li>
    <li>
      <em>Consider
      developing summer internships and job-shadowing days in
      industry for school staff.</em> Employer sponsored
      internships are a popular and proven technique for giving
      firsthand exposure to academic, social, and technical
      demands of today's workplace. Utilize existing Vermont
      models such as the Upper Valley Business &amp; Education
      Partnership's&nbsp;Summer Externship
      Program.&nbsp;
    </li>
  </ul>
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* Adapted
from Business/Employer Partnerships - "Connecting
Youth to Work-Based Learning," MN DCFL, 2003.




 

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BENEFITS
TO SCHOOLS




 

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Schools that
assume these responsibilities are far more likely to have
students successfully experience the full benefits of
engaging in WBL. The benefits are considerable and
include:






 

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WBL
Sections


VT Gold
Standards of WBL

 

      </td>
      <td align="left" valign="top">
        <p>
          <a href="/work-based-learning/what-is-wbl">
          What is Work-Based Learning?</a>
        </p>
      </td>
      <td align="left" valign="top">&nbsp;

      </td>
      <td align="left" valign="top">
        <strong>Schools:</strong><br />

        <a href="/work-based-learning/standard-1">Standard
        1</a><br />
        <a href="/work-based-learning/standard-2">Standard
        2</a>
      </td>
    </tr>
    <tr>
      <td align="left" valign="top">&nbsp;

      </td>
      <td align="left" valign="top">&nbsp;

      </td>
      <td align="left" valign="top">&nbsp;

      </td>
      <td align="left" valign="top">&nbsp;

      </td>
      <td align="left" valign="top">&nbsp;

      </td>
    </tr>
    <tr>
      <td align="left" valign="top">
        <strong>Employers:</strong><br />

        <a href="/work-based-learning/standard-3">Standard
        3</a>
      </td>
      <td align="left" valign="top">&nbsp;

      </td>
      <td align="left" valign="top">
        <strong>Students:</strong><br />

        <a href="/work-based-learning/standard-4">Standard
        4</a><br />
        <a href="/work-based-learning/standard-5">Standard
        5</a><br />
        <a href="/work-based-learning/standard-6">Standard
        6</a><br />
        <a href="/work-based-learning/standard-7">Standard
        7</a>
      </td>
      <td align="left" valign="top">&nbsp;

      </td>
      <td align="left" valign="top">
        <strong>Legal,
        Safety, Health:</strong><br />
        <a href="/work-based-learning/standard-8">Standard
        8</a>
      </td>
    </tr>
    <tr>
      <td align="left" valign="top">&nbsp;

      </td>
      <td align="left" valign="top">&nbsp;

      </td>
      <td align="left" valign="top">&nbsp;

      </td>
      <td align="left" valign="top">&nbsp;

      </td>
      <td align="left" valign="top">&nbsp;

      </td>
    </tr>
    <tr>
      <td align="left" valign="top">
        <strong>Types
        of WBL:</strong><br />
        <a href="/work-based-learning/job-shadow">Job
        Shadowing</a><br />
        <a href="/work-based-learning/unpaid-work">Unpaid Work
        Experience</a><br />
        <a href=
        "/work-based-learning/internship">Internship</a><br />
        <a href="/work-based-learning/paid-work">Paid Work
        Experience</a><br />
        <a href=
        "/work-based-learning/cooperative-work">Cooperative
        Work Experience</a><br />
        <a href=
        "/work-based-learning/apprenticeship">Apprenticeship</a><br />

        <a href=
        "/work-based-learning/supported-employment">Supported
        Employment</a><br />
        <a href="/work-based-learning/service-learning">Service
        Learning</a><br />
        <a href=
        "/work-based-learning/student-entrepreneurship">Student
        Entrepreneurship</a>
      </td>
      <td align="left" valign="top">&nbsp;

      </td>
      <td align="left" valign="top">
        <p>
          <a href="/work-based-learning/evaluation">Evaluation</a>
        </p>
      </td>
      <td align="left" valign="top">&nbsp;

      </td>
      <td align="left" valign="top">
        <p>
          <a href="/work-based-learning/resources">Resources</a>
        </p>
        <p>
          <a href=
          "/work-based-learning/acknowledgements">Acknowledgements</a>
        </p>
      </td>
    </tr>
  </table>
</td>

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Contact: 1343

Page Last Updated on March 21, 2014