Overview
Work Based Learning in the Classroom and Workplace
Work based learning takes place at both the workplace and classroom, making lifelong career development easier and more natural by connecting learning in school to the application of that learning in the workplace. Workplace learning occurs in a business or community organization, which becomes essentially a micro-classroom, as the emphasis is on learning rather than productivity. The concurrent classroom learning focuses on the academic and technical skills for career awareness and development and successful employment. This enables the transfer of knowledge and coordination of academic learning with the worksite experience, and it helps students see the workplace as a “subject of inquiry, not just the location for learning”. (Bailey, Hughes, and Moore, 2004).
Work Based Learning Coordinator
All registered work based learning programs must be under the supervision of a NYS certified work based learning coordinator. It is highly recommended that all work based learning activities that place students out into the business community, whether registered or not, be under the supervision of a NYS certified work based learning coordinator for the safety and protection of the student and employer. The work based learning coordinator assures that the student is well supervised while on the work site and properly trained in workplace safety according to the Department of Labor regulations. The coordinator also assures that the employer is complying with the Laws Governing the Employment of Minors document from the NYS Department of Labor. This document defines the educational aspects of student placements. For students with disabilities, the work based learning coordinator should also collaborate with special education teachers to assure that the expectations of the worksite and the needs/goals of the students are considered.
Benefits of Work Based Learning
Benefits for Students
1. Provides opportunities to apply classroom learning to workplace experiences
2. Establishes clear connections between education and work site career applications
3. Creates opportunities for exploration of possible careers
4. Increases motivation to stay in school by making education more relevant
5. Improves awareness of postsecondary opportunities
6. Increases technical skills through their application in authentic tasks
7. Promotes the practice of positive work habits
8. Increases understanding of workplace expectations and skills needed
9. Enhances general workplace competencies, such as communication, amwork, and project planning
10. Allows observation of work ethics of workplace professionals
11. Establishes professional contacts for future employment and mentoring
Benefit for Employers
1. Encourages involvement in the curriculum development process
2. Establishes a connection between industry professionals and education providers
3. Develops a good relationship between work site mentors and students
4. Provides potential skilled and motivated employees
5. Offers an opportunity to provide community service
Benefit for Schools
1. Expands curriculum and learning facilities
2. Provides access to new and emerging techniques and technology
3. Makes education more relevant and valuable for students
4. Enhances the ability to meet the needs of diverse students
5. Provides opportunities for individualized instruction
6. Enhances student retention
7. Promotes faculty interactions with the community
8. Contributes to staff development
Benefit for Community
1. Creates an environment of collaboration and cooperation
2. Builds confidence in the school system as results are observable
3. Encourages respect and tolerance between different groups
4. Builds the foundation for a more productive economy
1. Provides opportunities to apply classroom learning to workplace experiences
2. Establishes clear connections between education and work site career applications
3. Creates opportunities for exploration of possible careers
4. Increases motivation to stay in school by making education more relevant
5. Improves awareness of postsecondary opportunities
6. Increases technical skills through their application in authentic tasks
7. Promotes the practice of positive work habits
8. Increases understanding of workplace expectations and skills needed
9. Enhances general workplace competencies, such as communication, amwork, and project planning
10. Allows observation of work ethics of workplace professionals
11. Establishes professional contacts for future employment and mentoring
Benefit for Employers
1. Encourages involvement in the curriculum development process
2. Establishes a connection between industry professionals and education providers
3. Develops a good relationship between work site mentors and students
4. Provides potential skilled and motivated employees
5. Offers an opportunity to provide community service
Benefit for Schools
1. Expands curriculum and learning facilities
2. Provides access to new and emerging techniques and technology
3. Makes education more relevant and valuable for students
4. Enhances the ability to meet the needs of diverse students
5. Provides opportunities for individualized instruction
6. Enhances student retention
7. Promotes faculty interactions with the community
8. Contributes to staff development
Benefit for Community
1. Creates an environment of collaboration and cooperation
2. Builds confidence in the school system as results are observable
3. Encourages respect and tolerance between different groups
4. Builds the foundation for a more productive economy
Components of Registered Work Based Learning Programs
New York State Education Department registered work based learning programs (paid and unpaid) ‑ Career Exploration Internship Program (CEIP), General Education Work Experience Program (GEWEP), Work Experience & Career Exploration Program (WECEP), and Career & Technical Education Cooperative Work Experience Program (CO-OP) require several essential components. These components are:
• A certified teacher or guidance counselor to serve as WPL coordinator with the proper work based learning career development extension
• Approval of the registration by the New York State Education Department
• An appropriate work site placement
• Supervised on-the-job training
• Related in-school instruction
• The coordination (and integration) of in-school and work site components
• A memorandum of agreement for the extended classroom (also called a training agreement)
• A training plan
• Student evaluation
• An advisory committee
• A copy of student working papers
The programs are further defined in the sections on application and comparison of programs.
Other Work Based Learning Program Components
It is highly recommended that all other non-registered work based learning programs include the following components:
• A certified teacher or guidance counselor with the proper work based learning career development extension
• An appropriate work site placement
• Supervised on-the-job training
• Related in-school instruction
• The coordination of in-school and work site components
• A training plan
• Student evaluation
• An advisory committee
• A copy of student working papers for work site placement
• A memorandum of agreement
Clinical Experiences
Supervised clinical experiences are a required component of all Health Occupation and Cosmetology Occupation programs. Within each licensing content area, there are restrictions and mandates governing clinical experiences. Below are guidelines for clinical experiences in a CTE program that leads to licensure.
Health Occupations
Supervised clinical experience involves students performing health care services in an actual work setting after having instruction and practice in a supervised skills laboratory. These services must be performed under the supervision of an instructor who holds the appropriate NYS license/certification in the health care discipline for which the students are being prepared.
Cosmetology Occupations and Barbering
As stated in the Department of State licensing regulations, students may perform services on clients under the supervision of a NYS certified cosmetology or barber instructor who holds a current NYS license in the respective areas of appearance enhancement or barbering. Cosmetology occupations require licensure and include cosmetology, nail specialty, natural hairstyling, esthetics, and waxing. The barbering program is a separate license and must be taught by a certified barber instructor.
New Vision Programs
New Vision programs provide high school seniors an opportunity to learn about a career cluster area of interest and facilitate a smooth transition from high school to postsecondary education. Participation in these programs allows students to confirm or re-evaluate their interest in possible career areas. New Vision programs give students a knowledge base for continuing their education in a chosen career pathway and an introduction to the knowledge and skills required for success in the workplace.
Career areas represented in New Vision programs include, but are not limited to: health, criminal justice, law and government, retail management, theater, biological sciences, education, communications, environmental sciences, business, and engineering.
New Vision programs were created through the cooperative effort of schools and industry to offer pre-professional elective programs that enhance career awareness and exploration as well as work based learning. The programs are held at business/industry sites where learning occurs in a contextualized manner ‑ students work and learn side by side with industry professionals.
New Vision students attend classes in a work setting for a portion of each school day. They also learn via job shadowing experiences, where they can apply classroom theory to a real-world context. Since most New Vision curricula include integration of senior English and Social Studies, students can meet their requirements for graduation through participation in the program. Typically, a New Vision program grants four units of credit: one credit for senior English, one credit for senior Social Studies, and two career and technical education credits. Some New Vision programs offer college level English and social studies, which allows students to fulfill graduation requirements while simultaneously earning college credits.
Other Career Awareness Options
Job Shadowing
Job shadowing is a career exploration activity for late middle school or early high school. The student follows an employee at a workplace for 1-8 hours to learn about an occupation or career pathway of interest. No credit is granted to the student.
Community Service/Volunteering/Service Learning
In community service, students participate in volunteer experiences that teach them responsibility, community involvement, and an awareness of the needs of others. Community service does not directly connect the knowledge and technical skills learned in the classroom.
Service Learning
Service Learning is students learning and developing through integrated classroom and service activities. Students utilize the skills and knowledge they are acquiring in their classes to make a positive difference in their schools or communities. Service learning provides real life application of academic knowledge and skills to real life community or school needs.
Service Learning must be carefully differentiated from volunteerism and/or community service. Service learning is community service that directly connects to the knowledge and skills learned in classrooms. In service learning, the interwoven service and learning outcomes derive from a singular, distinct pedagogy.
Senior Project
The senior project and career research paper are designed for students to research a topic or career interest in a specific career pathway. They serve as to guide the student in learning about the college preparation and skills training needed to be successful in that pathway. No additional credit is awarded for participation in this experience; the credit exists within the related course.
School Based Enterprise
A school based business enterprise exists within the school to provide services for students and/or staff. No additional credit is awarded for participation in this experience; the credit exists within the related course. Examples of a school based enterprise are a store and a credit union.
Career Fair
A Career Fair is designed to expose students to multiple career pathways and help them match their interests and abilities to potential career options.
Career Focused Field Trips
Students take tours of local businesses to learn about career opportunities and pathways within career clusters.
Entrepreneurship
Students plan a start-up company or product idea involving the design of a business plan, financial planning, and marketing strategy as an activity or class project.
Community Based Work Programs (for students with disabilities)
Students with disabilities are required to have the opportunity to participate, as appropriate, in all registered and non-registered work-based learning programs. Community Based Work Programs, designed specifically for students with disabilities, provide additional opportunities for students with disabilities, ages 14 and older, to participate in work-based learning programs. These work experiences, which can be paid or unpaid, help students to identify their career interests, assess their employability skills and training needs, and develop the skills and attitudes necessary for eventual paid employment. School credit may be awarded for these experiences.. (See Section II for more information.) These experiences must be supervised by a WBL coordinator who holds an #8981 or #8982 extension.
• A certified teacher or guidance counselor to serve as WPL coordinator with the proper work based learning career development extension
• Approval of the registration by the New York State Education Department
• An appropriate work site placement
• Supervised on-the-job training
• Related in-school instruction
• The coordination (and integration) of in-school and work site components
• A memorandum of agreement for the extended classroom (also called a training agreement)
• A training plan
• Student evaluation
• An advisory committee
• A copy of student working papers
The programs are further defined in the sections on application and comparison of programs.
Other Work Based Learning Program Components
It is highly recommended that all other non-registered work based learning programs include the following components:
• A certified teacher or guidance counselor with the proper work based learning career development extension
• An appropriate work site placement
• Supervised on-the-job training
• Related in-school instruction
• The coordination of in-school and work site components
• A training plan
• Student evaluation
• An advisory committee
• A copy of student working papers for work site placement
• A memorandum of agreement
Clinical Experiences
Supervised clinical experiences are a required component of all Health Occupation and Cosmetology Occupation programs. Within each licensing content area, there are restrictions and mandates governing clinical experiences. Below are guidelines for clinical experiences in a CTE program that leads to licensure.
Health Occupations
Supervised clinical experience involves students performing health care services in an actual work setting after having instruction and practice in a supervised skills laboratory. These services must be performed under the supervision of an instructor who holds the appropriate NYS license/certification in the health care discipline for which the students are being prepared.
Cosmetology Occupations and Barbering
As stated in the Department of State licensing regulations, students may perform services on clients under the supervision of a NYS certified cosmetology or barber instructor who holds a current NYS license in the respective areas of appearance enhancement or barbering. Cosmetology occupations require licensure and include cosmetology, nail specialty, natural hairstyling, esthetics, and waxing. The barbering program is a separate license and must be taught by a certified barber instructor.
New Vision Programs
New Vision programs provide high school seniors an opportunity to learn about a career cluster area of interest and facilitate a smooth transition from high school to postsecondary education. Participation in these programs allows students to confirm or re-evaluate their interest in possible career areas. New Vision programs give students a knowledge base for continuing their education in a chosen career pathway and an introduction to the knowledge and skills required for success in the workplace.
Career areas represented in New Vision programs include, but are not limited to: health, criminal justice, law and government, retail management, theater, biological sciences, education, communications, environmental sciences, business, and engineering.
New Vision programs were created through the cooperative effort of schools and industry to offer pre-professional elective programs that enhance career awareness and exploration as well as work based learning. The programs are held at business/industry sites where learning occurs in a contextualized manner ‑ students work and learn side by side with industry professionals.
New Vision students attend classes in a work setting for a portion of each school day. They also learn via job shadowing experiences, where they can apply classroom theory to a real-world context. Since most New Vision curricula include integration of senior English and Social Studies, students can meet their requirements for graduation through participation in the program. Typically, a New Vision program grants four units of credit: one credit for senior English, one credit for senior Social Studies, and two career and technical education credits. Some New Vision programs offer college level English and social studies, which allows students to fulfill graduation requirements while simultaneously earning college credits.
Other Career Awareness Options
Job Shadowing
Job shadowing is a career exploration activity for late middle school or early high school. The student follows an employee at a workplace for 1-8 hours to learn about an occupation or career pathway of interest. No credit is granted to the student.
Community Service/Volunteering/Service Learning
In community service, students participate in volunteer experiences that teach them responsibility, community involvement, and an awareness of the needs of others. Community service does not directly connect the knowledge and technical skills learned in the classroom.
Service Learning
Service Learning is students learning and developing through integrated classroom and service activities. Students utilize the skills and knowledge they are acquiring in their classes to make a positive difference in their schools or communities. Service learning provides real life application of academic knowledge and skills to real life community or school needs.
Service Learning must be carefully differentiated from volunteerism and/or community service. Service learning is community service that directly connects to the knowledge and skills learned in classrooms. In service learning, the interwoven service and learning outcomes derive from a singular, distinct pedagogy.
Senior Project
The senior project and career research paper are designed for students to research a topic or career interest in a specific career pathway. They serve as to guide the student in learning about the college preparation and skills training needed to be successful in that pathway. No additional credit is awarded for participation in this experience; the credit exists within the related course.
School Based Enterprise
A school based business enterprise exists within the school to provide services for students and/or staff. No additional credit is awarded for participation in this experience; the credit exists within the related course. Examples of a school based enterprise are a store and a credit union.
Career Fair
A Career Fair is designed to expose students to multiple career pathways and help them match their interests and abilities to potential career options.
Career Focused Field Trips
Students take tours of local businesses to learn about career opportunities and pathways within career clusters.
Entrepreneurship
Students plan a start-up company or product idea involving the design of a business plan, financial planning, and marketing strategy as an activity or class project.
Community Based Work Programs (for students with disabilities)
Students with disabilities are required to have the opportunity to participate, as appropriate, in all registered and non-registered work-based learning programs. Community Based Work Programs, designed specifically for students with disabilities, provide additional opportunities for students with disabilities, ages 14 and older, to participate in work-based learning programs. These work experiences, which can be paid or unpaid, help students to identify their career interests, assess their employability skills and training needs, and develop the skills and attitudes necessary for eventual paid employment. School credit may be awarded for these experiences.. (See Section II for more information.) These experiences must be supervised by a WBL coordinator who holds an #8981 or #8982 extension.