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Semelhante a WBL IN ACTION Event Slides Feb. 17, 2015
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WBL IN ACTION Event Slides Feb. 17, 2015
- 2. 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 and tools to support WBL integration.
- 4. College and Career Continuum
- 5. Work Based Learning College and Career Ready Students Preparation Exploration Awareness
- 6. 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
- 7. College & Career Ready Skills Part 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 observation C.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 thinking Part 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 specific occupational 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
- 8. Internships: Creating Common Definitions
- 9. College, Career & Life Readiness IN ACTION!
- 10. Aligning 21st Century Learning & Teaching College AND Career Readiness is the goal of both:
- 11. Common Core is embedded in The Linked Learning approach Four Components of Linked Learning: • Rigorous Academic Core • Real World Technical Skills • Work Based Learning • Personalized Support
- 12. The ultimate goal of this work is a sustainable economy for all.
- 13. 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
- 14. 14 Sources: Recovery 2020, Georgetown Center on Education and the Workforce, 2013; and Complete College America 2020 CA Employment Projections
- 15. 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)
- 16. TEAM TIME
- 17. 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
- 20. Career Awareness Visalia Unified School District
- 21. 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
- 22. Career Awareness Exploring Career Options to Motivate Students Experiences Defined By: • Interaction with industry partners in groups • Designed by adults to broaden student awareness • Exposes students to the breadth of an industry
- 23. 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
- 24. Career Awareness Industry Tours • Site Tours • Simulations (Hospital Flu Triage Training) Examples of Experiences
- 25. Career Awareness Guest Speakers Examples of Experiences
- 26. 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
- 27. 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
- 29. TEAM TIME
- 30. LET’S TAKE A BREAK!
- 32. Career Exploration Alyssa? Dinuba Unified School District
- 33. Job Shadows Alyssa? WBL IN ACTION
- 35. 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?
- 36. Mock Interviews/HOSA PAST ★ 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
- 39. 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.
- 41. TEAM TIME
- 43. Career Preparation Porterville Unified School District
- 46. Job Interview
- 47. Internships
- 49. Tracking WBL
- 51. LUNCH AND LEARN & GALLERY WALK
- 53. 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.
- 54. You Are Not Alone Employer Engagement: Advisory Boards • Membership & Structure • Work-Based Learning • Curriculum & Instruction • Marketing & Academy Sustainability
- 55. You Are Not Alone Employer 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
- 56. 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
- 57. TEAM TIME
- 58. 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.”
- 59. 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.
- 60. 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”
- 63. Student Reflection Tool Student profile Pre-post questions about students’ attitudes, behaviors, and goals Opportunity for testimonies
- 64. 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
- 65. 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
- 67. Give us your feedback on the event! http://bit.ly/1DPMNwa After event reception: 101 W. Main Street, Visalia