WORK-BASED LEARNING
TRAINING
State of Tennessee
Department of Education
2008-09
WELCOME
First Day Agenda
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Registration
Welcome
Work-based Learning Overview
Break
Policies and Procedures
Lunch
Safety and Child Labor Issues
Break
Meeting by Interest Areas
Questions
Second Day Agenda
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Welcome
Activity
Workshop I
Break
Workshop II
Lunch
Workshop III
Break
Workshop IV
Closure Q & A/Review of assignments
Work Based Learning Training
Important Things
● Facility Layout
● Breaks
● Lunch – Be sure to initial the sign-in sheet after lunch
● Parking
WHAT ABOUT YOU?
 Must attend training both days
 Must submit homework
 Must provide 40 work hours/volunteer
hours (service learning)
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
EXAMPLE
 Example: Lisa Jones, 472 Marketing
 On the training table, 5098, 9395, 9397
 5098 Marketing Co-op
 9395 Service Learning
 9397 Vocational Co-op
Icebreaker…
Famous Bosses
Activity
 Pre-Reading Activity
5-7 minutes
WBL At A Glance
Work Based Learning
Apprenticeship
Cooperative Education
Health Science Clinical
Job Shadowing
Internship
Mentoring
Transition Activities
Service Learning
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
WBL History
Indentured
workers
Beginning of Time
The master craftsman
took all responsibility for
worker to provide food,
clothing, shelter and
teach a craft.
Set time-frame for
service
Cooperative
Education
Apprenticeships
1400
1500
1600
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
1700
Apprentices began
earning wages with
the advent of the
industrial revolution
and moved from out
of the master
craftsman’s
household
1800
Work-Based
Learning
1900
Herman
Schneider
devised
framework
for
cooperative
education
2000
Using cooperative
education
frameworks, other
forms of work
experiences are
developed to
meet students’
needs
All elements work
experiences are
under WBL
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
Transitions
 How to get started with the Transition Plan
 The transition plan as part of the student’s
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
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 Don’t Like
WBL Overview Con’t. (Why)
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PR Tool – Builds Bridge to Community
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Better Prepared Students
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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.
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Improve Graduation Rate - AYP
What Work-Based Learning Is:
 System, not a
program or a class
 Content Instruction
 Closure to
Work+Classroom
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
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
Purpose
Career Exploration
Service to Others
Individual Skill Development
WHO?
WBL is for ALL students:
University Path,
Technical Path,
Dual Path,
Special Education
Quality Indicators
 Job Content is
Meaningful
 Safety Instruction
Provided
 Job Challenges the
Student’s 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
MONITORED
CTE Monitors CTE Students while SPED monitors SPED
students and T&L monitors T&L 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
Manual Review
 Take out your manual
 Highlighters
 Sticky Notes
Manual Review
 Table of Contents – page 2
 Overview – page 3 & 4 * Local Board Policy –
for WBL opportunities
* Prerequisites for WBL Activities
PAGES 3-4 OVERVIEW
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Who
WBL components
WBL activities
LEA requirements
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
Pages 5 and 6:
WBL Benefits will be addressed
later
Read Carefully – pages 5 & 6
Pages 7 through 9, Glossary Emphasize:
 The difference between a student internship
and a teacher internship (pg. 7&8)
 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)
Glossary Con’t.
 Student Learner vs. Student Worker (pg. 9)
Child Labor Laws distinguish between these
for jobs under a school’s LEA authority
NEXT – Pg. 10 – 11 – WBL General Policies
Full integration of academic and
career and technical education
occupations curriculum with work
site experiences.
Refer to Chart Page 12
Qualifications for WBL
Coordinator/Supervising Teacher
 Duties Include (page 13)
 Recruiting Providers
 Placing Students
 Monitoring Placements
 Coordination all Components of the Program
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
 Required to update annually for
changes to statutes, rules and
regulations regarding WBL
Update available on-line
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
 Work readiness competencies and
expectations
 Expectations:
 Academic Achievement
 Attendance
 Behavior
 Safety Training
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
FORMS/DOCUMENTATION
Pages 37 – 46
Categories of forms:
1. Required Documentation
(Keep on file 5 years)
2. Recommended Forms
3. Nice to Have Documentation
“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.
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 LEA’s may require these be
submitted to central office personnel first.
 An allowable 20% leeway in jobs
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.
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.
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
WBL Insurance and Emergency
Information – (pg.) 43
Copies to be kept by school and
employer
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.
Note: WBL students are not eligible
for unemployment insurance.
* See TAB 3 – pg. 8
Letter of Documentation
This affects taxes paid by employers.
Recommended
Forms
Evaluation Forms – Student –
Employer, pp. 45-46
Referred to in Minimum Rules and
Regulations
“Recommended Forms”-TAB 3
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Employer/Student Evaluations
WBL ID Card
Policies and Procedures for WBL
Visitation Reports
Wage and Hour Reports
“Nice To Have Documentation”
(In Your Handouts)
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Community Employment Survey
Business Analysis
WBL Teacher Recommendation
Introduction Card for Student to
be Interviewed
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
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
TIP: Let students prepare their own
forms.
This teaches them responsibility and
which is an important part of work
world.
Labor Department Questions
Contact: Mary Ellen Grace
@615/532-1347
pg. 48
ACTIVITY
 Refer to pages 5 – 6
WBL Benefits and Advantages
Write a brief introduction highlighting the
advantages of WBL to the following:
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Student-Learner
School
Employer
Community
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
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.
#2
WBL Coordination by a trained
teacher
#3
Noteworthy – the teacher cannot
supervise/coordinate as 1 or 2 sections
outside the teacher’s endorsement and
training
 #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.
#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.
Options:
1. To change Jobs
2. Not Participate in WBL
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 student’s safety
and well being
WBL Coordinator has the Ultimate Approval
#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
#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
#8
Release time MUST be provided
for coordinator to supervise
students.
#9
25 students maximum
#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
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 selfesteem was as important as anyone else’s.
#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
#12
Juniors and Seniors – 16 years old or older
Special Education IEP determines amount
of release time.
# 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.
 #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.
#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.
Areas where students should not
be employed
# 15
 Detrimental to minor’s health,
well being and progress in school
 Passing grades in regular school
work
 Hours worked must be monitored.
Items that will effect credit
# 16
 Work alone does not provide for
credit.
 Working Saturday and Sunday
only does not provide for credit.
Students under 18 may NOT:
# 17
 Drive vehicles to make deliveries,
 Sell or scan alcoholic beverages,
 Work around hazardous
equipment.
When students cannot receive
credit
# 18
 Attending school, ex.
cosmetology school, automotive
service training school
 Guard Duty
 Reserves
#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 else’s farm.
#20 – References the training
agreement
Will be covered later
# 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
# 22
The WBL coordinator will, in the
related classroom instruction,
reinforce on the job experiences.
# 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.
Activity
 Scavenger Hunt
15 minutes
Final Wrap-up and Independent
Assignments
 Conduct brief participant
evaluation of training
 May be short – see sample
 May develop more detailed
questions
Final Wrap-up and Independent
Assignments (con’t)
Independent Assignments
Review each Component
Final Wrap-up and Independent
Assignments (con’t)
 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
Final Wrap-up and Independent
Assignments (con’t)
 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
Final Wrap-up and Independent
Assignments (con’t)
 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