Transition - The Role of Career

1
Transition - The Role of Career Technical
Education.
Al Hauge, Education Specialist MN Dept. of
Education (MDE)
2
(No Transcript)
3
Special Education vrs CTE (Transition Disabled)
3505.4300 COMMUNITY-BASED EDUCATION. When a
career and technical program includes a segment
in which students are placed on a paid or unpaid
experience outside the career and technical class
or laboratory for more than 40 hours during the
program, the local education agency shall meet
the requirements for the employment related
community-based education option of a program as
stated in part 3505.2550.
4
What is Required to have a Work Based Learning
Program within your school?
1. You need an approved Career and Technical
Education Program which includes an appropriate
licensed staff. MN Rule 8710.4825
2. You will need a classroom component that
includes a specific curriculum.
3. You need an On the Job segment .
5
Staffing The importance of having enough
program staff to ensure the safety and
appropriateness of work experiences cannot be
overemphasized. The number of WBL coordinators
needed will be decided by several factors such as
number of students enrolled, variety and depth of
student needs, variety of occupations, number of
worksites where students are placed, and
availability of paraprofessional assistance when
required. As a general rule of thumb, the
ratio of coordinator time to individual student
training site should be no less than ½ hour per
student per week. (e.g., if the WBL
coordinator has 20 students at worksites, the
coordinator should be allowed 10 hours per week
to make placements and regularly observe students
at the worksite in addition to the classroom
instruction time.)
6
(No Transcript)
7
Foundation, Knowledge and Skills
http//www.cte.mnscu.edu/programs/Tech20Skill20A
sses/WEBSITE-FoundationKnowledge_Skil.pdf
Academic and Technical Literacy
8
(No Transcript)
9
Working Together Guideposts for Success
Career preparation and work-based learning
experiences are essential in order for (all)
youth to form and develop aspirations and to make
informed choices about careers.
10

• Spectrum of Work-Based Learning Experiences

Internships/ Co-Ops Students participate in paid
work experience with employer, school coordinator
and student agreeing to follow training plan.
Students take vocational and work related classes
at school.
Rotations Students work in a number of different
departments or for different employers, to
explore different occupations within an industry
cluster.
Tours Students take part in tours of worksites.
Employer-led tours of site which provides
students with information on requirements of
different jobs.
Entrepreneurship Students create an alternate
work program, are their own boss, earn money,
create a project, run their business, and earn
high school credit.
Rotations
Job Shadowing
Mentoring
Entrepre- neurship
Service Learning
Internships /Co-Op
Youth Appren- ticeship
Tours
Job Shadowing Students make brief worksite
visits to spend time with individual workers
learning what their jobs entail.
Mentoring Students are paired with adult peers
from the workplace who provide guidance and
encouragement on career-related,
interdisciplinary projects.
Service Learning Students unpaid work, geared to
the public good, integrated with school learning
through projects or similar mechanisms.
Youth Apprenticeship The integration of academic
instruction and work-based learning. The student
commits to one or two years of paid work
experience in a specific trade and is registered
as a youth apprentice.
11
The Flow of Career PreparationInteractive on
MCIS
MCIS Web Site
12
https//sites.google.com/site/mdeworkbasedlearning
/
Work Based Learning Website
13
Career Preparation Work-Based Learning
Experiences

• Are essential in order to form and develop
  aspirations and to make informed choices about
  careers
• Can be provided during the school day or through
  after-school programs
• Require collaborations with other organizations
• A systematic approach to gain information on
  career options

14
http//www.youtube.com/watch?vNo0C_0b1RKQfeature
email
Planning Planning Planning.. The Steps towards
Success.
15
Redesigning Minnesotas Youth Apprenticeship
System

• Preparing youth for industry workforce needs

16
Minnesotas Youth Apprenticeship Site

• https//sites.google.com/site/youthapprenticeship/

17
Training Plan
What are the key elements of a good training
plan? 1) Goals are both short term and long
term 2) Soft Skills are addressed 3) They
are measurable 4) It is a working document
(revisited often with added goals throughout the
work experience) 5) Career Development is an
ongoing part with work experience aligned with a
career pathway
18
(No Transcript)
19
(No Transcript)
20
Work Evaluations
Formal evaluations should be completed at least
twice a semester. Informal evaluations should be
done frequently. The goals will drive
this. Evaluation reports should be in written
form so the student can see their progress.
21
Thank You!

• Al Hauge, Work Based Learning Specialist
• MN Dept. of Education (MDE)
• al.hauge_at_state.mn.us 651-582-8409