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

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WORK-BASED LEARNING TRAINING State of Tennessee Department of Education 2008-09 WELCOME First Day Agenda Registration Welcome Work-based Learning Overview Break ... – PowerPoint PPT presentation

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


1
WORK-BASED LEARNING TRAINING State of
Tennessee Department of Education 2008-09
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 craftsmans 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 students 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 Dont Like

17
WBL Overview Cont. (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
What Work-Based Learning Is
  • System, not a program or a class
  • Content Instruction
  • Closure to WorkClassroom 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

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
Quality Indicators
  • Job Content is Meaningful
  • Safety Instruction Provided
  • Job Challenges the Students 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

23
MONITORED
  • CTE Monitors CTE Students while SPED
    monitors SPED students and TL monitors TL
    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. 78)
  • 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 Cont.
  • Student Learner vs. Student Worker (pg. 9)
  • Child Labor Laws distinguish between these for
    jobs under a schools 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
Qualifications for WBL Coordinator/Supervising
Teacher
  • Duties Include (page 13)
  • Recruiting Providers
  • Placing Students
  • Monitoring Placements
  • Coordination all Components of the Program

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
    WBL Update 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 LEAs
    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 Record pg 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
Evaluation Forms Student Employer, pp.
45-46 Referred to in Minimum Rules and
Regulations
Recommended Forms
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

51
Handouts Continued
  • Wage and Hour Summary for Students
  • Sign-In and Out Sheet for Students
  • Desiring Job Change Form (Student uses)
  • Co-op Daily Report Form

52
TIP Let students prepare their own forms.
This teaches them responsibility and which is
an important part of work world.
53
Review Course Codes for Scheduling Purposes TAB
2 pg. 4
  • Explain proper use of specialized assignment
    codes.
  • Academic general code and the CTE general code
    are only used when a WBL coordinator supervises a
    mix of students from various academic classes or
    a mix from various CTE classes with Health
    Science exception noted

54
Example One supervises 5 students from Sr.
English, 5 from biology, and 5 from Spanish. Then
the academic catch all code of 9398 would be
used rather than the specific subject code.
55
Labor Department Questions
  • Contact Mary Ellen Grace _at_615/532-1347 pg. 48

56
ACTIVITY
  • Refer to pages 5 6
  • WBL Benefits and Advantages
  • Write a brief introduction highlighting the
    advantages of WBL to the following
  • Student-Learner
  • School
  • Employer
  • Community

57
Session II - Activity
  • WBL Policies and Procedures
  • Pgs. 10 11
  • On your sheet of paper, write down the key
    points of your assigned policy number

58
Pages 10 11, General Policies
  • 1 Students must be in a related class at the
    same time, concurrently, as the WBL experience.
  • Also means during the same school term, not prior
    or after.
  • IEP transition plan will determine the related
    special education class and appropriate placement
    for a student with a disability.

59
2 WBL Coordination by a trained teacher
60
3 Noteworthy the teacher cannot
supervise/coordinate as 1 or 2 sections outside
the teachers endorsement and training
61
  • 4
  • A CTE WBL Coordinator may not supervise academic
    WBL students.
  • A Special Education WBL Coordinator may not
    supervise academic or CTE WBL students.
  • Health Science teachers MUST supervise Health
    Science WBL students.

62
5 Coordinators have final say regarding
student placements. A student may already have a
job that is acceptable. If job is not
acceptable the student has options.
63
Options 1. To change Jobs 2. Not
Participate in WBL
64
Reasons to find job unacceptable
  • Job may not relate to the program of study
  • Employer does want to cooperate with the school
    coordinator
  • Not in the best interest of students safety and
    well being
  • WBL Coordinator has the Ultimate Approval

65
6 On-Site Visits by the WBL Coordinator
  • Should be twice a grading period if possible
  • Some students will require more on-site
    supervision than others

66
7 - Health Science Students and Blood Borne
Pathogens
  • No one but the health science teacher is allowed
    to place students in health related jobs
  • Does not mean that a business or office student
    cannot work in a medical office or hospital
    business office
  • Cannot be exposed to blood borne pathogens
  • HST students must pass the blood borne pathogens
    test with 100 mastery
  • Students have the opportunity to take the
    hepatitis B vaccinations

67
  • 8
  • Release time MUST be provided for coordinator to
    supervise students.
  • 9
  • 25 students maximum

68
10 Internships
  • Short term - 9 weeks - DOL Requirement
  • By Law An employer cannot benefit from a
    non-paid worker
  • Employer-Employee relationship cannot be
    established
  • A worker cannot be displaced

69
Ex Transition student mopped floors in a steak
restaurant daily after lunch for an entire year
without pay. This student should have been paid.
The employer benefited and would have had to pay
someone to mop floors to meet health codes. This
student also went past an allowed training period
to learn to mop. He had mastered mopping, and his
self-esteem was as important as anyone elses.
70
11 180 Minutes Release Time
  • Adjusted to assist schools on block schedule
  • IEP determines time for transition students
  • Note This is supervised time with students
    assigned to a coordinator
  • Limited due to expense of freeing another period
    for a teacher
  • Intended to help advanced students who have
    completed their requirements
  • Allows placements with quality employers
    operating on a limited day

71
12 Juniors and Seniors 16 years old or
older Special Education IEP determines amount of
release time.

72
13 Credits Block Schedule 1 credit for WBL and
1 credit for class
  • MUST be one grade for the two credits since WBL
    is a method.

73
  • 13 Credits
  • Block Schedule
  • 1 credit for WBL and 1 credit for class credit
  • Should be one grade for the two credits since WBL
    is a method.

74
14 Trained and Endorsed WLB Coordinator Vital
that students are assigned properly, per WBL
guidelines for accountability. WBL coordinator
cannot have two responsibilities during the
same period.
75
Areas where students should not be employed
  • 15
  • Detrimental to minors health, well being and
    progress in school
  • Passing grades in regular school work
  • Hours worked must be monitored.

76
Items that will effect credit
  • 16
  • Work alone does not provide for credit.
  • Working Saturday and Sunday only does not provide
    for credit.

77
Students under 18 may NOT
  • 17
  • Drive vehicles to make deliveries,
  • Sell or scan alcoholic beverages,
  • Work around hazardous equipment.

78
When students cannot receive credit
  • 18
  • Attending school, ex. cosmetology school,
    automotive service training school
  • Guard Duty
  • Reserves

79
19 Students may work in a licensed business
only.
  • Agriculture students are exempt from many labor
    laws when working on the family farm.
  • Does not pertain to someone elses farm.

80
20 References the training
agreement Will be covered later
81
  • 21 NEW
  • When a student continues in the same program
    of study, the student may choose to continue in
    the same job as obtained in the previous class.
  • The WBL coordinator has final approval for all
    placements

82
  • 22
  • The WBL coordinator will, in the related
    classroom instruction, reinforce on the job
    experiences.

83
  • 23
  • Students will be accepted into the program and
    informed of jobs, without regard to race, color,
    national origin, sex, religion, creed or
    disadvantaging or handicapping conditions.

84
Activity
  • Scavenger Hunt
  • 15 minutes

85
Final Wrap-up and Independent Assignments
  • Conduct brief participant evaluation of training
  • May be short see sample
  • May develop more detailed questions

86
Final Wrap-up and Independent Assignments (cont)
  • Independent Assignments
  • Review each Component

87
Final Wrap-up and Independent Assignments (cont)
  • Note provide clean copies of Business
    Analysis/Community Survey, Integrated Format
    since these are not found in WBL manual also
    include due date and address

88
Final Wrap-up and Independent Assignments (cont)
  • Business Analysis/Community Survey use
    provided. These were covered in one of the
    earlier sessions.
  • Job/Class Integrated Activities Develop 3 Use
    format covered earlier
  • Training Plan Development develop plans for 2
    sample jobs. Use form in manual

89
Final Wrap-up and Independent Assignments (cont)
  • Business Internship Documentation submit proof
    of experience in business to satisfy the 2-week
    business internship requirement. They may not
    need to submit anything if their teaching
    endorsement required proof of experience. They
    would need to submit teacher license and
    endorsements.
  • Ex Marketing endorsement requires 2000 hours of
    experience with proof provided to Teacher
    Licensing prior to license being issued.
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