Welcome to the Professional Development series,
sponsored by the Office of Career, Technical, and Adult Education in the Virginia Department
of Education. I am Sharon Acuff, Specialist for Marketing and Related Clusters, and Work-Based
Learning Lead. This session will focus on the progress we have made thus far on the
Work-Based Learning Guide with next steps and proposals for work-based learning for
the next school year. So let’s move ahead. What is important about
the definition you see on the screen are the underlined portions. WBL is related to students’
career goals and/or interests. It’s integrated with instruction in the CTE classroom and
is performed in partnership with the local community. What CTE students are learning
in the classroom can be applied to the WBL experience in industry.
To give you a bit of background about how all of this started, we already had scheduled
a review of the Work-Based Learning Guide. That did occur on October 29th and 30th last
year. The WBL Guide that was posted on the website in June is the result of that work.
In the legislative session that began in January, legislation directed us to review the CTE
Guide. That legislation was done in both the House under HB2018 and in the Senate under
SB1434. Both bills read identically. The purpose was to expand opportunities available to earn
credit for graduation, through various WBL experiences. Additional stakeholders work
groups were held in July and again in September of this year. The proposed revisions I will
cover today are a result of those meetings. Since this a document in progress, there may
be other revisions that will result after the Board reviews it in October and again
in November and it goes out for a 30-day public comment.
But how does WBL fit into the Profile of the Virginia Graduate? HB895 and SB336 during
the 2016 General Assembly directed the Board of Education to develop and implement a Profile
of a Graduate identifying the knowledge and skills that students should attain during
high school in order to be successful; give due consideration to the 5 C’s; emphasize
the development of core skill in the early years of high school; and establish multiple
paths to follow in the later years of high school, which could include opportunities
for internships, externships, and credentialing. So let’s take a closer look at the Profile
of a Virginia Graduate to see how WBL fits in. We do all of these things every day through
our CTE programs. Academic and technical knowledge: CTE rigorous course content accomplishes this
goal. Workplace skills and behaviors: CTE does this by the placement of Workplace Readiness
Skills in every CTE course. Community engagement and civic responsibility: Our CTSOs are a
vital part of making this happen for our students. Career exploration: The requirement of Career
Investigations in middle school and various WBL in high school helps students align their
knowledge, skills, and personal interests with career opportunities.
This graphic shows the four quadrants of the Profile of the Virginia Graduate with an explanation
for what each is expected to accomplish. This slide breaks down each characteristic
with more explanation, also showing the 5 C’s across the bottom: Critical Thinking,
Creative Thinking, Collaboration, Communication, and Citizenship.
With the release of the Virginia is for Learners campaign, this next slide gives a pictorial
of the 5C’s that can be used in promotional materials.
What are the components of a strong CTE Program? Using a three-legged stool concept, those
are classroom instruction; Career and Technical Student Organizations, generally referred
to as CTSOs; and WBL experiences. We have included in each CTE course four competencies
to address WBL. The first two—Explore career opportunities related to the WBL experience,
and Identify the types of work-based learning opportunities—are essential. And the last
two—Participate in a work-based learning experience, and Reflect on lessons learned
during the WBL experience—are optional competencies. In Perkins V, indicators of CTE Program Quality
include the following: The percentage of CTE concentrators graduating from high school
that includes at least one of the following. Attainment of a recognized credential; attainment
of postsecondary credits through a dual-enrollment or concurrent-enrollment program or another
credit transfer agreement; and participation in work-based learning.
Now let’s dive into the real meat of the WBL Guide. There are three levels of activities
that students can experience through WBL opportunities. First is Career Awareness. These activities
are designed to increase student awareness of personal interests and talents, gain an
initial understanding of work, various industries, and different career pathways, and lead to
WBL experiences where students can deepen their knowledge of career pathways and begin
applying skills learned in the classroom. Examples of career awareness activities are
guest speakers, career days or college and career fairs, field trips, workplace tours,
videos and presentations about various professions, and informational interviews. None of these
will count as an actual WBL experience but will lead students to the next step of selecting
an appropriate WBL experience. The next level is career exploration. These
activities encourage students to develop personal career interests, a better understanding of
pathways to a chosen career, and workplace readiness skills. These activities are shorter
in duration than the next level we will discuss. Students may be assigned supplementary work
connected with the activity and may be graded on their performance in a way that adds to
the final grade in a CTE class. The highest level is career preparation. These
activities deepen student knowledge and develop skills necessary for success in employment
and postsecondary education. They are recommended for students who have a clear goal of entering
the workforce directly after high school or of enrolling in a closely related postsecondary
training program and are structured primarily to give students extensive practice in applying
fundamental technical and practical knowledge and skills in their chosen careers.
Now let’s talk about each of the 11 WBL experiences that can be offered to CTE students.
What you will notice as we cover each of them, all WBL experiences require a training agreement.
It contains mutually agreed-upon expectations for all parties involved, spells out each
party’s role, and addresses considerations such as employment terms, schedules, duration
of work, compensation, and termination. It is the most important tool providing protection
to WBL coordinators and school officials against accusations of negligence and liability claims.
A training agreement for each WBL experience has been tailored for that particular experience.
Many of the experiences show a broad range grade level of 6 through 12. This is because
a student may experience one or more of the experiences more than once if they change
career interests and goals. Also, what you will note proposed additions for approval
in the next WBL Guide document are highlighted in blue. The first WBL experience is job shadowing.
This is a great place for students to start to learn more about career and workplaces
and the education and training required for a career. Students interact and observe employees
to gain this knowledge. This activity may enhance the class grade with participation
in the experience, and job shadowing may be in person, virtual, a one-on-one interaction,
or a group experience. Next is service learning. This experience
goes beyond community service. It identifies an interest and community need, and then students
develop and complete a project to address that need. There are structured activities
before, during, and after the experience for students to reflect and self-assess. This
experience may enhance a class grade with participation in the experience and can take
place in conjunction with CTSO experiences. The work groups felt it was important to give
clear distinction between service learning and community service. The chart on this slide
presents those differences. Service learning identifies a particular community need, and
students develop and complete a project to address that need. Students reflect and access
the completion of the project, whereas community service is probably already established; for
example, serving meals to the homeless. And this may not align with the student-based
instruction. Mentorship consists of a long-term relationship
focused on the growth and development of students as they learn about a particular industry
and workplace. Students are paired with professionals with first-hand experience and proven track
records, which provides hands-on experiences, challenging opportunities, and a broad view
of the industry. This WBL experience may be completed on a one-on-one, small group, or
virtual basis and is aligned with the duration of the CTE course. Students may earn one half
credit towards graduation with at least a 140-hour duration.
Externship was a new experience for 2019-20. This activity pairs students with working
professionals to observe and get a preview of the day-to-day activities needed for a
career. It is an extended job shadowing experience designed so students can ask questions, observe,
and get a feel for the workplace. Work is not delegated and projects are not assigned
as in an internship experience. Externship adds enhancement of class grade with a minimum
duration of 40 hours in the experience. School-Based Enterprise was added as a new
experience for 19 and 20. This involves an on-going, student managed, entrepreneurial
operation within the school setting to provide goods and services that meet the needs of
the school’s target markets. It replicates the workplace to provide career insights and
relevant experiences for the student. Management decisions are made by the students. School-Based
Enterprise is aligned with the duration of the CTE course and may enhance the class grade
with participation in the experience. Example of school-based enterprise experiences include
culinary café or catering services, agricultural greenhouse plant sales, childcare programs,
retail store, credit union, automotive services, and carpentry services.
The next WBL experiences are suggested for students in grades 11 and 12. Let’s talk
about internship. Internship with a minimum of 280 hours receives a credit for graduation
for the 2019-2020 school year. This experience places the student in a real workplace environment
to develop and practice career-related knowledge and skills for a specific career field related
to the student’s interests, abilities and goals. It can be a paid or unpaid experience,
but specifications in Fact Sheet number 71 developed by the Department of Labor must
be followed to determine the correct format. This experience must include a training plan
which documents the classroom instruction and workplace training that will contribute
to the employability and ongoing development during the student’s experience. The tasks
to be learned in the workplace will be identified and indicated on the plan, and then the document
will be used to measure job performance, and an evaluation will take place each grading
period and will be followed by conferences involving the student, coordinator, and employer.
The training plan development is continuous and is updated throughout the entire WBL experience
according to the changing needs of the employer and progressive learning for the student.
Because of labor and safety regulations, specific requirements may exist in programs such as
Agriculture, Health and Medical Sciences, Family and Consumer Sciences, and Trade and
Industrial Education. Take note that shorter duration internships do not earn credit outside
of that already earned in the related CTE class.
Entrepreneurship was new for 2019 and 2020. In this experience the student plans, implements,
operates, and assumes financial risks in a business that produces goods or delivers services
and keeps financial records to determine return on investments. For this experience, student
businesses must comply with all local, state, and federal regulations, including acquiring
all necessary licenses and permits. For health and medical students, clinical
experience is a non-paid experience and integrates knowledge acquired in the classroom with clinical
experience. The experience is based on observation and treatment of patients at different stages
of medical practice to gain a better understanding of the scope of the healthcare profession.
Clinical experiences are aligned with the duration of the CTE course with credit granted
within the course. Rules and regulations may vary depending on the board that governs each
experience and the Guide includes special details for each type.
Cooperative education connects classroom instruction with paid employment and is directly related
to the student’s interests, abilities, and goals. It is guided by a formal, written training
plan that defines specific academic and workplace skills to be mastered. This experience receives
a standard unit of credit for a minimum of 280 hours per year. The coordinator of cooperative
education is required to have a collegiate professional or technical/professional license.
The Youth Registered Apprenticeship, commonly known as YRA, provides related technical education
based on state-approved essential CTE competencies. It may be part-time or full-time and the participating
employment sponsor provides the worksite supervision of a skilled mentor to meet on-the-job training
requirements. All work hours are documented and credits toward completion of a Registered
Apprenticeship program. Related technical instruction must be occupation-specific and
is given in high school CTE programs during grades 11 and 12 and also counts towards RTI
requirements for Registered Apprenticeship. Each Youth Registered Apprenticeship employer
may have additional criteria depending on the hours or skills set required. It is proposed
to receive a standard unit of credit for a minimum of 280 hours per school year in 2020-2021.
Registered Apprenticeship, or RA, offers worksite training from a skilled mentor in a specified
occupation. Students can obtain paid work experience, occupation-specific instruction,
and a portable, nationally recognized credential. The experience combines on-the-job training
with related technical instruction, providing specific knowledge correlating to the profession.
Apprentices are paid employees and receive pay increases as benchmarks are met for skill
attainment. A hundred and forty-four hours of related technical instruction are required
for every two thousand hours of on-the-job training, and students can begin occupational
education and on-the-job training in high school.
All Work-Based Learning Guide Experience Forms in Word format (except Apprenticeship) as
well as other web resources are available on the CTE Resource Site. Click on Links,
then Featured Resources, and lastly Work-Based Learning.
The best way to give professional development to your work-based learning coordinators is
to have them attend Experience Works: A Convening of Business Leaders and Educators on June
17th and 18th, 2020, in Richmond. School divisions are encouraged to attend as a team to have
maximum exposure to workshop topics that lead to advancement of workforce development opportunities.
The convening brings together business, industry, and educators and will focus on building positive
WBL experiences for CTE students throughout the commonwealth. Highlights include concurrent
sessions featuring best practices and establishing and developing business partnerships for the
WBL instructional methods, career opportunities, discussions between business leaders and educators,
review of the revised CTE Work-Based Learning Guide, and a selection of at least 10 industry
tours in the Greater Richmond area. Please take a couple of minutes to complete
the evaluation of the session. We value your input in our effort to continually improve
our Professional Development series. You can input the link shown in the slide, but you
can also go to the link on the VDOE website on the CTE Professional Development page.
Previous video training sessions are also archived on this website. Please contact me
with any questions you may have about work-based learning. I hope that you have found this
session valuable for learning what is new and what is proposed for work-based learning
and how to implement work-based learning experiences for your students. Thank you for attending
and have a fantastic school year.