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WORK-BASED LEARNING TRAINING State of Tennessee Department of Education 2008-09

WORK-BASED LEARNING TRAINING State of Tennessee Department of Education 2008-09. WELCOME. First Day Agenda. Registration Welcome Work-based Learning Overview Break Policies and Procedures Lunch Safety and Child Labor Issues Break Meeting by Interest Areas Questions. Second Day Agenda.

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WORK-BASED LEARNING TRAINING State of Tennessee Department of Education 2008-09

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  1. WORK-BASED LEARNINGTRAININGState of TennesseeDepartment of Education2008-09

  2. WELCOME

  3. First Day Agenda • Registration • Welcome • Work-based Learning Overview • Break • Policies and Procedures • Lunch • Safety and Child Labor Issues • Break • Meeting by Interest Areas • Questions

  4. Second Day Agenda • Welcome • Activity • Workshop I • Break • Workshop II • Lunch • Workshop III • Break • Workshop IV • Closure Q & A/Review of assignments

  5. Work Based Learning Training Important Things ● Facility Layout ● Breaks ● Lunch – Be sure to initial the sign-in sheet after lunch ● Parking

  6. WHAT ABOUT YOU? • Must attend training both days • Must submit homework • Must provide 40 work hours/volunteer hours (service learning)

  7. NOW WHAT HAPPENS? • You are added to the WBL Training Table • You will receive a certificate • On the training table, you are assigned course numbers that you will be allowed to teach with this training • Course numbers assigned will depend upon YOUR License endorsement

  8. EXAMPLE • Example: Lisa Jones, 472 Marketing • On the training table, 5098, 9395, 9397 • 5098 Marketing Co-op • 9395 Service Learning • 9397 Vocational Co-op

  9. Icebreaker…Famous Bosses

  10. Activity • Pre-Reading Activity 5-7 minutes

  11. WBL At A Glance Work Based Learning Apprenticeship Cooperative Education Health Science Clinical Transition Activities Job Shadowing Internship Mentoring Service Learning

  12. WBL vs. Out of School Experiences • Out of school experience intended for advanced students • Cannot receive the instruction needed at the school level Example: Competitive ice skater, ballet, violin, Greek IV, - instruction may not be available but would be acceptable to the school

  13. WBL History Apprenticeships Indentured workers Cooperative Education Work-Based Learning Beginning of Time 1400 1500 1600 1700 1800 1900 2000 The master craftsman took all responsibility for worker to provide food, clothing, shelter and teach a craft. Set time-frame for service Indentured workers transitioned to apprenticeships during this time Master craftsman taught an apprentice a craft Apprentice graduated to journeyman who practiced craft under the watchful eye of the master craftsman Usually lasted 2-7 years Apprentices began earning wages with the advent of the industrial revolution and moved from out of the master craftsman’s household Herman Schneider devised framework for cooperative education Using cooperative education frameworks, other forms of work experiences are developed to meet students’ needs All elements work experiences are under WBL

  14. Service Learning • Two types of service learning experiences • Success Through Service Learning (class) • Students can have release time to participate in individual or group SL activities in a non-profit institution • Service Learning Method • Students perform SL activities as part of a class activity

  15. Transitions • How to get started with the Transition Plan • The transition plan as part of the student’s IEP determines what minimum standards are required for attendance and gateway preparation • Transition WBL activities are designed to facilitate community based instruction, employment experiences and socialization skills for the student with disabilities

  16. WBL Overview WHY? Broadens the Curriculum Enhances Career Objective Provides an Understanding of Work (the Big Picture) Stimulates Interest, Motivates Learn How to Learn Students Learn What They Like and What They Don’t Like

  17. WBL Overview Con’t. (Why) • PR Tool – Builds Bridge to Community • Better Prepared Students • Teaches Work Ethics and Attitudes Needed for Career Success • Statistically Improved Academic Performance *Those who work up to 20 hours per week perform better academically. *Clemson Study – Less likely to drop out of school if student is in a quality, supervised job placement. • Improve Graduation Rate - AYP

  18. System, not a program or a class Content Instruction Closure to Work+Classroom Experience Method or Learning Approach EX. – Term paper in English is a method Quality Placements, High Standards Related Instruction, Planned and Supervised Quantifiable and Documentable What Work-Based Learning Is:

  19. What Work-Based Learning is not • NOT Work Release • NOT Early Dismissal or Senior Dismissal • NOT Student Workers – should be student learners (this is also a Legal Distinction) • NOT All Work Experience is Learning • Does Not Take the Place of Instruction

  20. Purpose Career Exploration Service to Others Individual Skill Development

  21. WHO? WBL is for ALL students: University Path, Technical Path, Dual Path, Special Education

  22. Job Content is Meaningful Safety Instruction Provided Job Challenges the Student’s Abilities Work is Related to the Program of Study Duration is Long Enough to Meet the Goals Activities Foster Responsibility Instruction is Sequentially Planned Students Follow Federal/ State Laws – Not Exploited School and Employer Cooperate Trained WBL teacher Quality Indicators

  23. MONITORED CTE Monitors CTE Students while SPED monitors SPED students and T&L monitors T&L students What do they Monitor? • Review of Placements • Review by Dept. of Labor for Safety and Child Welfare • School Approval Process • Release Time, Supervision Time

  24. Manual Review • Take out your manual • Highlighters • Sticky Notes

  25. Manual Review • Table of Contents – page 2 • Overview – page 3 & 4 - * Local Board Policy – for WBL opportunities * Prerequisites for WBL Activities

  26. PAGES 3-4 OVERVIEW • Who • WBL components • WBL activities • LEA requirements

  27. Page 4: • Item #1 – Students must have the Gateway Exams • Item #2 – a 90% attendance rate must be maintained The last paragraph addresses special education transition students • The IEP addresses Gateway Exams and Attendance

  28. Pages 5 and 6: WBL Benefits will be addressed later Read Carefully – pages 5 & 6

  29. Pages 7 through 9, Glossary - Emphasize: • The difference between a student internship and a teacher internship (pg. 7&8) • The new definition of Professional Mentor vs. Workplace Mentor (pg. 8 & 9) • Program of Study – Know this definition (pg. 8) • Related Class –Examples of jobs relating to classes such as biology/Spanish (pg. 8)

  30. Glossary Con’t. • Student Learner vs. Student Worker (pg. 9) Child Labor Laws distinguish between these for jobs under a school’s LEA authority NEXT – Pg. 10 – 11 – WBL General Policies

  31. Full integration of academic and career and technical education occupations curriculum with work site experiences.Refer to Chart Page 12

  32. Duties Include (page 13) Recruiting Providers Placing Students Monitoring Placements Coordination all Components of the Program Qualifications for WBL Coordinator/Supervising Teacher

  33. Qualifications • Must successfully complete the WBL Coordinator Training before assuming the role of WBL Coordinator • WBL Coordinator required where students receive compensation and/or credit for WBL experiences

  34. Required to update annually for changes to statutes, rules and regulations regarding WBLUpdate available on-line

  35. WBL Coordinator trained in the following areas: pg. 14 • Legal Issues/Labor Laws • Program components and requirements • Recruitment of employers and selection of training stations • Select, place, monitor, and evaluate students at the work site • Roles and responsibilities of the WBL Coordinator

  36. Work readiness competencies and expectations • Expectations: • Academic Achievement • Attendance • Behavior • Safety Training

  37. Types of WBL Experiences Pages 18 – 36 • Complete reference guide detailing each WBL methodology Each experience has its own section All sections are formatted identically for ease of use

  38. FORMS/DOCUMENTATION Pages 37 – 46 Categories of forms: • Required Documentation (Keep on file 5 years) 2. Recommended Forms 3. Nice to Have Documentation

  39. “Required Documentation” • Summary Sheet – TAB 2 • Training Agreement- Pgs.39-40 • Training Plan/Safety Training Pg. 41 - 42 • Insurance and Emergency Info. Pg. 43 • Hazardous Occupation Exemption Note: These forms must be kept on file a minimum of 5 years.

  40. Summary Sheet – TAB 2 • Only form submitted to state department. • Simply a listing of all students and their WBL placements by employer, business type, job title, wages, competencies • Instruction for submission – TAB 2 • Must be signed by principal – note – some LEA’s may require these be submitted to central office personnel first. • An allowable 20% leeway in jobs

  41. Training Agreement: (pp. 39 & 40) A contract between the school, employer, student, and guardian. It states the work and wages performed under a cooperative agreement.

  42. Training Agreement, Continued: • TN usually allows 6 weeks to complete the forms. • Employer is required to maintain a copy for review by the Dept. of Labor. • School must also retain copy for 5 years. • Abbreviations are not allowed. Ex: Schools – CHS or HHS Note: Page 40 of the WBL manual is the back of the “Training Agreement” and should be printed as such. Legally – “Training Agreement” is to be signed by all parties the first day of employment.

  43. Training Plan/Safety Recordpg 41 – What students will do… • Note the safety portion • Note: the back of the training plan is page 42 and should be printed as such. • Pg. 42 – Add competencies each grading period

  44. WBL Insurance and Emergency Information – (pg.) 43 Copies to be kept by school and employer

  45. Hazardous Occupation Agreement • Only for those working in hazardous occupations as listed on the form and allowed by federal/state law per T.C.A. (TN Code Annotated).Guidelines for performing said hazardous activity on form pg. 44.

  46. Note: WBL students are not eligible for unemployment insurance. * See TAB 3 – pg. 8 Letter of Documentation This affects taxes paid by employers.

  47. Recommended Forms Evaluation Forms – Student – Employer, pp. 45-46Referred to in Minimum Rules and Regulations

  48. “Recommended Forms”-TAB 3 • Employer/Student Evaluations • WBL ID Card • Policies and Procedures for WBL • Visitation Reports • Wage and Hour Reports

  49. “Nice To Have Documentation”(In Your Handouts) • Community Employment Survey • Business Analysis • WBL Teacher Recommendation • Introduction Card for Student to be Interviewed

  50. Handouts Continued: • Coordination Visitation Report (Documents Visits) • Orientation to Business (Student Uses) • Safety on the Job (Student fills out about job assignment) • Weekly Work Schedule

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