The New York City Department of Education’s Learning to Work Initiative, utilizes community based organizations as partners. These partners collaborate at the Young Adult Borough Centers, Transfer Schools with Learning to Work and Learning to Work GED programs. Tom Pendleton works with technical assistance partner organizations on developing capacity building models for these programs. Prior to his current position, Tom served as Executive Director of the New York Citywide School to Work Alliance,
a program that works with 23 neighborhood partners across the city to implement the program.
The document discusses strategies for restructuring education resources in times of limited budgets. It proposes prioritizing job and compensation structures to attract expertise, rethinking class size models to target individual attention, shifting special education spending to early intervention, and optimizing time to meet student and teacher needs. Current responses to budget gaps preserve existing structures and attempt to do less with less, rather than creating high-performing schools through strategic design.
The document discusses intermediaries and their role in connecting schools and youth organizations with workplaces and community resources to help prepare young people for careers. It provides an overview of intermediaries and their functions, and uses Communities in Schools of Philadelphia as a case study of an intermediary. The document also offers tips for identifying and engaging an intermediary organization.
On and off the job: learning experiences, connections and implications for Li...WERDS_NZ
This research project was commissioned by the Joinery Industry Training Organisation (JITO) to understand learning on and off the job, the connections between them, and where learning support (specifically with literacy, language and numeracy) can be provided. Specifically it asks: How do glass apprentices manage formal and informal learning?; how does learning on the first block course support learning on-the-job?; how do apprentices learn on the job and in self-directed study?; how does learning on the job and self directed study support learning on the second block course?; how could learning, and literacy and numeracy development in particular, be strengthened?
Stocktake of Prevention, Education and Frontline responses to Child Abuse in ...WERDS_NZ
This stocktake report was commissioned by the Every Day Communities unit of Child Youth and Family and the Waitakere Anti-Violence Essential Services. The report identifies trends, issues and gaps in child abuse prevention and response services across the Waitakere area., and makes recommendations for improvemen
The document summarizes the goals and agenda for a retreat of the MESPA/MESPEF Boards of Directors. The retreat aims to build relationships among new board members, review past accomplishments, and develop a strategic plan focused on their core values of leadership, learning, service, and community. Key topics to be discussed include membership needs, responding to education initiatives, and leveraging technology to support members.
Carson Hicks, Ph.D., Deputy Director of Evaluation at the NYC Center for Economic Opportunity (CEO) will provide an overview of programs that address the needs of disconnected youth and young men of color in New York City. CEO, located within the NYC Mayor’s Office, partners with various City agencies to develop, implement, and evaluate the City’s anti-poverty programs. CEO’s programs touch on areas of education, employment, health, and prevention. The success of these programs has had national implications—CEO was recently awarded a federal Social Innovation Fund grant to replicate five programs to multiple cities, including Project Rise which works directly with young adults. CEO is also responsible
for the implementation and evaluation of most of the programs being expanded and created through the Young Men’s Initiative, a $127 million investment of public and private funds to assist NYC’s young men of color. This presentation will share CEO’s approach to developing and evaluating programs that assist disconnected young people with examples of specific programs and investments in New York City.
This document provides information about UKIERI bidding workshops, including the structure and overview of UKIERI Phase Two. It discusses the four strands of UKIERI: Leadership Development, Innovation Partnerships, Skills Development, and Enhancing Mobility. Specific activities are outlined under each strand, along with objectives, partners, and application details. Key points about the School and Higher Education Leadership Programs under Strand 1 are also summarized.
The document discusses strategies for restructuring education resources in times of limited budgets. It proposes prioritizing job and compensation structures to attract expertise, rethinking class size models to target individual attention, shifting special education spending to early intervention, and optimizing time to meet student and teacher needs. Current responses to budget gaps preserve existing structures and attempt to do less with less, rather than creating high-performing schools through strategic design.
The document discusses intermediaries and their role in connecting schools and youth organizations with workplaces and community resources to help prepare young people for careers. It provides an overview of intermediaries and their functions, and uses Communities in Schools of Philadelphia as a case study of an intermediary. The document also offers tips for identifying and engaging an intermediary organization.
On and off the job: learning experiences, connections and implications for Li...WERDS_NZ
This research project was commissioned by the Joinery Industry Training Organisation (JITO) to understand learning on and off the job, the connections between them, and where learning support (specifically with literacy, language and numeracy) can be provided. Specifically it asks: How do glass apprentices manage formal and informal learning?; how does learning on the first block course support learning on-the-job?; how do apprentices learn on the job and in self-directed study?; how does learning on the job and self directed study support learning on the second block course?; how could learning, and literacy and numeracy development in particular, be strengthened?
Stocktake of Prevention, Education and Frontline responses to Child Abuse in ...WERDS_NZ
This stocktake report was commissioned by the Every Day Communities unit of Child Youth and Family and the Waitakere Anti-Violence Essential Services. The report identifies trends, issues and gaps in child abuse prevention and response services across the Waitakere area., and makes recommendations for improvemen
The document summarizes the goals and agenda for a retreat of the MESPA/MESPEF Boards of Directors. The retreat aims to build relationships among new board members, review past accomplishments, and develop a strategic plan focused on their core values of leadership, learning, service, and community. Key topics to be discussed include membership needs, responding to education initiatives, and leveraging technology to support members.
Carson Hicks, Ph.D., Deputy Director of Evaluation at the NYC Center for Economic Opportunity (CEO) will provide an overview of programs that address the needs of disconnected youth and young men of color in New York City. CEO, located within the NYC Mayor’s Office, partners with various City agencies to develop, implement, and evaluate the City’s anti-poverty programs. CEO’s programs touch on areas of education, employment, health, and prevention. The success of these programs has had national implications—CEO was recently awarded a federal Social Innovation Fund grant to replicate five programs to multiple cities, including Project Rise which works directly with young adults. CEO is also responsible
for the implementation and evaluation of most of the programs being expanded and created through the Young Men’s Initiative, a $127 million investment of public and private funds to assist NYC’s young men of color. This presentation will share CEO’s approach to developing and evaluating programs that assist disconnected young people with examples of specific programs and investments in New York City.
This document provides information about UKIERI bidding workshops, including the structure and overview of UKIERI Phase Two. It discusses the four strands of UKIERI: Leadership Development, Innovation Partnerships, Skills Development, and Enhancing Mobility. Specific activities are outlined under each strand, along with objectives, partners, and application details. Key points about the School and Higher Education Leadership Programs under Strand 1 are also summarized.
The document outlines Boston's Summer Learning Project which aims to provide summer programs for 1,600 students in grades 3-12. The programs are developed through partnerships between Boston Public Schools and community organizations to reinforce academic learning while engaging students through hands-on experiences. Common goals are to help students start the next school year on track, develop skills for success, and evaluate the programs' effectiveness through various assessments.
The Clinton Public School District in Mississippi is focused on developing more effective teachers and implementing Common Core standards. To achieve this, the district is utilizing the online professional development tool PD 360. PD 360 provides teachers personalized learning opportunities to improve their skills. It also helps administrators observe classrooms and provide targeted feedback to teachers. Through PD 360, the district aims to increase teacher effectiveness and ultimately boost student achievement.
Come hear how one school has used a schoolwide data management system to track
and grow student success and create a rigorous learning environment. Participants will
be able to see how key elements of personalization—limited size, teacher teamwork,
ConnectEDU tools, rigor and career, and college and civic preparation—come together to
provide the structure needed for success in this New York-based AOF program.
The First Year Experience Program at El Camino College aims to increase student retention and success. It provides linked courses, supplemental instruction, counseling, and learning communities for over 800 students per year. The program is funded by a Title V grant and helps more students complete English requirements on time compared to similar students not in the program.
The OSKU project aims to develop entrepreneurship training for social and health care students through student cooperatives. Students gain practical experience by running their own business cooperatives while still in school. This allows them to combine theoretical and practical learning to benefit themselves and others. The teacher acts as a coach to guide students as they plan, implement, and assess new ideas and reflect on their experiences. Results include stronger entrepreneurial skills and intentions among students as well as a new approach for providing social and health care services through student cooperatives.
This year the University has been engaged in an HEA Strategic Enhancement Programme (SEP) project on
embedding employability. The programme has allowed the University to focus on a development alongside
about 30 other institutions and this has enabled us to benchmark our thinking. The project team has been made
up of people in the departments of Media Arts & Computing, English, and Maths, colleagues from the Hallam
Union and developers with an expertise in PPDP, lifewide learning and social media for learning from QESS
and ACES.
Our focus has been a critical re-imagining of Personal & Professional Development Planning (PPDP) in the
context of lifewide learning and social media. The SEP project, then, has created some space for us to consider
examples of good practice in the University and across the sector.
Central Government Public Sector Review 19Hamid Hashemi
1. The document discusses steps to improve student success and reduce educational disparity, highlighting the need for more personalized learning support and tuition.
2. It argues that private tutoring can play an important role in helping students achieve exam success if tutors receive further training and competency standards, and tutoring services collaborate more with schools.
3. Ensuring all students receive good academic and social support through personalized tutoring, strong teachers, and well-funded schools is seen as critical to realizing the potential of all children.
The document discusses transforming district resources to improve teaching and learning. It outlines an agenda focusing on defining state priorities and approaches for restructuring resources. A key point is that states have an opportunity to promote a comprehensive talent management system that focuses on continuous improvement of teaching effectiveness, not just hiring and firing. This involves defining, measuring, and reporting teaching effectiveness; structuring compensation to attract and retain high-quality teachers; and providing differentiated professional growth opportunities linked to needs identified through evaluation. However, current resource allocation in many districts does not support this transformed approach.
The document proposes developing a pilot program to encourage more young people in Ireland to become social entrepreneurs. Interviews with community members informed the design of a program called RealPlay, which would enable Transition Year students to gain experience through mentored social enterprise projects in their local community. A key goal is for students to learn about social responsibility and potential careers through hands-on experience completing real-world tasks. The proposed program would match students' skills to project roles under the guidance of mentors from schools, community groups, and businesses. Students would develop initiatives like an activity program for an elder care center. Upon completion, students would receive a Young Social Entrepreneurs award to include in their CV and application for further education.
Professional Standards For Itts 020107Anwar Faruqh
The document introduces new overarching professional standards for teachers, tutors, and trainers in the lifelong learning sector in England. It was developed by Lifelong Learning UK at the request of the government to improve teaching quality. The standards define the skills, knowledge, and attributes expected of professionals in a variety of roles. They will form the basis for initial and continuing qualifications and help professionalize the workforce.
This document contains information about professionalism and reflective practice in teaching. It includes summaries of articles and chapters from various authors on these topics. Key points discussed include Michael Eraut's model of the professional practitioner and framework for determining client needs. The importance of reflection in and on action is emphasized, as well as developing informal and formal theories through experience and making the implicit explicit through reflective writing. Characteristics of a profession are also listed, including skills based on theoretical knowledge, licensing and regulation, codes of conduct, and high status.
This presentation was used in a session at the Policy Leadership Academy hosted by Leadership for Education Equity, a political organization that mobilizes, supports and trains Teach for America alumni.
This document summarizes future state designs for several New York City schools participating in the iZone360 program. It outlines plans for six schools to transition to more personalized, competency-based models with flexible schedules, project-based learning, and increased use of technology. Key elements proposed include adopting mastery-based assessment platforms, redesigning schedules to support individual student needs, implementing project-based and inquiry-based learning, and developing digital portfolios and transparent learning communities. The goal is to better engage and challenge each student through personalized education.
The document outlines the mission, goals, and organizational structure of the Ready To Learn Independent School District's Department of Human Resources. The mission is to recruit and support a diverse staff to achieve high academic achievement for students. The department aims to provide talented staff, train teachers, and develop student teachers. The organizational structure includes a director of HR, assistant director, and departments that support student learning. The department also has a compensation plan that includes base salaries and supplements for factors like student learning, skills, market needs, and leadership. Overall, the department aims to motivate and reward teachers through various incentives.
This document summarizes several community development projects conducted by a SIFE team at a university. It describes projects that taught high school students financial literacy skills, provided volunteer tax preparation assistance to low-income families, and organized career networking events for college students. The projects empowered and targeted underserved audiences and applied business concepts. They improved beneficiaries' quality of life and had a high return on inputs. The SIFE team involved members and outside partners and had a positive financial and social impact on their community.
"Benchmarking in the educational sector at global perspective" by Dr. Wafi Da...Dubai Quality Group
Presentation on "Benchmarking in the educational sector at global perspective" by Dr. Wafi Dawood during the 6th International Benchmarking Conference organized by Dubai Quality Group from 6-7 March 2012 at Al Bustan Rotana Dubai
Presented at the 2013 NPEA conference by: uAspire, Families United in Educational Leadership, Massachusetts Educational Financing Authority
http://www.educational-access.org/npea_conference_workshops_2013.php
Junior Achievement Bulgaria's 2011 annual report highlights the organization's achievements in inspiring young minds. In 2011, JA Bulgaria:
1) Reached over 31,000 students through its entrepreneurship education programs in 579 schools and universities, taught by 617 teachers.
2) Received international recognition with the Model Organization Award from JA-YE Europe for the fourth consecutive year for program quality.
3) Trained 300 new teachers to deliver JA's elementary school programs, expanding access to entrepreneurship education.
This document summarizes several case studies of shared services projects between UK colleges. It profiles the partnership between Aylesbury College and Buckinghamshire New University, which received funding to explore creating a joint "sustainable learning community" through curriculum and back office collaboration. The goals were to improve progression routes, deliver flexible education, and raise aspirations across all levels of training. While the focus is growth over savings, some efficiencies were achieved in marketing and HR. Moving forward, the main challenges will be practical implementation as the vision is realized.
Young Veterans are a growing segment of today’s jobseekers! This workshop will describe the demographics of Young Adult Veterans and their challenges. In addition, information will be provided on educational and training services available to young veterans as they begin to transition back into today’s challenging job market. Attendees will have an opportunity to learn about the new benefits available under the new “Post 9/11 Veterans Educational Assistance and Improvement Act.” Apprenticeship services for which young veterans may be eligible will also be highlighted.
Apprenticeship gives concrete, hands-on skills that can be put to work in a chosen occupation. A college degree opens up a wide range of opportunities for advancement and career flexibility. Each offers an official credential certifying participants’ skills and knowledge. Together, they can provide young adults with a unique and valuable education. In this workshop Jeanine Nagrod, Executive Director of NJ Place, at Rutgers University, and Liem Tran, of the Wentworth Institute of Technology, will describe how their programs are designed to enable young adults to attain both.
The document outlines Boston's Summer Learning Project which aims to provide summer programs for 1,600 students in grades 3-12. The programs are developed through partnerships between Boston Public Schools and community organizations to reinforce academic learning while engaging students through hands-on experiences. Common goals are to help students start the next school year on track, develop skills for success, and evaluate the programs' effectiveness through various assessments.
The Clinton Public School District in Mississippi is focused on developing more effective teachers and implementing Common Core standards. To achieve this, the district is utilizing the online professional development tool PD 360. PD 360 provides teachers personalized learning opportunities to improve their skills. It also helps administrators observe classrooms and provide targeted feedback to teachers. Through PD 360, the district aims to increase teacher effectiveness and ultimately boost student achievement.
Come hear how one school has used a schoolwide data management system to track
and grow student success and create a rigorous learning environment. Participants will
be able to see how key elements of personalization—limited size, teacher teamwork,
ConnectEDU tools, rigor and career, and college and civic preparation—come together to
provide the structure needed for success in this New York-based AOF program.
The First Year Experience Program at El Camino College aims to increase student retention and success. It provides linked courses, supplemental instruction, counseling, and learning communities for over 800 students per year. The program is funded by a Title V grant and helps more students complete English requirements on time compared to similar students not in the program.
The OSKU project aims to develop entrepreneurship training for social and health care students through student cooperatives. Students gain practical experience by running their own business cooperatives while still in school. This allows them to combine theoretical and practical learning to benefit themselves and others. The teacher acts as a coach to guide students as they plan, implement, and assess new ideas and reflect on their experiences. Results include stronger entrepreneurial skills and intentions among students as well as a new approach for providing social and health care services through student cooperatives.
This year the University has been engaged in an HEA Strategic Enhancement Programme (SEP) project on
embedding employability. The programme has allowed the University to focus on a development alongside
about 30 other institutions and this has enabled us to benchmark our thinking. The project team has been made
up of people in the departments of Media Arts & Computing, English, and Maths, colleagues from the Hallam
Union and developers with an expertise in PPDP, lifewide learning and social media for learning from QESS
and ACES.
Our focus has been a critical re-imagining of Personal & Professional Development Planning (PPDP) in the
context of lifewide learning and social media. The SEP project, then, has created some space for us to consider
examples of good practice in the University and across the sector.
Central Government Public Sector Review 19Hamid Hashemi
1. The document discusses steps to improve student success and reduce educational disparity, highlighting the need for more personalized learning support and tuition.
2. It argues that private tutoring can play an important role in helping students achieve exam success if tutors receive further training and competency standards, and tutoring services collaborate more with schools.
3. Ensuring all students receive good academic and social support through personalized tutoring, strong teachers, and well-funded schools is seen as critical to realizing the potential of all children.
The document discusses transforming district resources to improve teaching and learning. It outlines an agenda focusing on defining state priorities and approaches for restructuring resources. A key point is that states have an opportunity to promote a comprehensive talent management system that focuses on continuous improvement of teaching effectiveness, not just hiring and firing. This involves defining, measuring, and reporting teaching effectiveness; structuring compensation to attract and retain high-quality teachers; and providing differentiated professional growth opportunities linked to needs identified through evaluation. However, current resource allocation in many districts does not support this transformed approach.
The document proposes developing a pilot program to encourage more young people in Ireland to become social entrepreneurs. Interviews with community members informed the design of a program called RealPlay, which would enable Transition Year students to gain experience through mentored social enterprise projects in their local community. A key goal is for students to learn about social responsibility and potential careers through hands-on experience completing real-world tasks. The proposed program would match students' skills to project roles under the guidance of mentors from schools, community groups, and businesses. Students would develop initiatives like an activity program for an elder care center. Upon completion, students would receive a Young Social Entrepreneurs award to include in their CV and application for further education.
Professional Standards For Itts 020107Anwar Faruqh
The document introduces new overarching professional standards for teachers, tutors, and trainers in the lifelong learning sector in England. It was developed by Lifelong Learning UK at the request of the government to improve teaching quality. The standards define the skills, knowledge, and attributes expected of professionals in a variety of roles. They will form the basis for initial and continuing qualifications and help professionalize the workforce.
This document contains information about professionalism and reflective practice in teaching. It includes summaries of articles and chapters from various authors on these topics. Key points discussed include Michael Eraut's model of the professional practitioner and framework for determining client needs. The importance of reflection in and on action is emphasized, as well as developing informal and formal theories through experience and making the implicit explicit through reflective writing. Characteristics of a profession are also listed, including skills based on theoretical knowledge, licensing and regulation, codes of conduct, and high status.
This presentation was used in a session at the Policy Leadership Academy hosted by Leadership for Education Equity, a political organization that mobilizes, supports and trains Teach for America alumni.
This document summarizes future state designs for several New York City schools participating in the iZone360 program. It outlines plans for six schools to transition to more personalized, competency-based models with flexible schedules, project-based learning, and increased use of technology. Key elements proposed include adopting mastery-based assessment platforms, redesigning schedules to support individual student needs, implementing project-based and inquiry-based learning, and developing digital portfolios and transparent learning communities. The goal is to better engage and challenge each student through personalized education.
The document outlines the mission, goals, and organizational structure of the Ready To Learn Independent School District's Department of Human Resources. The mission is to recruit and support a diverse staff to achieve high academic achievement for students. The department aims to provide talented staff, train teachers, and develop student teachers. The organizational structure includes a director of HR, assistant director, and departments that support student learning. The department also has a compensation plan that includes base salaries and supplements for factors like student learning, skills, market needs, and leadership. Overall, the department aims to motivate and reward teachers through various incentives.
This document summarizes several community development projects conducted by a SIFE team at a university. It describes projects that taught high school students financial literacy skills, provided volunteer tax preparation assistance to low-income families, and organized career networking events for college students. The projects empowered and targeted underserved audiences and applied business concepts. They improved beneficiaries' quality of life and had a high return on inputs. The SIFE team involved members and outside partners and had a positive financial and social impact on their community.
"Benchmarking in the educational sector at global perspective" by Dr. Wafi Da...Dubai Quality Group
Presentation on "Benchmarking in the educational sector at global perspective" by Dr. Wafi Dawood during the 6th International Benchmarking Conference organized by Dubai Quality Group from 6-7 March 2012 at Al Bustan Rotana Dubai
Presented at the 2013 NPEA conference by: uAspire, Families United in Educational Leadership, Massachusetts Educational Financing Authority
http://www.educational-access.org/npea_conference_workshops_2013.php
Junior Achievement Bulgaria's 2011 annual report highlights the organization's achievements in inspiring young minds. In 2011, JA Bulgaria:
1) Reached over 31,000 students through its entrepreneurship education programs in 579 schools and universities, taught by 617 teachers.
2) Received international recognition with the Model Organization Award from JA-YE Europe for the fourth consecutive year for program quality.
3) Trained 300 new teachers to deliver JA's elementary school programs, expanding access to entrepreneurship education.
This document summarizes several case studies of shared services projects between UK colleges. It profiles the partnership between Aylesbury College and Buckinghamshire New University, which received funding to explore creating a joint "sustainable learning community" through curriculum and back office collaboration. The goals were to improve progression routes, deliver flexible education, and raise aspirations across all levels of training. While the focus is growth over savings, some efficiencies were achieved in marketing and HR. Moving forward, the main challenges will be practical implementation as the vision is realized.
Young Veterans are a growing segment of today’s jobseekers! This workshop will describe the demographics of Young Adult Veterans and their challenges. In addition, information will be provided on educational and training services available to young veterans as they begin to transition back into today’s challenging job market. Attendees will have an opportunity to learn about the new benefits available under the new “Post 9/11 Veterans Educational Assistance and Improvement Act.” Apprenticeship services for which young veterans may be eligible will also be highlighted.
Apprenticeship gives concrete, hands-on skills that can be put to work in a chosen occupation. A college degree opens up a wide range of opportunities for advancement and career flexibility. Each offers an official credential certifying participants’ skills and knowledge. Together, they can provide young adults with a unique and valuable education. In this workshop Jeanine Nagrod, Executive Director of NJ Place, at Rutgers University, and Liem Tran, of the Wentworth Institute of Technology, will describe how their programs are designed to enable young adults to attain both.
Hear from two states that embarked on a path to collaboration through the Shared Youth Vision project. Learn how New Hampshire and Rhode Island have embraced a journey to effect change to provide an array of services to youth and young adults. In New Hampshire, the process has created one state team, a pilot project team, and twelve local teams focused on collaboration, partnering and resolving gaps in serving multiple state agencies’ neediest young people. In Rhode Island,the partnership has expanded services through the 16 Youth Centers in the state, where partner agencies are collaborating to avail young people opportunities through multiple pathways to education and employment. State Team representatives will share their experiences for bringing together partners to make this partnership a true
collaborative and systematic approach for a cross delivery system for young people.
Young Adults involved in the criminal justice system face additional barriers to success. Often these young adults return to their communities with little or no work experience and limited educational attainment. These young people also often lack the skills to effectively navigate multiple complex systems as they try to get their lives back on track. This workshop will provide information about service delivery
strategies designed to maximize the potential for success for young adults with criminal histories. Hear about two local Massachusetts program models that effectively address the unique needs of young adult offenders as they reintegrate.
The workshop will include two presentations. Steve
Towler, the Director of Employment and Business Services
at New York City’s SAHRC, will discuss structuring
internships as a part of an integrated program to assist
young people 18-24, who have developmental disabilities
or are otherwise at risk to find career direction through
placements that provide valuable entry-level work experience in a planned, supervised setting within a
desired field. Steve’s presentation will describe the
structure and values of the program, recruitment and
assessment activities, expectations for interns and
strategies for job placement/support, how partnerships
can enhance best practices, and current and future
challenges to achieving positive outcomes. Carole
Shomo, Executive Director of Youth Continuum (YC),
in New Haven, will discuss the range of activities her
organization undertakes with the goals of preventing and
reversing homelessness among young people. Youth
Continuum stitches together funding sources from
federal housing, social services and workforce agencies.
Resources include homeless outreach and a drop in
center, emergency shelter, supported housing, and a
center offering education and job skills training with
community based paid internships. Carole will discuss
YC’s collaboration with state, local and private agencies
with particular attention to the partnership with Habitat for
Humanity.
This document outlines an agenda and presentation materials for a meeting focused on developing powerful partnerships across systems to work with 18-24 year olds. The agenda includes introductions, framing the partnership work, an activity to identify existing programs and initiatives ("stuff"), getting traction in this work, and closing. The presentation materials provide more details on why cross-system partnerships are important, challenges to such partnerships, keys to collaborative success like collective action and infrastructure, and questions to help participants think about partner self interests and how to organize to implement partnership work.
This is an overview of the Workforce Innovation and Opportunity Act. It is intended only as technical assistance and for discussion - nothing in this presentation represents official guidance.
This document describes three projects in Washington County, Maine that worked collaboratively to provide opportunities for young adults: Passamaquoddy Pride, PASSAGES, and My Past is Not So Hot - My Future's Looking Bright. The projects focused on innovation, collaboration between agencies, and serving clients through multiple delivery systems. They addressed challenges in the region like lack of transportation and higher rates of poverty and unemployment. Common themes across the projects included raising aspirations, building trust, leveraging diverse resources, combining customized services, and evolving the projects through experimentation.
Job Corps is a U.S. Department of Labor education and job training program for 16 through 24 year-olds. The goal of this workshop is to educate participants on the Job Corps services available to young people who are seeking job training with limited financial resources. Attendees will explore the program from the admissions/eligibility phase through the career transition phase, learn about the origins of the program, and understand who typical Job Corps students are and how to refer them to the program.
Strong emphasis will be placed on the three options for students upon graduation: job placement, military
enlistment, and/or pursuit of higher education. Attendees will also learn more about the types of career technical training and academic courses that are offered at the 125 Job Corps centers across the country.
Learn first hand about the different characteristics of credentials and information resources for you to use to identify available credentials. The New York City Department of Youth and Community Development (DYCD) will share their strategies for working with vendors and partners to provide resources, information and programming focusing on career pathways and credential attainment.
The complexities of meeting individual and program service goals require a systematic and comprehensive service delivery approach at both the organizational and front-line worker levels. This workshop will provide a clear definition of a bi-level service delivery system, its purpose, structure, and components. The necessity of partnerships at all levels, and how they are developed, will be emphasized.
The document summarizes elements of collaboration between academic and student affairs at Ozarka College. It provides information about the college's mission, service area demographics, student demographics, and organizational structure with academic and student affairs divisions. It then outlines elements of success including top-down commitment, service learning, active outreach and assessment, classroom-student affairs continuity, and frequent communication. Initiatives that support these elements are also summarized, with implications for developing a shared vision of student success through collaboration.
This document discusses building career pathways for adult education students. It outlines the need for more opportunities for adults to gain credentials to improve their skills and access postsecondary education. It discusses key elements of successful career pathways programs, including clear program structures, integrated basic skills and career technical education, and enhanced student supports. It also provides examples of promising early outcomes from career pathways bridge programs in several states.
Here at the ExercicioWeb Site you will find several simulations with exercises, questions and activities aimed
at elementary, middle and high school covering the most diverse disciplines. For teachers, students who will
provide the Enem and the Vestibular also for the contestants
Curriculum Innovation & Development (CID), located within Education Partnerships (EP), delivers collaborative curriculum activities for external pre-entry partners like schools and further education colleges. CID supports student progression, attainment, and retention from school to university through engaging products and bespoke provision including curriculum head start sessions, higher education modules in schools, mentoring, peer support, blended and distance delivery, academic skills support, and transition activities. CID also provides continuing professional development and research/evaluation opportunities for staff and students.
STRATEGI PENGEMBANGAN SBI OLEH SURYA DHARMAMIAlIhsan5
This document outlines strategies for developing International Standard Schools (SBI) in Indonesia. It discusses the legal basis for SBI based on national laws and regulations. It also presents characteristics of SBI, including rigorous international curriculum, well-qualified teachers, modern facilities, strong student support, and high expectations. The document argues that SBI are important to improve national competitiveness and presents challenges to developing SBI such as teacher competencies, resources, culture and policies.
Cohort 2 Schools Orientation to Next Steps NHzwonkin
The Next Steps NH Project is a 5-year project funded by the US Department of Education to improve transition planning and outcomes for students with disabilities in New Hampshire high schools. The project aims to increase opportunities such as extended learning and family engagement to help more students graduate ready for college, careers, and independent living. Key strategies include enhancing transition planning, increasing real-world learning experiences, strengthening family-school partnerships, and developing regional support networks for schools. The project implements a framework to guide schools through stages of exploring, installing, and fully implementing evidence-based transition practices.
This document provides a training program plan for a Problem/Project Based Learning training program for educators. A needs assessment found that 53% of teachers indicated PBL as their biggest training need. The training program will be two days and provide 1,200 educators with curriculum on implementing PBL to improve student engagement, learning, and critical thinking skills. The budget of $250,000 will cover costs for training district staff as well as providing educators a stipend and meals for attending. The goals are to develop skilled project managers, build PBL capacity, create deeper learning, and become exemplary PBL facilitators. Stakeholders include educators, students, and administrators. Promotional materials will communicate the program to appeal to educators' needs
B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary &...Mike Blamires
B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary & Secondary PGDE Programme at the University of Aberdeen: A View from the Programme Team
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
This document summarizes Richard Hall's experience working to embed inclusivity in the curriculum at De Montfort University (DMU). It describes how DMU has progressed from a focus on "Freedom to Achieve" to reduce the BAME attainment gap, to a broader initiative called "Decolonising DMU" to promote inclusion across the institution. Key activities discussed include curriculum co-creation with students, staff training, and reviewing university policies, practices and infrastructure from an inclusion perspective. Challenges addressed include representing all students in curricula and ensuring inclusive practices become normalized.
This document discusses developing employability skills through university curricula. It introduces tools like skills auditing and curriculum mapping that can be used to identify how employability skills are taught, practiced, and assessed across a degree program. These tools help ensure employability skills are embedded throughout the curriculum rather than isolated to certain modules. The document also discusses how developing employability skills aligns with the university's employability strategy and frameworks like the CBI skills sets.
RAHSI is a collaborative effort between middle schools, high schools, colleges and universities, and industry partners in San Diego County to improve students' preparation and success in healthcare careers. The project supports the development and implementation of health career pathways through curricula, internship programs, and collaboration between educational institutions. The goal is to increase students' knowledge of healthcare opportunities, improve performance in science courses, and boost transition and retention rates in college health programs.
In 2013, youth development nonprofit Our Piece of the Pie released its school-=based Dashboard that measured student performance. The system, unique to Connecticut, took multiple inputs from a variety of data sources and combined them into an integrated data warehouse.
Now, in 2014, OPP has produced Dashboard 2.0 that integrates the original dashboard with a Holistic Performance Index that measures student academic progress, student attendance, student behavior, career- and workforce-readiness, social emotional growth, and credit accumulation.
Challenges Encountered on Capacity Building of Heads of Departments in Public...ijtsrd
The rationale of this study was to investigate influence of capacity building of Heads of Departments on implementation of curriculum in order to improve Kenya Certificate of Secondary Examination KCSE performance in public schools in Kericho County. The performance of KCSE has been decreasing over the last five years 2013—2017 the least mean score being 3.408 which is below average. The study was guided by the following objective namely to establish the challenges encountered by schools on Capacity building of Heads of Departments in order to improve KCSE performance of public schools in Kericho County. The study was used the Theory of Human Capital Theory by Becker and Gerhart 1996 which gave a deeper insight to this research study. The study adopted descriptive survey design which was suitable for this study. The target population was composed of 80 Principals, 400 Heads of Departments and 800 Teachers totaling to 3200. Simple random sampling and purposive sampling was used to get a sample of 1280 respondents. Data were collected using questionnaires and interview schedules. The data obtained was analyzed using Statistical Package for Social Sciences SPSS Version 21 .Both qualitative and quantitative data analysis techniques were used to analyze the collected data which was then presented in form of pie chats, frequency tables and graphs and thematically explained. The study found out lack of time and financial resources for capacity building for Heads of Departments HODs affected curriculum implementation. Majority of the schools held internal seminars to instill efficiency in performance although they had inadequate teachers and incentives. Majority of the respondents preferred the government to sponsor their professional development trainings instead of relying on their already migre salaries. With this in place then there will be success in curriculum implementation through efficiency and effectiveness in learning and performance. In conclusion Principals, Heads of Departments HODs and teachers agreed that they have done very little in full curriculum implementation and professional development leading to poor performance in national exams in subsequent years and other conflicts of interest. The study recommends that the Teachers Service Commission and the Ministry of Education should constantly review its policies to accommodate changing needs of Teachers and Heads of Departments in full Profession Development. Zeddy Martim "Challenges Encountered on Capacity Building of Heads of Departments in Public Schools in Kericho County, Kenya" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-5 , August 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50434.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50434/challenges-encountered-on-capacity-building-of-heads-of-departments-in-public-schools-in-kericho-county-kenya/zeddy-martim
The principal addressed the end of year developments in 2012 and plans for 2013. Key points included:
1) MOE focused on engaging learners, providing quality schools and supporting teachers over the past year.
2) Plans for 2013 include rolling out ICT applications to enhance mother tongue language teaching and assessments, reviewing the English language curriculum, and assessing the food and nutrition curriculum.
3) ICT will be introduced in parts of mother tongue language exams starting in 2013 to create more authentic assessments that better evaluate proficiency. Field tests found comparable performance between computer-based and paper-based assessments.
4) Support for teachers includes ICT portals, resources, and training to help implement the curriculum
Bowling Green State University developed an effective online faculty development program over many years. Key aspects included establishing an academically driven distance learning operation, identifying low hanging fruit programs, cultivating collaborative relationships, and providing incentives for faculty participation and online course development. The primary goals of BGSU's faculty development were to model the online instructor role, differentiate course goals, promote pedagogical instruction, and address strategies for online interaction and assessment. BGSU provided financial incentives for course development and teaching that helped grow their online program.
Connecting student learning outcomes to skills that employerscrewcareercenter
This document discusses connecting student learning outcomes in higher education to skills sought by employers. It provides background on skills gaps between classroom and workplace learning and stats on working students. The document advocates defining employability learning outcomes for courses to help students recognize and articulate transferable skills developed. Examples are provided, and benefits outlined, such as assuring quality and efficiency while making education more relevant for working learners and transparent to employers. Questions are posed to facilitate discussion on how faculty can support career pursuits and find classroom-work connections through assignments, activities and service learning.
Analyzing the Effectiveness of In-Service Training (Inset) and Its Impact on ...Medha Tripathi
It is important to teachers entering into the profession of teaching to engage in high quality professional development opportunities like teacher training programs and in service practices to ensure the quality and effectiveness of teaching. Although applicants begin to become familiar with such chances before the entry of theirs into profession, the test of theirs with those opportunities maturates once they go into the profession. Nevertheless, to
what degree the professional development opportunities are already developed is still being studied. It's commonly recognized that appropriate professional development opportunities
lead to the transformation of habits and beliefs in a good manner. Nevertheless, developing programs detached from the practitioners' perspectives will be badly based as in-service
teacher perspectives can help develop the ensuing opportunities better. This research paper aims at describing the impact of in service training activities for professional advancement of teachers in India. Using close-ended questions, experience and perception of teachers (n=150, m=100, f=50), whom availed the chance getting in service training, were definitely accomplished. Results of the study revealed the beneficial effect of in service
training programs plans on the Professional Advancement of Teachers. The study also revealed the good perception of teachers relating to the professional development of theirs.
It recommended the in service training programs to be created in line with the topic instead of common.
This document outlines strategies for developing International Standard Schools (SBI) in Indonesia. It discusses the legal basis for SBI based on national laws and regulations. It identifies challenges to developing SBI, such as teacher competencies, curriculum, and resources. The document proposes interventions like improving infrastructure, human resources, and management to bridge gaps between existing schools and SBI. It provides dimensions for SBI standards, including curriculum, facilities, and student and teacher qualifications. Overall, the document provides a framework to enhance education quality and competitiveness in Indonesia by developing SBI.
Similar to Learning Session 2-3 A Learning-to-Work Partnership - Apprenticeship and College (20)
IT Career Hacks Navigate the Tech Jungle with a RoadmapBase Camp
Feeling overwhelmed by IT options? This presentation unlocks your personalized roadmap! Learn key skills, explore career paths & build your IT dream job strategy. Visit now & navigate the tech world with confidence! Visit https://www.basecamp.com.sg for more details.
A Guide to a Winning Interview June 2024Bruce Bennett
This webinar is an in-depth review of the interview process. Preparation is a key element to acing an interview. Learn the best approaches from the initial phone screen to the face-to-face meeting with the hiring manager. You will hear great answers to several standard questions, including the dreaded “Tell Me About Yourself”.
5 Common Mistakes to Avoid During the Job Application Process.pdfAlliance Jobs
The journey toward landing your dream job can be both exhilarating and nerve-wracking. As you navigate through the intricate web of job applications, interviews, and follow-ups, it’s crucial to steer clear of common pitfalls that could hinder your chances. Let’s delve into some of the most frequent mistakes applicants make during the job application process and explore how you can sidestep them. Plus, we’ll highlight how Alliance Job Search can enhance your local job hunt.
Jill Pizzola's Tenure as Senior Talent Acquisition Partner at THOMSON REUTERS...dsnow9802
Jill Pizzola's tenure as Senior Talent Acquisition Partner at THOMSON REUTERS in Marlton, New Jersey, from 2018 to 2023, was marked by innovation and excellence.
Resumes, Cover Letters, and Applying OnlineBruce Bennett
This webinar showcases resume styles and the elements that go into building your resume. Every job application requires unique skills, and this session will show you how to improve your resume to match the jobs to which you are applying. Additionally, we will discuss cover letters and learn about ideas to include. Every job application requires unique skills so learn ways to give you the best chance of success when applying for a new position. Learn how to take advantage of all the features when uploading a job application to a company’s applicant tracking system.
Leadership Ambassador club Adventist modulekakomaeric00
Aims to equip people who aspire to become leaders with good qualities,and with Christian values and morals as per Biblical teachings.The you who aspire to be leaders should first read and understand what the ambassador module for leadership says about leadership and marry that to what the bible says.Christians sh
Joyce M Sullivan, Founder & CEO of SocMediaFin, Inc. shares her "Five Questions - The Story of You", "Reflections - What Matters to You?" and "The Three Circle Exercise" to guide those evaluating what their next move may be in their careers.
Job Finding Apps Everything You Need to Know in 2024SnapJob
SnapJob is revolutionizing the way people connect with work opportunities and find talented professionals for their projects. Find your dream job with ease using the best job finding apps. Discover top-rated apps that connect you with employers, provide personalized job recommendations, and streamline the application process. Explore features, ratings, and reviews to find the app that suits your needs and helps you land your next opportunity.
How to Prepare for Fortinet FCP_FAC_AD-6.5 Certification?NWEXAM
Begin Your Preparation Here: https://bit.ly/3VfYStG — Access comprehensive details on the FCP_FAC_AD-6.5 exam guide and excel in the Fortinet Certified Professional - Network Security certification. Gather all essential information including tutorials, practice tests, books, study materials, exam questions, and the syllabus. Solidify your knowledge of Fortinet FCP_FAC_AD-6.5 certification. Discover everything about the FCP_FAC_AD-6.5 exam, including the number of questions, passing percentage, and the time allotted to complete the test.
How to Prepare for Fortinet FCP_FAC_AD-6.5 Certification?
Learning Session 2-3 A Learning-to-Work Partnership - Apprenticeship and College
1. A Learning to Work
Partnership: The New
York City Model
Office of Postsecondary Readiness, New York City Department of Education
ETA/ASTD Regional TA Forum, Boston, MA – November 14-16, 2011
1
2. NYC and Multiple Pathways: At a Glance
The New York City Department of Education (NYCDOE) is the
largest system of public schools in the United States, serving 1.1
million students in over 1,700 schools.
In 2001, Mayor Michael Bloomberg and NYC Schools Chancellor Joel
Klein launched the Children First Initiative, which included a central
priority of increasing graduation rates.
In 2005, the Office of Multiple Pathways to Graduation (OMPG)
was established with the aim of developing a portfolio of schools,
programs, and instructional approaches to increase the graduation
rates of differentiated segments of the over-age and under-credited
(OA/UC) population, the students with the greatest risk of dropping
out.
Today, the Office of Postsecondary Readiness (OPSR), formerly OMPG, is pioneering new strategies to
ensure OA/UC students graduate from high school ready to pursue and persist in meaningful college
and career pathways.
3. Multiple Pathways Research and Development
•SIZING THE CHALLENGE (2006)
• An overage, under-credited student is at least two years off-track relative to expected
age and credit accumulation toward earning a diploma. Nearly all high school dropouts
in New York City have a history of being overage and under-credited.
• In New York City, 138,000 youth between the ages of 16 and 21 are overage and under-
credited. 70,000 of them are in school, while 68,000 have already dropped out.
• New York City’s estimated 70,000 in-school overage and under-credited youth represent
a population of students that is smaller than only five other US high school districts.
When all in- and out-of-school overage, under-credited youth are included, this
population would rank as the second-largest high school district in the US.
3
4. The Learning to Work Initiative was announced by NYC Mayor Michael
Bloomberg in 2005 as a new strategy to increase the number of over-age
and under-credited high school students who earn a high school diploma
and have the necessary skills for college and career success.
Collaborative partnerships between Community Based Organizations (CBO)
and New York City Department of Education (NYCDOE) staff is a central
component of the Learning to Work Initiative.
Currently the NYCDOE has multiple Learning to Work contracts with 18
NYC CBOs to partner at 58 schools and programs that have 12,500 seats.
5. Multiple Pathways Portfolio of School & Program Models
Learning To Work (LTW) engages OA/UC students through workforce connections, academic
support, and integrated youth development. LTW services are provided through partnerships with
community-based organizations and are integrated across Multiple Pathways schools and
programs.
A key aspect of LTW is the Primary Person Model, whereby each student is matched with an
advisor who provides support in setting goals, assessing progress, and accessing services.
Learning to Work (LTW)
Young Adult Borough Centers Access GED Transfer Schools
(YABCs)
• Ages 17.5 - 21† • Ages 18 - 21† • Ages 15 - 21 (varies by school) †
• Part-time Afternoon/Evening Program • Full-time Day Program (Access GED) • Full-time Day School
and Part-time Evening Program (GED
• Students work towards High School Diploma Plus) • Students work towards High School Diploma
• Entry Requires 17 Credits • Students work toward a GED Credential • 0 Credits at Entry (varies by school)
• Entry Requires 4 Years of High School • Entry Requires 1 Year of High School
†All schools and programs serve students through the school year in which they turn 21.
5
6. Office of Postsecondary Readiness:
Learning to Work (LTW) Initiative
Career
Integration of Youth Exploration/
Development Preparation Workforce
Principles and including Post- Connections
GOAL Practices Secondary
Advisement
Assist over-age, under-
credited* students in
overcoming obstacles that
Support Services
impede their progress Academic Support
Including
Including Student
towards earning a high Attendance Outreach
Counseling and
Leadership and
Referral to Other
school diploma and and Tutoring
Services
Voice
developing a solid post-
secondary educational and
career plan. Contracted
Subsidized Partnerships with a
Internships to Community-Based Seamless
Develop Skills and Organization, Integration of
Explore Career Supported by Local Tax District and CBO
Interests Levy Dollars Services
*Over-age and under-credited students are those who are, by definition, two or more years off-track.
6
7. A Vision of Partnership
If we really want to meet the needs of all high school students, we must re-
envision not simply the roles partner organizations play, but the nature of
school-community partnerships themselves. Educators and other groups and
organizations in the community must share responsibility for student success
and work in close collaboration to remove barriers to learning.
Partnerships are built around a shared mission and each partner’s strengths and
capacity.
The work of all partners must be fully integrated into every aspect of the
school’s design, development and operation.
These quotes are taken from a document created by New Visions for Public
Schools, New Century High Schools, A Vision of Partnerships
8. LTW COLLABORATIVE WORK PLAN
What is it?
A tool to capture all the programmatic structures and academic support services performed at the
school/program. It is developed collaboratively by the contracted Community Based Organization and the DOE
leadership on site. The work plan is a living document that should be revisited throughout the school year to
ensure procedures and policies continue to be aligned with the school’s goals.
Purpose
The tool is meant to help on-site leadership develop viable strategies to achieve the program goals, to clearly
define the specific site-level role and responsibility of each partner as it relates to specific work streams, to
provide a common document to refer to regarding agreed upon processes, and to provide a vehicle for holding
each other accountable to one another.. The collaborative process used to produce this living document will
help clarify the roles and responsibilities for all practitioners and leaders on site.
Vital Information to include
When developing the work plan please be detailed but concise. Thoroughly explain and/or name all parties
involved in delivering the services and activities. Try to encompass all elements of your program model. Include
preparation and routine operational meetings. The final document should be on joint letterhead. The internal
structures used to accomplish the following areas of work should clearly be explained in the work plan.
9. LTW Collaborative Work Plan
Service Implementation Worksheet
*The Principal and LTW CBO Program Director will work together to develop their LTW Collaborative Work Plan.
I. Mission Statement
State the transfer school’s mission. Be sure to include the following elements:
•What is the transfer school’s purpose?
•What are the transfer school’s values?
•What are the basic shared beliefs in your transfer school?
•What makes your transfer school unique?
Who are the beneficiaries of your work?
•What responsibilities does the transfer school have to these beneficiaries?
•What are the main objectives supporting the transfer school in accomplishing its
mission?
10. II. Counseling and Case Management
Staff Assigned:
Please list all CBO and DOE staff members and specify the organization, name and position
of each employee coordinating counseling and case management services for students.
(Organization – name, position) Example: DOE – Jane Smith, Attendance Teacher
1. 3.
2. 4.
Responsibilities:
Develop a detailed narrative describing counseling and case management practices.
Please be sure to incorporate the answers to all of the following questions/statements.
Who will:
•Develop and coordinate the intake process for each student
•Ensure that primary person will have access to transcript for each student
•Ensure that all forms (including any consent forms) are completed and are correct
•Develop a personalized academic calendar for each student
•Develop and coordinate meetings with student’s parent/guardian
•Provide student with identification needed to enter the building
•Coordinate crisis intervention services
•Greet and welcome new students into the site building
What is the ratio between primary person and student?
How often do the primary person and student meet?
11. III. Attendance Outreach
Staff Assigned:
Please list all CBO and DOE staff members and specify the organization, name and position of
each employee that participates in attendance outreach practices.
(Organization – name, position) Example: DOE – Jane Smith, Attendance Teacher
Responsibilities:
Develop a detailed narrative explaining attendance outreach activities. Please be sure to
incorporate the answers to all of the following questions/statements.
Who will:
•Make phone calls home when a student is absent or chronically late
•Follow up with students who are absent or chronically late
•Conduct Home visits for LTAs
•Mail out letters for 407s/Follow up with 407s
•Initiate the process for discharging an LTA
•Compile the documentation for discharging an LTA
•Submit the planning interview form to the region
•How will you document your attendance outreach efforts?
•How and when will staff making phone calls receive the list of students absent each day?
•What time each day will staff make phone calls home?
•How often will staff responsible for attendance outreach meet as a group to discuss students
with attendance issues including 407s and LTAs?
12. IV. College Advisement and Career Exploration
Staff Assigned:
Please list all CBO and DOE staff members and specify the organization, name and position of
each employee that will coordinate college advisement and career exploration activities.
(Organization – name, position) Example: DOE – Jane Smith, Attendance Teacher
Responsibilities:
Develop a detailed narrative describing college advisement and career exploration practices.
Please be sure to incorporate the answers to all of the following questions/statements.
Who will:
•Advise students about college
•Organize trips to college campuses/How many per semester?
•Complete individual post-secondary plans with students
•Coordinate career exploration activities
•Advise students about financial aid options (i.e. student loans, scholarships, work-study
opportunities) / Obtain college fee waivers
•Follow up with students that have graduated
•Coordinate SAT Test Preparation services / Handle SAT registration process
•Develop and plan a college advisement workshop
•Bridge connections with trade and vocational job training programs?
How often will a student who is close to graduation be advised about college?
13. V. Employability Skills Development and Internships
Staff Assigned:
List all CBO and DOE staff members and specify the organization, name and position of each
employee participating in fostering employability skills development and internships.
(Organization – name, position) Example: DOE – Jane Smith, Attendance Teacher
Responsibilities
Develop a detailed narrative describing employability skills development and internships
practices. Please be sure to incorporate the answers to all of the following
questions/statements.
Who will:
•Teach an employability skills development workshop
•Conduct an LTW seminar for students in internships
•Develop individual employability skills development/employment plans
•Complete Student Internship Learning Agreements with a student
•Meet with employers to discuss the Internship Learning Agreement
•Monitor students at their work sites
When will the employability skills development workshop occur?
When and how often will an LTW seminar for students in internships occur?
How will students be able to participate in an internship?
How often will each internship site be visited?
14. Capacity Building for Partnerships
Facilitation coaches from technical assistance providers work with the Assistant Principal (AP) and
the CBO Program Director at each site . Together, they develop structures for good communication,
problem solving, and effective youth development practices. Facilitators work with sites to develop
specific operational goals, establish concrete student outcomes, and outline realistic next steps to
achieve those goals.
Network meetings bring together representatives from across the OMPG programs to exchange
best practices, address operational issues, and build professional communities. A Leadership
Network brings together the site-level leadership from the two partners at each site facilitated by a
technical assistance provider. Other networks convene the staff responsible for the internship
programs , youth counselors or college advisors.
Workshops on specific topics ranging from college advisement, the role of the advocate counselor
or building partnerships with employers are also available to all staff members from the CBO and
Department of Education. The goal is to support the development of high quality staff with a strong
understanding of practice and theory.
15. Lessons Learned from the Learning to Work Program
Feedback from the Learning to Work practitioners who participated in the
Leadership Networks identified the following as key to implementing successful
partnerships:
•Mutual accountability and joint decision-making;
•Leadership that supports collaborations;
•Collaborative action, clear roles, and moveable boundaries;
•Cross-cultural understanding;
•Open communication and free flow of information;
•A community of practice, respect and trust
16. Tom Pendleton
Director of Learning to Work Initiatives
Office of Postsecondary Readiness
NYC Department of Education
52 Chambers Street Rm 210
New York, NY 10007
(212) 374-6616
Tpendleton@schools.nyc.gov
www. schools.nyc.gov
Additional resources and publications:
http://schools.nyc.gov/ChoicesEnrollment/AlternativesHS/Resources/default.htm