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Workplace Learning Strategies
Business Education Resource Consortium
Central Coast Articulation Group
Allan Hancock College, Lompoc Unified District, Lucia Mar Unified District, North Santa Barbara County ROP, St.
Joseph High School, Santa Lucia ROP, Santa Maria Joint High School District, Santa Ynez High School in Cooperation
with the Curriculum and Instructional Leadership Branch, California Department of Education
BUSINESS EDUCATION TECH PREP RESOURCE
CONSORTIUM CENTRAL COAST ARTICULATION GROUP IN COOPERATION WITH THE CURRICULUM AND INSTRUCTIONAL LEADERSHIP BRANCH
CALIFORNIA DEPARTMENT OF EDUCATION 1996
This document was developed and published under
the auspices of the California Department of Education, 721 Capitol Mall, Sacramento CA 95814, and paid for with
Carl D. Perkins Vocational and Applied Technology Education Act, 1990, funds (PL 101-392). The development of this
document was supported in whole or in part by the United States Department of Education and the California Department
of Education. However, the opinions expressed herein do not necessarily reflect the position or the policy of the
United States Department of Education or the California Department of Education, and no official endorsement by
either organization should be inferred.
ACKNOWLEDGMENTS
Recognition and appreciation are extended
to those who served in various capacities to brainstorm, write, edit, and validate this document. The development
was started by Jo Hazard, Tech Prep Consortium Director for the Southwestern College/Sweetwater Union High School
District, and Michele Tyler, Tech Prep/School-to-Career Coordinator at Sweetwater High School. Judith Robinson,
English instructor at Santa Maria High School, was a primary writer and editor of the final document. Many of the
sample forms originated from San Diego County Regional Occupation Programs. The Business Education Resource Consortium
appreciates the willingness of these educators to share information and resources with others. Special thanks are
also extended to Joyce McLean, Consultant, and Bernie Norton, Manager, who served as the grant monitors from the
California Department of Education.
Kay Orrell Project Manager
TABLE OF CONTENTS
INTRODUCTION
CHAPTER 1 - SCHOOL-BASED LEARNING
Introduction to School-Based Learning
Career Awareness, Exploration,
and Guidance
Business Education Career
Path and Model Curriculum Standards
Integrated Instruction and
Learning
School-to-Career Program Models:
The Career Academy and Tech Prep
Program Sequences
Program Assessment
Classroom Strategies
Leadership Development
CHAPTER 2 - WORK-BASED LEARNING
Introduction to Work-Based Learning
Supervised Practical Experience
School-Sponsored Enterprise
Job Shadowing
Workplace Mentoring
Work Experience
On-the-Job Training (OTJ)
Youth Apprenticeship
Internship
All Aspects of the Industry
CHAPTER 3 - CONNECTING ACTIVITIES
Introduction to Connecting Activities
School-Site Mentoring
Business Partnerships
Career Day
Chamber of Commerce
Community Outreach
Service Learning (Community
Service)
Workplace Learning Surveys
School Site and Business
Community Surveys
CONCLUSION
INTRODUCTION
Implementation of three revolutionary pieces
of national legislation will prepare students to academically perform and technically compete on a world-class
level. The Goals 2000: Educate America Act includes eight goals that are consistent with those of the
Improving America's School Act (IASA) and the School-To-Work
Opportunities Act (STWOA). Each is a part
of a coherent, systemic approach in which high-level content and performance standards and rigorous assessments
are fashioned at local and state levels with strong federal support. The California
School-to-Career Opportunities Plan will
achieve the national mandates.
Workplace Learning Strategies suggests strategies to achieve the mandated school-based
learning, work-based learning and connecting activities components. Connecting activities are undertaken jointly
by educators and members of business and industry to plan and implement the related activities in which students
participate. These strategies support the standards presented in the Business
Education Career Path and Model Curriculum Standards, 1995
for computer science and information systems, business management, accounting and finance, and marketing career
paths. This can be ordered from the publications office, California Department of Education. (Appendix page A-45)
Students engaged in school-to-career programs will develop valuable skills, knowledge, and attitudes as they choose
a career focus and select work-based learning experiences related to an entire industry. Program majors in the
business career path prepare students to enter the workforce directly or to pursue advanced study.
Workplace Learning Strategies is a guide for California schools in varying stages of planning,
implementation, and evaluation of programs to achieve the goals of the School-To-Work
Opportunities Act and the California School-to-Career Opportunities Plan. Its purpose is to help schools provide portable credentials
for high-skill, high-wage careers and further education for all students through opportunities for performance-based
education and training.
As the relationship between schools and
the business community grows stronger, enthusiastic employers will continue to work with educators to maintain
programs that truly prepare students for the world of work.
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CHAPTER 1 - SCHOOL-BASED LEARNING
Introduction to School-Based Learning
School-based learning takes place
at the school site through a variety of program models. The School-To-Work
Opportunities Act includes the following
components for school-based learning:
- Career awareness, exploration, and guidance
- Selection of a career path with implementation
of model curriculum
- standards
- Integration of academic and vocational education
- School-to-career program models
- Program sequences
- Program assessment
- Classroom strategies
- Leadership development
The following strategies to achieve these components serve as examples to educators as they use the resources available
in their own schools to develop programs that meet the criteria for school-based learning.
School-based learning and related activities assist students in confirming a career focus or providing an opportunity
to explore other career paths. Continued participation assists students in selecting career paths that meet their
needs, interests, goals, and expectations.
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Career Awareness, Exploration,
and Guidance
Restructuring the guidance program at a school is
as necessary as restructuring the instructional delivery system. Principles suggested by the Southern Regional
Education Board for High Schools That Work also apply to school-to-career guidance programs.
Guidance is designed to help all students make informed decisions about a program of study
that prepares them for continued learning at work and/or in an educational setting.
Teachers and counselors must work together to integrate guidance activities into the curriculum and involve every
teacher as an advisor. The guidance team must understand that career and educational guidance activities are more
effective when they are an active part of the curriculum. Guidance for career and educational planning is a partnership
of students, parents, and the school.
In order to make wise decisions, students and their parents need to be familiar with a range of educational and
employment options. A guidance program can provide information and experiences to help students and parents become
proactive toward achievement of long-term goals.
To increase intelligent career choices, programs in career awareness, career exploration, and career/educational
planning should begin at the elementary school level and continue throughout the college experience. The effort
includes familiarizing students with many different career options, providing information on what is required to
be successful in these positions, and guiding students to discover and explore their own interests and aptitudes.
Outreach and Guidance Strategies produced by the Business Education Resource Consortium is
an excellent resource. (Appendix page A-46)
The following computer tools are useful in career guidance and assessment:
DISCOVER: a career information and planning system providing information about the national job market
EUREKA: a career information and planning system providing information about the California job market
ERIS: a career information source using the Directory
of Occupational Titles (D.O.T.)
from the Department of Labor as its information base
APTICOM: a combination of assessment results on 11 aptitude sub tests,
12 interest scales and 4 levels of math and language mastery (90 minutes)
The following non-computer tests and inventories are used for guidance or assessment:
CASAS: used to diagnose a student's learning needs
PAR: used to determine a student's reading and math levels
SRA: used to determine a student's reading and math levels
GATES: used to determine a student's reading and comprehension levels
COPES: used to assess a student's values about work
COPS: used to determine a student's career interests
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Business Education Career
Path and Model Curriculum Standards
A school-to-career introductory course that
includes the career performance standards and the business technology core standards, described in the Business Education Career Paths and Model Curriculum Standards, can be offered in the business department. An introductory
course can expose students to business careers within all career clusters at a school site as students learn basic
skills relevant to employability, technology, communication, and human relations; each of these is common to all
career paths. An introductory class can introduce students to many school-based learning activities, work-based
learning activities, and related activities.
Introductory courses recommended for grades 9 and 10 in the Business
Education Program Sequence Guide, 1994,
include Introduction to Business and Keyboarding in grade 9 and Business Skills and Introduction to Computers in
grade 10.
Another suggestion for an introductory course is Business Technology, offered as a one-year course composed of
four nine-week classes representing the four business career path clusters: accounting/finance, business management,
computer science and information systems, and marketing. In all segments, students learn the importance and feasibility
of entrepreneurship as a career option. This wheel course can be taught by one or more instructors.
School-to-career introductory courses begin preparing students for employment, further education, changing technology,
and lifelong learning. Introductory courses that are fun and relevant encourage students to continue to participate
in a site's school-to-career program. All students should be encouraged to take the introductory course to insure
that they have the technology skills needed for success in employment and college.
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Integrated Instruction
and Learning
Integrated instruction includes applied academic
courses, usually taught by one teacher, or truly integrated academic and technical courses taught by a team of
teachers. Integrated instruction maintains the integrity of the discipline presented while demonstrating to students
the relevance of important skills learned in the classroom to the work world.
School-to-career courses in an applied academic core curriculum might include, but are not limited to, applied
mathematics, applied communications, principles of technology, applied biology/chemistry, and applied economics.
Integrated instruction combines subject matter and skills in a combination of academic and career/technical courses.
An example is the integration of literature and word-processing that maintains the integrity and standards of each
discipline while expanding the student's knowledge and skills through both. The strong academic standards in an
integrated program prepare students to enter entry-level employment, a community college program, or university
education at the end of high school.
Integrated curriculum will vary from site to site depending on the teachers who participate. Two to four teachers
usually work as a team developing integrated curriculum promoting a particular career path or strand. Themes and
content standards are identified and integrated in the curriculum to prepare students for immediate goals and life-long
learning.
Learning to work cooperatively in teams is a common thread in an integrated teaching and learning program. Students
recognize the connections between subject matter and career paths, the workplace, and everyday living. Critical
thinking, problem solving, and other SCANS skills that will be needed for jobs of the present and future are emphasized.
Integrated Performance Activities, a document produced by the Business Education Resource
Consortium is an excellent resource. (Appendix page A-46)
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School-to-Career Program
Models: The Career Academy and Tech Prep
A career academy model usually functions
as a school within the high school. It primarily trains high school juniors and seniors in specific career paths
and integrates academic and technical content planned by academic and technical teachers. There is a strong link
between the educational institution and the business world. Components include:
- A small designated staff, representing both academic
and technical disciplines
- An advisory committee
- Block scheduling, with career academy classes generally
clustered in a block during the early part of the day, leaving later periods for other required courses and electives
- A career focus that will provide good employment
opportunities
- Partnerships with businesses in broad occupational
clusters
A tech prep program in a high school, leading to community college, university, or employment, must provide strong
academic foundations of an applied or integrated core curriculum. Applied and integrated courses are activity based,
maintaining the integrity of the academic disciplines while demonstrating their relevance to the real world. Relevant
teaching and learning prepare students for responsible citizenship and with knowledge and skills needed for continued
learning.
Tech prep programs stress an industry mandate for quality products and performance, preparing all students for
multiple exit points leading to employment, community college training, and/or university preparation. All of these
options provide for continued lifelong learning and opportunity. Effective tech prep programs implement courses
only when:
- instructors are properly trained
- funding sources are secured
- counselors understand the content of courses, methodology,
prerequisites, and target population
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Program Sequences
Selecting a career path major determines
the sequence of courses students need to prepare for a variety of occupations. In most instances, students begin
to specialize in grade 11, but preparatory courses may begin as early as middle school. In developing program sequences,
input is needed from administrators, counselors, secondary and community college teachers, career/technical teachers,
industry representatives, parents, and students.
Program sequences for certificates should be reviewed annually during the first weeks of the school year, revised
if necessary, and then listed in program promotional materials. Students who have completed a sequence of courses
in high school are prepared for entry-level positions or further education in their career paths.
The Program Sequence Guide, Business Education,
1994, developed by the Business Education
Resource Consortium, can be used as a guide for developing program sequences. (Appendix page A-46)
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Program Assessment
The quality of any program rests on
the quality of student learning and preparation. The following student assessment strategies can be used as indicators
of over-all program quality.
The Career-Technical Assessment Project (C-TAP) developed by West Ed Laboratory (formerly, Far West Laboratory)
for the California Department of Education is a required, integral part of a school-to-career reform
program to assess students' preparedness for entry-level jobs and postsecondary training.
The C-TAP Guidebook (Appendix page A-47) provides three assessment components: the project,
portfolio, and written scenario. The Guidebook provides guidelines and strategies for using the full C-TAP
system. Its interconnected components give students multiple ways to demonstrate their career-related strengths
and abilities. For example, students are able to write a resume, request letters of recommendation, and complete
application forms for the portfolio.
Student certification and recognition are important indicators of student and program success. By awarding certificates
and recognizing students, educators meet the needs of both students and the business community. Students are provided
a marketing tool to use when job hunting, and employers are provided a tool to aid in hiring and job placement.
Certificates in high school can be earned in various ways, such as completion of sequences of courses for a career
path, participation in ROP classes, and earning of community college credit through 2+2 articulation agreements.
Other certificates can indicate perfect attendance, excellent timed writings, most improved student status, or
outstanding achievement in a career path. Certificates are excellent motivational tools, and they encourage students
to register for classes needed to complete a certificate sequence to focus on a career path major.
Employers and educators in school-to-career programs can work together to develop skills certificates that include
skills earned in both the workplace and at school. Students can include certificates in their portfolios to use
as marketing tools when job hunting. Certificates can be presented at an awards assembly or a special awards ceremony
for school-to career program students.
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Classroom Strategies
Students and educators can benefit from
career fairs sponsored by their own schools as well as by other educational institutions and/or community organizations.
These provide excellent classroom field trips for school-to-career program students because they give students
the opportunity to visit with members of the business community and representatives from postsecondary institutions.
Guest speakers can present pertinent topics to classes, such as business ethics,
goal setting, and dressing for success as well as presentations related to business career paths and school-to-career
majors. Presenters can include business and industry representatives, community college instructors, and former
students. It is helpful for educators to provide guest speakers with a set of guidelines before the day of presentation
and to provide students with worksheets for note taking and for letters of positive feedback to the speaker. (Appendix
pages A-10, A-11, A-12)
Classroom discussion can include updates concerning career options and opportunities on a regular basis. Teachers
can keep their students informed of career presentations and guest speakers arranged by other departments, programs
sponsored by other educational institutions, and community organization opportunities for students.
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Leadership Development
Vocational student organizations are
vital to leadership development. DECA, an association of marketing students, and FBLA, Future Business Leaders
of America, are effective components in business education programs.
DECA is open to all marketing students and develops future leaders for marketing and management. FBLA is open to
all business students and provides an opportunity for leadership training and industry involvement for all students
in a business education program. Both organizations provide career awareness activities and help students focus
on a career path major.
DECA and FBLA students develop leadership, problem-solving and critical-thinking skills, and self-esteem with the
support of business and industry leaders who provide workshops and presentations and assist with role plays at
local, state, and national career development conferences.
DECA or FBLA chapters can host school-to-career events, such as assemblies and career fairs. DECA or FBLA members
can host display tables promoting their student leadership organizations and business departments at community
functions, chamber of commerce trade fairs, and community college events. The DECA or FBLA president can be an
honorary member of the local chamber of commerce, and members can participate in chamber of commerce and local
service organization activities and committees.
The eight essential components of school-based learning will enable students to make the transition to work-based
learning.
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CHAPTER 2 - WORK-BASED LEARNING
Introduction to Work-Based Learning
In the School-To-Work
Opportunities Act, work-based learning includes
a range of experiences both at the school site and in the business community. Supervised practical experience includes
school-sponsored enterprise, job shadowing, and workplace mentoring that help students make critical choices for
further work-based learning. Work experience includes on-the-job training, youth apprenticeship, internship, and
instruction in all aspects of the industry to provide students with skills and training that lead to employment.
The work-based learning component in a school-to-career program involves student placement in positions related
to career paths they are considering as majors. Students who have participated in school-based learning and related
activities have the training and commitment needed for successful work-based experience. Effective work-based learning
experiences will contribute positively to a school site's on-going relationship with the local business community.
Before students begin their work-based experiences, they will benefit from classroom preparation in skills such
as effective communication. Discussion of positive vs. negative behaviors can be an effective strategy in preparing
students for interpersonal worksite situations. (Appendix page A-13)
Use of a tier identification system to match student motivation and abilities to work-site expectations will help
strengthen the work-based component of school-to-career programs. It is important that business participants have
a clear understanding of the level of motivation, commitment, and skills of the students participating in worksite
mentoring programs, job shadowing, or other work-based learning experiences. As positions for work-based experiences
are developed, they can be identified by tiers for students and work-site mentors. (Appendix page A-14) Correctly
matching students to worksite expectations is crucial to building and maintaining positive relationships in the
business industry.
The relationship between the school and the business community will be strengthened by work-based learning that
fosters student success. Enthusiastic employers will maintain programs that truly prepare students for the work
world.
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Supervised Practical
Experience
School-Sponsored Enterprise
Many students benefit from participating
in school-sponsored enterprises as a first step in supervised practical experience. These small businesses, created
and operated by students, fill gaps in the local economy while providing entrepreneurial, vocational, and academic
training. Student stores are successful enterprises at many high schools. Other enterprises can include student
agencies that provide temporary help to instructors and administrators. Qualified school-to-career students provide
needed services at the school while developing responsible work practices and leadership skills.
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Job Shadowing
Job shadowing is a school and community experience that provides both students and educators with an opportunity
to spend quality time observing business professionals. The goal for students is to determine their career focus
before committing to further training, education, and/or a work-based learning experience. The business community
will be better served as interested and knowledgeable students become involved in work-based learning. Undecided
students have the option of shadowing in more than one area.
Job shadowing provides students and educators with a realistic view of business day-to-day operations. By observing
firsthand the skills and knowledge necessary to perform competently on the job, students are able to see a relationship
between their educational experience and occupational choice. Educators can look for factors that reinforce school-based
content and standards: related curriculum, educational level of business participants, dress code required, and
consequences of tardiness/absenteeism. The length of time spent in job shadowing will vary depending on the tasks
involved and the desired outcomes.
Besides providing students with an opportunity to experience real-life work in a business career path, job shadowing
will motivate students to meet their educational career goals. Business and academic instructors can also participate
in job shadowing to help educators develop a working relationship with the business community. Students, parents,
educators, and supervisors will benefit from materials that cover procedures, roles, tasks, and evaluation methods
appropriate to each. (Appendix pages A-15 through A-24)
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Workplace Mentoring
Workplace mentors provide the one-on-one
support needed by many students to successfully complete the course work required to meet their education and career
goals. A mentor can be defined as a wise adviser, teacher, or coach. This business/community member encourages
students by offering direction, support, long-term motivation, and a positive adult role model. Mentorships vary
in length, based on mentor commitment and type of student project required. For example, a mentor might guide a
student in the production of a research project for potential use by the mentor. This might be in conjunction with
a course in which the student is enrolled at the school site.
Workplace mentors in most school-to-career programs:
- Check with their assigned students on a regular
basis
- Help students understand all aspects of the industry
- Assist students in producing a project related
to a career goal
- Help students see the link from school to work
- Demonstrate relevancy of basic skills to success
in the workplace
- Identify particular skills and knowledge employees
need on the job
- Help students build self esteem and realize their
potential for success
Minimum requirements for workplace mentors might include one phone contact per week, two face-to-face contacts
per month, and one visit to the student's home per semester. Educators can suggest optional activities that mentors
and students might find enriching. (Appendix page A-25) Students involved in workplace mentoring are better prepared
to become good citizens and superior employees in the ever-changing work world.
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Work Experience
On-the-Job Training (OJT)
The importance of on-the-job training as
a highly effective means of developing solid job skills has long been recognized. Two widely used training methods
for Regional Occupation Programs (ROP) include Community Classroom (CC) and Cooperative Vocational Education (CVE).
Both are unique in that they provide a combination of related classroom instruction and paid or unpaid on-the-job
training. (Appendix pages A-26 through A-29)
The Community Classroom and Cooperative Vocational Education, a STWOA
program
model, are methods of instruction that enable
the educational process to be shared between instructors and managers/employers of on-the-job training stations.
These methods of instruction are beneficial to students, employers, and school sites involved with Regional Occupation
Programs. (Appendix pages A-36 through A-44)
Employers involved in Community Classroom and/or Cooperative Vocational Education have access to a pool of potential
employees with proven occupational competencies. Students attain a realistic understanding of the workplace, develop
appropriate work habits, and establish training and employment records. Positive working relationships are established
between educators and the business community, essential ingredients for successful school-to career programs. These
and other on-the-job training programs must provide a range of insurance coverage for participating students. (Appendix
pages A-4 through A-9)
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Youth Apprenticeship
Jobs for the Future defines youth apprenticeship as a learning program for young people,
age 16 or older, that combines on-the-job learning with classroom instruction. It bridges high school and postsecondary
schooling, resulting in certification of mastery of work skills.
The School-To-Work Opportunities Act encourages schools to combine academics with training at
a work site. Graduates from such programs earn skills certificates demonstrating that they have acquired the specified
skills needed in a chosen profession and that they have the necessary aptitudes for retraining as industry needs
change. When students are at the worksite, they are supervised by a master mentor or trainer who monitors student
progress to ensure that the work is up to a high standard. Students are motivated to do well both academically
and technically because they know that their performance is linked to their earning power after graduation.
The California New Youth Apprenticeship Project Steering Committee has devoted a great deal of energy to developing
a model for youth apprenticeship in California. Apprenticeship involves these components:
- training program sponsorship
- location
- skills acquired
- value attached to the credential earned
- curricula content defined exclusively by the workplace
- age requirements
- written agreements
- social contracts between program sponsors and their
participants
When a person completes a registered apprenticeship program, he/she is prepared to go to work as a fully trained,
competent journeyperson whose skills enable him/her to perform effectively in the workplace.
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Internship
Most schools have paid work experience and
exploratory work experience programs that have been in operation long before the School-To-Work
Opportunities Act. Many jobs, though, are
not related to a student's career goal or linked to academic preparation needed in the occupational area. Many
schools use the word internship to refer to a paid work experience related to a career path major when it is an
integral part of the site's school-to-career program. A training agreement identifies roles of: student, parent,
agency, and school. (Appendix page A-31 through A-32) In providing feedback and rating forms for intern supervisors,
educators contribute to program effectiveness. (Appendix pages A-33 through A-35)
In some high schools, the work experience counselor assumes the role of school-to-career counselor in the implementation
of school-to-career programs. In other high schools, a school-to-career coordinator organizes work experiences
related to career path majors.
As the work-based learning component of the School-To-Work
Opportunities Act is being developed and
implemented throughout California, the term internship is used more often. Many school sites developing school-to-career
programs are placing interns in jobs directly related to students' desired career paths.
Potential employers should be offered the option of providing paid or unpaid internships. While some companies
will not be in a position to pay an intern, they may be able to offer other types of compensation. Potential employees
should also be given options regarding the length of internships; they can vary in length from a few hours to a
full day to a multiple-day experience that includes job rotations. As educators provide more options to the business
community in developing internship programs, opportunities for successful, on-going relationships will increase.
Students usually do not commit to an internship before participating in school-based learning and related activities.
Internships provide students with an opportunity to confirm their career choice before continuing advanced training
and further education. They should be technically ready to perform entry-level tasks in their specialized area
prior to the internship. Students in school-to-career programs continue to be involved in school-based learning
during the internship. They may find that they change their minds about their career focus, and they may continue
to participate in related activities to help identify an appropriate major.
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All Aspects of the Industry
The Carl Perkins legislation, Section 113(a)(3)B,
places an emphasis on vocational education programs that provide "strong experience and understanding for
all aspects of the industry the students are preparing to enter." Programs that
emphasize all aspects of the industry start with vocational skills and develop use of those skills within the entire
industry. This includes planning, management, finances, technical and production skills, underlying principles
of technology, labor and community issues, and environmental issues. Students are taught the history of the industry,
general technological principles important to it, and basic aspects of other occupations within the industry.
It is essential that supervised practical experiences and work experiences are linked to active business involvement
through partnerships to provide both work-based and connecting activities. Connecting activities, the third vital
component, link school and work in a variety of ways, primarily within the business community. They insure that
the school-based and work-based components of a program work smoothly.
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CHAPTER 3 - CONNECTING ACTIVITIES
Introduction to Connecting Activities
The connecting activities needed to
successfully implement the School-To-Work
Opportunities Act are an expansion of those
needed by on-site educators to connect students to a career path major. Connecting activities put in place related
activities that help students focus on a career path before committing to a work-based activity. Some students
involved in a work-based activity connected to their career path interests may find that they change their minds
about their majors. These students may continue to participate and be involved in related activities to help them
re-focus.
The connecting activities component depends on classroom teachers and workplace mentors who are trained to insure
proper workplace assignment for students and to develop classroom instruction relevant to students' training activities.
Workplace mentors must also receive training in providing students with broad instruction in all aspects of the
mentor's industry.
The following strategies promote good communication and cooperation between educators and members of the business
community to facilitate connecting activities.
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School-Site Mentoring
Many students involved in work-based
learning have school-site mentors who serve as liaisons with their worksite mentors. Connecting activities provide
the inservice training needed to insure proper mentoring and linkage of school-based and work-based learning. Teachers
can monitor student attendance and progress in a working relationship with the
worksite supervisor to improve student worksite learning and performance. Mentors can provide the one-on-one support
needed by many students to successfully complete the work required to meet their education and career goals.
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Business Partnerships
Business partnerships may be formed
between schools and businesses, between departments within a school and businesses, or between career path clusters
and businesses. Educators may expand the activities of an existing partnership to focus on a business career path
cluster or develop a new partnership. An active business partnership can provide both connecting activities and
work-based activities.
A formal adoption attended by civic leaders, district and site administrators, advisory committee members, and
business students helps a new school-to-career business program become visible in both the community and school.
The DECA or FBLA president can serve as master of ceremonies at an adoption ceremony hosted by these organizations
for the signing of a formal agreement.
Benefits of a formal or informal partnership can include:
- Pre-employment testing
- Community classroom
- Paid work positions
- Mentorships
- Job shadowing experiences
- Outstanding business student scholarships
- Perfect attendance recognition and student contests,
with awards provided by business partners
An active partnership promotes excellent public relations as well as providing many workplace learning activities.
It is important for both partners to document the workplace learning activities for smooth transition in the event
that ownership changes hands. A re-adoption can confirm the new commitment if a formal agreement is in place.
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Career Day
A career day provides opportunities
for students to explore career paths and focus on a program major, goals of both Second
to None and the School-To-Work Opportunities Act.
A career day can be sponsored by a community service organization and can involve a large number of students annually.
This event provides an opportunity for job shadowing and practice of social skills at a motivational luncheon students
attend with their business hosts. A career day can be held more than once a year and sponsored by more than one
service organization.
Service organizations can make contact with various businesses to solicit job shadowing opportunities for students.
This provides students with an opportunity to explore a variety of career path clusters of interest to them.
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Chamber of Commerce
Educators find that developing a working
relationship with their chamber of commerce can lead to implementation of connecting activities. Educators can
forge this link by participating in the following activities with a chamber of commerce, as well as with other
local community organizations:
- Join the organization as a district or school representative.
- Attend education committee meetings to become aware
of educational
- topics important to the community.
- Make presentations at program or committee meetings
about important
- legislation as it relates to the school's role
in preparing students for
- the workplace.
Encourage the organization to invite a DECA
or FBLA president to serve as an honorary member or board of directors member.
Explore ways that the organization can contribute
to workplace and related learning activities, and garner support for:
Job fairs
Career days
Job shadowing
Mentoring programs
Internships
Cooperative work experience
Apprenticeships
Summer jobs
Ask members to participate in surveys, including
the Business & Industry Involvement Survey, that will help them understand the many options and opportunities
available for their involvement. (Appendix pages A-1, A-2, A-3)
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Community Outreach
The community at large can provide many
resources for school-to-career program components. Educators should be encouraged to:
- Learn who the movers and shakers are; invite them
to school for recognition
- and potential involvement in the business program.
- Develop a database of the top businesses in the
community:
Invite them to school by letter or phone.
Put them on the mailing list.
Ask them to serve on an advisory board.
Ask to visit their business on a field trip.
Ask to meet them at their place of business for discussion and/or interview.
Research the types of media available in the community.
Invite representatives to cover program events.
Access materials.
Attend conferences.
Network with educators to exchange innovative program ideas.
Passport to Success is one example of how an innovative idea can be successfully appropriated
by other sites when educators network. The Maryland Tech Prep Consortium presented this program at the National
Tech Prep Conference in Baltimore in 1994. Working with the Chamber of Commerce, they designed a system of rewards
and opportunities reflecting industry performance standards that motivate students to achieve good school attendance
and conduct . This model, which promotes excellence, has spread far beyond its place of origin.
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Service Learning (Community
Service)
Local service clubs and community organizations,
such as Kiwanis, Altrusa, Lions, Optimists, Soroptimist Club, Girl/Boy Scouts, Boys and Girls Clubs, and Campfire
can be contacted and invited to become involved in workplace and connecting learning activities. They can offer
guest speakers and job shadowing for various lengths of time, provide transportation to job shadowing sites, and
host breakfast or luncheon meetings with business students.
The following ideas will help school-to-career educators introduce their students to service organization involvement:
- Find out the focus and mission of the organization;
discover ways to tie that focus into the school-to-career program.
- Schedule presentations about the school-to-career
program to generate ideas on how members of service organizations can become involved at the school site. Provide
options to motivate involvement.
- Encourage active club members to give the school-to-career
program exposure in the community and recruit students to become actively involved.
- Provide community service contracts between instructors
and students that reflect student interests and choices. (Appendix page A-30)
- Encourage education committees in their efforts
to find innovative ways to serve youth in such areas as development of work ethics and self esteem.
- Encourage educators and students to be visible
at community events such as trade shows and fund raisers sponsored by service organizations.
- Provide a school-to-career/business education display
table at community events, when appropriate and welcome by host organization.
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Workplace Learning Surveys
Workplace learning surveys are valuable
tools for building community relationships that will strengthen the workplace learning component of any school-to-career
program. There is a definite advantage in knowing the needs and interests of students before approaching the business
community. Teachers are able to specify the number of students interested in particular career path experiences
that companies offer. Educators who are aware of student needs are more likely to encourage local business participation.
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School Site and Business
Community Surveys
Surveys enable educators to quickly
check which activities are already in place at their schools, keeping in mind that schools may have activities
not included on a survey. Any survey must be adapted by educators to reflect the options and opportunities available
at their sites.
Student participation surveys are for students to use at the beginning of each school year or semester. They help
develop student awareness of the many career exploration and workplace learning options that are available in the
school-to-career program, and they indicate to educators the types of opportunities that are important to students.
Business and industry surveys provide the business community many options for involvement with education. Surveys
allow business and industry contacts to commit to the various ways in which they can support the educational program.
Surveys provide educators direction in immediate implementation of workplace activities. Educators are ready to
approach members of the business community individually or through community and service organizations after they
have reviewed survey responses.
(Appendix pages A-1, A-2, A-3)
Connecting activities are the essential links in providing successful school-based and work-based activities. Educators,
members of business and industry, and community organizations all contribute to students' school-to-work opportunities.
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CONCLUSION
School-based learning should start in the
elementary and middle school years with career awareness and exploration. In high school students will make good
career choices as they benefit from career paths, integrated instruction and learning, and program models. Educators
can provide program sequences and assessment, classroom strategies, and leadership opportunities to prepare students
to meet the demands of the workplace and further education.
Business and industry must also share the role of educator as students experience work-based learning. Supervised
practical experiences and work experiences encourage, motivate, and demand excellence as students learn to meet
industry performance standards.
Educators, business and industry, and the community must work together to provide connecting activities necessary
for student involvement in related activities. Participating students benefit as they learn to make choices, set
goals, develop leadership abilities, and meet high standards in the classroom and in the workplace.
The Workplace Learning Strategies Manual has been written as a guide for those who are striving to
meet the goals of the California School-to-Career
Opportunities Plan. These efforts will create
real avenues of success for California's young people in an ever-changing society.
For information regarding other products available, contact
Allan Hancock College
800 South College Drive
Santa Maria, CA 93454
Phone: (805)922-6966 Extension 3613
Kay Orrell, Project Manager: korrell@hancockcollege.edu
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