Transcript Transition PowerPoint from MDE

Transition The Role of Career & Technical
Education.
Al Hauge, Education Specialist
MN Dept. of Education (MDE)
What
What is
is secondary
secondary career
career and
and technical
technical education
education in
in Minnesota?
Minnesota?
Y ES
Significant involvement in
occupat ional preparat ion program?
A pproved program
providing Internship
in Occupat ional Field
License: CTE in occupational area with
work-based learning endorsement
Trainin g
Agreement
Trainin g
Plan
Financial benefit
t o employer?
NO
Y ES
Paid
internship
Non-paid
Noninternship
Trainin g
Agreement
Trainin g
Plan
NO
A pproved Program for
General WorkWork-Based
Learning Experience
(paid) or ServiceService Learning Experience
(unpaid)
License: Any secondary teaching
license* with work-based learning
endorsement
* special education licen se for w ork
experien ce - handi capped
Special Education vrs CTE (Transition
Disabled)
3505.4300 COMMUNITY-BASED EDUCATION.
When a career and technical program includes a segment in which
students are placed on a paid or unpaid experience outside the
career and technical class or laboratory for more than 40 hours
during the program, the local education agency shall meet the
requirements for the employment related community-based
education option of a program as stated in part 3505.2550.
What is Required to have a Work Based
Learning Program within your school?
1. You need an approved Career and Technical
Education Program which includes an appropriate
licensed staff. MN Rule 8710.4825
2. You will need a classroom component that includes
a specific curriculum.
3. You need an On the Job segment .
Staffing
The importance of having enough program staff to ensure
the safety and appropriateness of work experiences cannot be
overemphasized. The number of WBL coordinators needed
will be decided by several factors such as number of students
enrolled, variety and depth of student needs, variety of
occupations, number of worksites where students are placed,
and availability of paraprofessional assistance when required.
As a general rule of thumb, the ratio of coordinator time to
individual student training site should be no less than ½ hour
per student per week.
(e.g., if the WBL coordinator has 20 students at
worksites, the coordinator should be allowed 10 hours per
week to make placements and regularly observe students at
the worksite in addition to the classroom instruction time.)
Foundation, Knowledge and Skills
Academic and
Technical
Literacy
http://www.cte.mnscu.edu/programs/Tech%20Skill
%20Asses/WEBSITEFoundationKnowledge_Skil.pdf
Working Together: Guideposts for Success
“Career preparation and work-based learning
experiences are essential in order for (all) youth
to form and develop aspirations and to make
informed choices about careers.”
rum of Work-Based Learning Experiences
Internships/
Co-Ops:
Rotations:
Tours:
Students work in
a number of
different
departments or
for different
employers, to
explore different
occupations
within an
industry cluster.
Students take part
in tours of
worksites.
Employer-led tours
of site which
provides students
with information on
requirements of
different jobs.
Tours
Entrepreneurship:
Students create an
alternate work program,
are their own boss,
earn money, create a
project, run their
business, and earn high
school credit.
Students
participate in paid
work experience
with employer,
school coordinator
and student
agreeing to follow
training plan.
Students take
vocational and
work related
classes at school.
Youth
Job
Entrepre- Service Internships
Rotations Mentoring
ApprenShadowing
neurship Learning /Co-Op
ticeship
Job
Shadowing:
Students make
brief worksite visits
to spend time with
individual workers
learning what their
jobs entail.
Mentoring:
Students are
paired with “adult
peers” from the
workplace who
provide guidance
and
encouragement
on careerrelated,
interdisciplinary
projects.
Service
Learning:
Youth
Apprenticeship:
Students unpaid
work, geared to
the public good,
integrated with
school learning
through projects
or similar
mechanisms.
The integration of
academic instruction
and work-based
learning. The student
commits to one or
two years of paid
work experience in a
specific trade and is
registered as a youth
apprentice.
The Flow of
Career
Preparation
Interactive on
MCIS
MCIS Web Site
Work Based Learning Website
https://sites.google.com/site/mdeworkbasedlearning/
Career Preparation & Work-Based Learning Experiences




Are essential in order to form and develop aspirations
and to make informed choices about careers
Can be provided during the school day or through afterschool programs
Require collaborations with other organizations
A systematic approach to gain information on career
options
Planning Planning Planning…..
The Steps towards Success….
http://www.youtube.com/watch?v=No0C_0b1RKQ&feature=email
Redesigning Minnesota’s Youth
Apprenticeship System
Preparing youth for industry workforce
needs
Minnesota’s Youth Apprenticeship Site

https://sites.google.com/site/youthapprenticeship/
Training Plan
What are the key elements of a good training plan?
1) Goals are both short term and long term
2) Soft Skills are addressed
3) They are measurable
4) It is a working document (revisited often with
added goals throughout the work experience)
5) Career Development is an ongoing part with work
experience aligned with a career pathway
Work Evaluations
Formal evaluations should be completed at least
twice a semester.
Informal evaluations should be done frequently. The
goals will drive this.
Evaluation reports should be in written form so the
student can see their progress.
Thank You!
Al Hauge, Work Based Learning Specialist
MN Dept. of Education (MDE)
[email protected]; 651-582-8409
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