What Do I Need to Keep in Mind When Planning Clinical Practice and Work-Based Learning?

Marianna Goheen

Program Supervisor, Health Sciences, OSPI

Career and Technical Education (CTE) programs based on the following three major cornerstones:

Classroom Instruction

Career and Technical Education

Leadership Work-Based Learning

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Classroom instruction

lifelong learning. , which is the essential component for students to master the academic and technical competencies, attitudes, and work ethic necessary for career success and •

Leadership through career and technical student organizations

, which provide experiences that reinforce and strengthen classroom learning and prepare students for individual responsibility, teamwork, and leadership in their chosen career pathways. •

Work-based learning (WBL) experiences

, which offer opportunities for students to apply and refine knowledge, attitudes, and skills through professionally coordinated and supervised work experience directly related to career goals .

Work-based learning, such as internships, job shadowing, volunteering, and career mentoring, provides the connections that bring learning to a new level

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Work-Based Learning Experience

• Builds on classroom instruction and student leadership.

• Assists in transition from classroom to workplace and is performed in partnership with local businesses, industries, or other organizations in community.

• Enhances students knowledge, skills, and attitudes by participating in supervised experience.

Instructional Worksite Learning Experiences

• Blends classroom learning , workplace experiences , and student leadership activities.

• Applies skills and knowledge obtained in a qualifying class.

• Occurs at a qualified worksite outside the classroom.

• Embeds part of a specific course content where the student performs tasks in order to gain desired skills, competencies, qualifications, or industry certifications through direct instruction. • Uses CTE course competencies and frameworks as a basis for planning instruction.

Checklist for Worksite Learning

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Teacher-Coordinator Qualifications

Instructional worksite learning: certificated Worksite Learning Coordinator who is also certificated in the CTE program where credit is being offered.  

Site approval

 Pre-employment training (i.e., safety on the job, harassment training) • Leadership and employability skills related to worksite • • General occupational health and safety information Bloodborne pathogen training, OSHA, Healthcare Provider card, TB screening, etc.

Evidence of site supervisor Program Orientation

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Student Safety in the Workplace

Workplace Safety Orientation

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Organization’s infection prevention policies

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Organization’s infection control and infection prevention resources

• How infections and diseases are spread (blood-borne, droplet, airborne, contact, ingestion, vector). • Preventable diseases (Hepatitis B, measles, mumps, rubella, varicella, influenza, tetanus, hepatitis A, meningitis, Pertussis (whooping Cough). • Infection prevention – Isolation rooms. – Hand washing, not entering isolation rooms. – Proper handling of bio-hazardous waste. – Immunizations. –

Organization’s Safety Policies

• Organization’s safety codes. – Variation among organization includes code red, blue, pink, gray, silver, orange, shelter in place, baby security, etc. • How to call an emergency. • Material Safety Data Sheet (MSDS).

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Student Worksite Learning File

• Documentation of worksite qualification • Documentation of a qualifying class ( in Cooperative Worksite Learning) • Worksite Learning Agreement • • Worksite Learning Plan Record of student hours • Record of connection to High School and Beyond Plan • Evidence of Employee Orientation • Signed Student Evaluations  Course competency record  Documentation, including dates, of training site visits.

Worksite Learning Agreement

• Written statement of commitment to a WBL experience made by the student, parent or guardian, teacher-coordinator, and training sponsor. • Contract that specifies the terms and conditions under which the worksite experience occurs.

Worksite Learning Plan

• A worksite learning plan is a formal document identifying the classroom instruction and workplace training that will contribute to the employability and ongoing development of a student-learner • The teacher-coordinator, training sponsor, and student must jointly prepare the plan. • The plan, which provides documentation for evaluation, should include development of the technical skills required by the occupation, as well as enhancement of employability skills • Training plan development process is continuous.

Coordination of Work-Based Learning Experiences

• Make a visit to each training site once a month to observe and assess student-learner progress and identify additional training needs in order to incorporate related training into the classroom. • Regular visits should include conferences involving the student, coordinator, and worksite supervisor to discuss the learning plan and evaluate student performance and progress.

• Evaluate students in collaboration with the Worksite Supervisor both during and at the end of the Worksite Learning experience. NOTE: The student should be evaluated at least every 30 hours during the experience

A list of things to do and things to avoid doing when making training station visits follows.

DO

DON’T Plan a weekly calendar, and establish a schedule for your visits. Have a purpose for each visit—e.g., to observe or evaluate the student (see next page) Leave a copy of your daily itinerary in the school office. Be friendly but professional. Contact the worksite supervisor when you enter. Be alert and observant. Be alert for the worksite supervisor’s signal that the conference should end. Have a private student conference concerning the training station visit. Be objective and willing to learn. Observe the student at work. Treat all information and records as confidential. Be loyal to the teaching profession at all times and strive for improved relations. Complete notes immediately after the visit. Coordinate by telephone. Follow a set pattern for each visit. Leave the impression that you have a lot of free time. Turn the visit into a social call. Go directly to the student. Give the impression of snooping. Depend only on memory for details of the visit. Prolong the visit and waste the training sponsor’s time. Point out the student’s mistakes or bad practices while at the training station. Pass yourself off as an expert or authority. Interrupt or interfere with the student’s work. Discuss the student’s problems at school. Criticize school policies, procedures, curriculum, etc.

Workplace Readiness Skills Precision Exams

• • • • Validate skills attained with standards listed on the back Certificate to show proficiency for job interviews and resumes Recognition on their college applications Easier articulation into college programs