The document provides guidance on creating a work-based learning plan for academies. It discusses the importance of having a plan to gain program approval, market the academy, and give students an edge. It defines work-based learning and outlines a continuum of activities from career awareness to career preparation. Examples of work-based learning experiences are provided that support core academics, career knowledge, foundational skills, and interpersonal skills. Participants are instructed to draft their work-based learning plans.

1. Work-Based Learning:
Creating a plan
Laura Fidler
Instructional Manager, NAF
laura@naf.org
Laura Fidler, Instructional Manager
laura@naf.org

2. Today’s Objectives:
Participants will gain an understanding of:
what constitutes a work-based learning plan
why it matters for your students
how to create a work-based learning plan for their
academy
Goal: Academies submit WBL plan to be reviewed by Laura no
later than April 5th, 2013

3. Looking Ahead…
April 24th 1-4pm Partnership Development Strategies: Developing
Business partnerships at your academies
Session 2 June 6, 2012
Integrating your work-based learning plan
Business partner engagement strategies
Alternative work-based learning ideas
Assessing and growing your work-based learning plan

4. What I Know: What I Want to What I Learned
Know:

5. Reasons to Create a
Work-Based Learning Plan
1. Gain NYS CTE Program Approval
2. Help ‘make the case’ for work-based learning as an
effective instructional strategy
3. Market your academy program to prospective students,
business partners and colleges
4. Give your students an edge in a tough economy

6. What is work-based learning?
Term Category Characteristics
Work-based learning is a continuum of That
educational strategies

7. NAF Definition
Work-based learning refers to a continuum of activities, both
in and outside the classroom, that provide opportunities for
students to connect what they are learning in the
classroom to the world of work; to learn about careers and
the education and training requirements for occupations
within and across industries; to identify career interests and
aptitudes, and to use the workplace for both learning and
applying college- and career-readiness skills and
knowledge.

9. Awareness of one’s own abilities and performance
Core academic
- Self-directed; takes initiative; resourcefulness
content knowledge
(e.g. English,
mathematics, science,
history, arts)
Collaboration - Post-secondary
and teamwork context knowledge
- Ethical (admissions
behavior requirements,
- Ability to work affording college, and
with diverse different college
individuals types)
Core career content
knowledge (e.g.
-Critical
and systemic thinking and problem solving knowledge specific to
- Information literacy; Creativity and Innovation ; profession)
Organizational/technology skills - Career context
- Time management; Flexibility and adaptability knowledge (e.g.,
- Communication (oral and written, listening and observation) pathway requirements
and qualifications)

10. NYC Department of Education
College and Career Readiness Benchmarks

11. Core Academics and Career Knowledge
Core Academics Career Knowledge
 Core academic content  Core career content
knowledge knowledge
 Post-secondary context  Career context knowledge
knowledge
Provide an example of a work-based learning experience
that can support the development of any of these skills

12. Foundational Skills for Post-Secondary and Career Success
 Critical and systemic thinking
and problem solving
 Information literacy
 Creativity and Innovation Provide an example of a
 Organizational/technology skills work-based learning
 Time management experience that can
 Flexibility and adaptability
 Communication (oral and
support the development
written, listening and of any of these skills
observation)

13. Interpersonal Skills and Self Management Abilities
Interpersonal Skills Self Management
 Collaboration and  Awareness of one’s own
teamwork abilities and performance
 Ethical behavior  Self-directed; takes
 Ability to work with initiative; resourcefulness
diverse individuals
Provide an example of a work-based learning experience
that can support the development of any of these skills

15. WBL Continuum of activities
Career Awareness Career Exploration Career Preparation
9th Grade 10th Grade 11th Grade – 12th Grade
On-line career related College research College research
programs such as Road Trip College visits College visits
Academy recruitment presentations
Nation or Career Builder Career Fairs (*AB)
College & career fairs (*AB)
Classroom speakers (*AB) Classroom speakers and team
Community Job fairs (*AB)
Field trips (*AB) teaching with industry School-based enterprises (*AB)
College visits representatives (*AB) Virtual enterprises led by business
Industry themed class Information interviews with person (*AB)
projects (*AB) adults (*AB) Job shadow (*AB)
Career Fairs (*AB) Job Shadow (*AB) Community speaking presentations
(*AB)
Accompany parents to work Industry based projects(*AB)
Interviews with business (*AB)
Aptitude and Interest Community planning projects
Resume’ development (*AB)
assessment such as Y-PLAN (Youth – Plan, Informational interviews (*AB)
Learn, Act, Now) (*AB) Community resource mapping
Community resource mapping (*AB)
College applications
Leadership Development
Opportunities
Work on industry certificates
Culminating Internships (*AB)

16. Let’s try….
• Draft your work-based learning plans
• Groups share out their work

17. www.naf.org/wblguide

18. What I Know: What I Want to Know What I Learned