ERIC ED417316: Arizona Work Based Learning. An Educator's Guide for K-12 and Beyond.

544 Pages·1997·9.3 MB·English

by  ERIC

DOCUMENT RESUME
CE 076 040
ED 417 316
Arizona Work Based Learning. An Educator's Guide for K-12
TITLE
and Beyond.
Arizona State Dept. of Education, Phoenix. Div. of
INSTITUTION
Vocational Technical Education.
1997-00-00
PUB DATE
551p.; Based on the "Oreggn Work-Based Learning Manual"
NOTE
developed by the Lane Community College, Eugene, Oregon.
PUB TYPE
Guides
Non-Classroom (0:;5)
EDRS PRICE MF02/PC23 Plus Postage.
Apprenticeships; Career Development; Career Education;
DESCRIPTORS
Cooperative Education; *Curriculum Development; *Education
Work Relationship; Educational Planning; Educational
Resources; Elementary Secondary Education; Marketing;
Postsecondary Education; Program Implementation; *School
Business Relationship; *State Curriculum Guides; Vocational
Education; *Work Experience Programs
*Arizona
IDENTIFIERS
ABSTRACT
This guide was developed to help school teachers and
administrators in Arizona to create work-based learning experiences and to
serve as a reference for implementing work-based learning activities. The
book offers step-by-step guidelines and sample forms from Arizona and across
the United States as well as ideas for program improvement and legal
information. The 14 sections of the guide cover the following topics:
(1)
defining work-based learning; (2) planning work-based learning experiences;
(3) marketing work-based learning;
(4) legal issues; (5) awareness;
(6) job
(7) laboratory/simulation;
(9) service learning;
shadowing;
(8) mentorship;
(12) clinical work
(11) school-based enterprises;
(10) internship;
(13) cooperative education; and (14) apprenticeship. Three
experience;
appendixes contain the following: 12 references; the SCANS (Secretary's
Commission on Achieving Necessary Skills) competencies; and include
miscellaneous information such as a guide for developing learning objectives,
a student application for work-based learning, parent forms, employer
information sheets, career shadowing survey, work-based community learning
record, student employability assessment, and a student reflection sheet.
(KC)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
********************************************************************************
Arizona
U S
EPARTMENT OF EDUCATION
Office
Educational Research and Improvement
PERMISSION TO REPRODUCE AND
EDU
TIONAL RESOURCES
INFORMATION
Work
DISSEMINATE THIS MATERIAL
CENTER (ERIC)
This document has been
reproduced as
HAS BEEN GRANTED BY
received from the person
or organization
originating it
Aar
/
Based
Minor changes have been
made to
improve reproduction quality
irrN
Points of view or opinions
stated in this
Learning
document do not necessarily
represent
TO THE
EDUCA40
ESOURCES
N
4111-
official OERI position
or policy
INFORMATION CENTER (ERIC)
Connection
School Based
Learning
Collaboration
An Educator's Guide
For K-12 and beyond
.1*Arizona's
STWNocational Technical Division
SCHOOLTOWORK SYSTEM
Arizona Department of Education
1535 West Jefferson
THE GOVERNOR'S DIVISION OF SCHOOL TO WORK
Phoenix, Arizona 85007
BEST COPY AVAILIal
Table of Contents
Introduction
1
Defining Work Based Learning
Why Work Based Learning?
1
4
What is Work Based Learning?
Work Based Coherent Sequence of Worksite and School Based Activities
7
Planning Work Based Learning Experiences
Building on Current Strengths
1
2
Planning
4
Implementation
Classroom Activities: Supporting Work Based Learning Experiences
13
17
Program Improvement
Role of Vocational Student Organizations in Making School To Work Transitions
18
Marketing Work Based Learning
Promotion
1
2
Marketing Strategies
Establishing Work Sites
15
Connecting Students With the Work Site
19
Legal Issues
2
Affirmative Action
Americans with Disabilities Act
3
5
Confidentiality
6
Sexual Harassment
37
FSLA/Child Labor Laws Overview
Awareness
2
Classroom Speakers
Career Days/Career Fairs
5
6
Personal Interviews
8
Field Trips
10
Classroom Activities
17
The Non Traditional Challenge
Work Based Learning Guide
Job Shadowing
2
Setting up a Job Shadowing Experience
Connecting the Classroom to the Work Site
5
Sample Student Packet
7
Sample Employer Packet
13
Sample forms, Letters, Information Sheets
18
Laboratory/Simulation
Types
1
Mentorship
Setting Up A Mentorship Experience
2
Connecting the Classroom to the Work Site
6
Sample Mentor Training Guide, Forms and Information Sheets
8
Wisconsin Mentor Training Guide
17
Service Learning
2
Setting up a Service Learning Experience
Connecting the Classroom to the Work Site
6
Standards of Quality
8
Service Learning Planning & Resource Guide
23
27
Sample Resource Guide, Forms, Information Sheets, and Activities
Internship
2
Setting up an Internship
Connecting the Classroom to the Work Site
5
Sample Forms, Information Sheets, and Activities
7
21
Dysart 's Student and Employer Information
School Based Enterprise
2
Planning
4
Establishing a Structure
6
The Business Plan
9
Implementing
Clinical
2
Setting up a Clinical Work Experience
Connecting the Classroom to the Work Site
5
4
Work Based Learning Guide
Cooperative Education
Setting up a Cooperative Education Experience
1
2
Connecting the Classroom to the Work Site
6
Responsibilities of the Cooperative Education Partners
9
Arizona Secondary Cooperative Education Handbook
101
Student Information Packet
115
Employer Information Packet
127
Faculty/Coordinator Information Packet
141
Sample Forms, Information, Guidelines
Apprenticeship
Apprenticeship as a Training Strategy
1
"Apprenticeship" a U.S. Department of Labor Handout
11
23
Youth Apprenticeship and Insurance Liability
25
Sample Forms, Letters, and Information Sheets
Appendix
References
1
2
SCANS Skills
4
Miscellaneous information
Work Based Learning Guide
INTRODUCTION
A very special THANK YOU to Lane Community College, Eugene, Oregon who developed the
Oregon Work-Based Learning Manual and gave Arizona permission to use their material in this Guide.
We have used the Oregon document as the "backbone" for this publication then included outstanding
Arizona examples, broaden the scope of work based learning to include activities relevant for the
elementary grades, and added additional information. It is our hope that others will use this document
learning experiences for students.
as a springboard for improving work based
"Many
student
Suddenly,
just
drift
realize
when
through
they
they
school.
how
have
to
get
no idea
basic
they
a job....
in
the
world
c o n
We
never
of
n e c
t i o
n between
make
and
We
the
so
need
learn
me basic
to
school
reinvent
career
a
to find
the
goals.
of theseyoug
American
a way
to
catch
a focus
high
g people
the
intheir
attention
and
help
lives
them
a little
get
easier"
U.S.
Richard
Secretary
Riley
of Education
Learning, like work,
is a life-long engagement.
Much of what we know and learn is connected directly to the work we do. Prior to the industrial
revolution, most learning was directly related to work based activities. Young people learned by
watching and working alongside their parents or through apprenticeships with master artisans. With
the onset of the industrial revolution, the evolution of education began to separate work from the
learning process.
Over time, the gap between education and the world of work has grown increasingly broad. Concepts
learned in the classroom have little real world significance for many students because the classroom
isn't connected to the real world. In traditional classrooms, instruction is typically packaged into
discrete tasks that apply to specific situations. Students may only learn a fraction of the skills and see
only a small number of the careers that exist in the workplace. Although appropriate for the mass
production assembly line of a century ago, this approach to instruction is out of line with the skill
demands of the modern workplace. Most jobs today require flexible workers equipped with broad
academic and occupational skills that enable them to collaborate to overcome obstacles, solve problems
as they arise, and learn on the job.
Work Based Learning Guide - Introduction
1
New instructional approaches need to go beyond imparting abstract principles or rules in the absence
of direct experience; instead, youth must learn how to apply their knowledge in a wide variety of
contexts. Schools and employers can create unique educational experiences so that students both
observe and perform hands-on work, develop work-readiness skills, and learn to draw their own
conclusions.
In today's highly competitive global economy, organizational success or failure is determined in large
part by the knowledge and skills of workers. The pressure to succeed in an increasingly sophisticated
marketplace makes employers reluctant to hire inexperienced individuals whose training has not
prepared them for the day-to-day challenges of operating in a high-performance work environment.
The intense competition of the international marketplace and the ability of other nations to provide a
disciplined, highly skilled work force have combined to put the American economy at risk. Constant
changes in technology have contributed to the widening gap between education and the needs of the
workplace. Schools cannot keep up with the cost of upgrading their technology to meet the demands
of industry. Expanded laboratories, visual arts, and hands-on activities are necessary to provide the
education our students need and demand. These resources and opportunities are most readily available
in workplaces. By sharing their resources the schools, employers will enjoy the long-term benefits of
a better trained work force and enjoy more energetic, focused and willing students.
Expanding the walls of the classroom into the larger community entails a certain amount of risk.
Students must be adequately prepared for the transition into work based learning environments.
Preparing students for this transition requires attention to issues not traditionally of concern to educators.
Educators must learn to work directly with employers. In practice, we will have two types of faculty:
school faculty (teachers and school administrators) an field faculty (employers and mentors).
Integration
of school
to enhance
based
classroom
and work
learning
based learning
by integrating
Cognitive
academic
Promises
research shows
curriculum
that students
with "real
world activities
learn best
world"
by doing,
and situations.
work experiences.
when they
A successful
Students
apply their
work based
who participate
academic
learning
lessons
in work
to real
program benefits
graduation
based learning
job opportunities,
everyone in
gain a clearer
the community
sense of
and good
relevance
career objectives,
work habits
of the
and ethics
improved
material they
as well
post-
learn in
excellent
as a greater
the classroom.
pool of vvell-prepared
understanding
For employers,
employees.
of the
young people
work based
For society,
learning
and stimulates
work based
provides
a more productive
learning
an
through
fosters
systemic change
work force.
respect for
the work
has never
The potential
of
been
for positive
greater.
educational
outcomes
Work based
education
encompasses
many different
fairs, classsroom
activities.
projects, job
shadowing,
These include:
clinical
laboratory/simulation,
experiences,
classroom
speakers,
mentoring, internships,
career
school based
of these
enterprise,
cooperative
activities share
service learning,
work experiences
one characteristic.
between
and youth
All are
schools
apprenticeships.
made possible
and the business
through
All
community.
the development
of partnerships
7
Work Based Learning Guide - Introduction
2
USING THIS GUIDE
This guide is intended for use by all school practitioners to help them meet the practical challenges of
implementation. It is designed with two purposes:
1) As a detailed guide for individuals who are beginning to create work based learning
experiences at their schools, and
2) As a comprehensive reference for individuals who are already providing work based
learning activities to students.
For school staff beginning the process of developing sequential work based learning activities, the
forms from Arizona and across the United
source book offers step-by-step guidelines and sample
States. For more experienced individuals, the guide offers ideas for program improvement as well as
essential legal information. The sections have been designed to stand alone so they can be duplicated
and distributed to appropriate practitioners as needed.
This guide reflects a whole new approach to education that makes school based learning more relevant
for all students. By encouraging a unique cross fertilization of ideas and experiences with the workplace
through integration of school based learning with "learning by doing" using appropriate work
experiences to reinforce and stimulate classroom activities.
3
Work Based Learning Guide - Introduction
DEFINING
WORK BASED LEARNING
This section defines the different elements of work based learning and
describes the roles of various participants.
NZ
DEFINING WORK BASED LEARNING
WHY WORK BASED LEARNING?
Many student leave school ill-prepared for the workplace.
Poor academic skills and work habits limit their understanding of how they might fit into the adult
world. Work-based learning addresses this problem by extending the walls of the classroom to include
the whole community, giving students real world experiences and opportunities to apply academic
skills in the workplace. Work based learning is an integral part of school to work transition, combining
school based learning and work based learning into an integrated experience for all students. Through
Learning
Based
of Work
Benefits
STUDENTS
FOR
Benefits
of Work
Based
to:
FOR
Le
opportunities
EMPLOYE
arming
provides
learning
Classroom
-Apply
concepts
*Helps
academic
create
skills
-Apply
a pool
professional/technical of skilled
motivated
-Apply
and
Competencies
potential
Improves
Workplace
employees
SCANS
em
-Apply
skills
-Reduces trployee retention
foundation
and
aining/recruiting
between
connection
*Enables
clear
organizations
-Establish a
costs
and work
new
to develop
projects
education
with
careers
student
assistance
possible
needs,
Explore
personal
Encourages
and analyze
-Identify
involvement
and abilities
curriculum
interests,
in the
potential
development
and analyze
process
career
-Identify
in various
-Provides
opportunities
developmental
opportunities
fields
to achieve
and plans
for
current
decisions
workforce
-Make
irafions
asp
Offers
goals and
oppo
career
of potential
commrtunities to
outlines
provide
-Develop
unity
service
paths
job prospects
post-graduation
and attitudes
-Improve
work habits
positive
work
of the
-Practice
expectations
the
-Understand
place
in school
to stay
Be motivated
costs
educational
for future
.Reduce
anal contacts
profess
Establish
mentoring
and
employment
Work Based Learning Guide - Defining
1
I