Educators, work-based learning partners, superintendents, and those involved in Linked Learning get together to adopt and celebrate common definitions and effective practices along the College & Career Continuum for Tulare and King Counties. www.innovatetk.com/wbl-in-action
Class project for EdTech 501
A sample Technology Use Plan for a fictional school as a ppt presentation to a school and community team as an educational technician
Going online is only step one. Next, your institution is challenged with growing online programs to attract new students. Learn how personalization can power the three critical steps in the student lifecycle: recruitment & enrollment, teaching & learning, and outcomes & retention.
A quick guide to build an Outcome Based Framework in higher educational institution. Informational presentation on OBE, accreditation, and student centred education.
Class project for EdTech 501
A sample Technology Use Plan for a fictional school as a ppt presentation to a school and community team as an educational technician
Going online is only step one. Next, your institution is challenged with growing online programs to attract new students. Learn how personalization can power the three critical steps in the student lifecycle: recruitment & enrollment, teaching & learning, and outcomes & retention.
A quick guide to build an Outcome Based Framework in higher educational institution. Informational presentation on OBE, accreditation, and student centred education.
Embedding Self assessment and Feedback into Reflective Portfolios Terry YoungePortfolios Australia
Sports Coaching requires a high degree of reflective practice in order for students to improve their skills. This presentation describes a methodology to assess student ability to coach another individual. It incorporates video production and submission, session planning, risk assessment, self assessment and reflection on assessment performance.
Using Dashboards to Enhance Authentic Professional Learning Capabilities Dr M...ePortfolios Australia
A key challenge facing commerce students on graduation is the ability to demonstrate industry ready capabilities such as critical analysis, and problem solving (Bolton 2018). To prepare for this challenge, higher education needs to design assessments that prepare students for corporate expectations. However, many students struggle with the presenting the critical analysis needed for commerce assessments. Dashboards are widely used within industry as tools to draw together volumes of information from diverse sources, track performance and make strategic decisions (Grewal, Motyka & Levy 2018; Schlee & Karns 2017). Adapting this idea, we have developed assessment tasks that utilise a dashboard design to help students structure their research, present analysis and develop insight as a way to articulate their professional capabilities. The dashboards are embedded in an early assessment in a first year University commerce course and provide visual layouts that guide students to manage the research and analysis.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
Designing and assessing your work based learning systemNAFCareerAcads
Who should be involved in the design and assessment of a complete work-based learning system? Join a discussion of how to develop a team to include students, advisory board members, career and academic core teachers and counselors.
Presentation at the HEA-funded workshop 'New approaches to business and management students’ experiential development for the workplace'.
The Centre of Higher Education in Learning & Management of Aston Business School, Aston University, will be hosting an all-day workshop on simulation and gaming as a teaching tool in the Social Sciences. In addition, the workshop will also debate the topical issue of student placements. The overall theme and focus of the workshop will be: how can simulations and games, and industry placements or internships most effectively be employed to enhance the student learning experience and effectively prepare students for the workplace?
This presentation is part of a related blog post that provides an overview of the event:
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
This is an introduction to the Enhancing College Career Community Options Curriculum that NAF is developing in partnership with ConnectED and MDrC. An introduction to the curriculum, its assignments and assets will be discussed and demonstrated.
The presentation will outline the successes and challenges of introducing an electronic portfolio to first year students using MKM software. At the School of Medicine at Western Sydney University a portfolio was introduced to first year students in 2019 to promote self-regulated learning and skills in reflection. Student portfolios are reviewed and discussed with academic advisors. Curriculum design and teaching students, advisors and staff are critical to the successful implementation of a portfolio.
Beyond the Resume – Using eportfolios for demonstrating skills and gaining em...ePortfolios Australia
This presentation was part of the August 2020 webinar entitled: Employability, employers, and eportfolios and delivered by Kate Mitchell, Tom Cotton and Dr Suneeti Rekhari
Strategies to Improve your Digital Well-being Using ePortfolios Marie B FisherePortfolios Australia
Digital well being is an important aspect of our work and study that often takes ‘a back seat’ in our overloaded lives.
The aim of this paper is to reflect on what Digital Well being means to us and how ePortfolios can be used to achieve our life and work goals.
How do we define digital well being? Why is it important?
How can we refresh and use our ePortfolios to improve our job prospects, engagement or collaboration with others and work life balance?
What can we change in our approach when challenges overwhelm or stymie our Digital well being?
Connecting and transforming: Using ePortfolios to support employability and p...ePortfolios Australia
Swinburne University of Technology is involved in a process of transforming learning to ensure that graduates are future-ready learners who have the potential to make a positive impact in the workplace and community. A key part of this strategy is to encourage students to reflect on the skills and graduate attributes they develop as part of their studies and through their involvement in employment and extra-curricular activities. Swinburne are currently piloting an ePortfolio platform (Portfolium) to support and integrate the knowledge and skills developed through a wide range of curricular and co-curricular initiatives to develop an employability portfolio. In particular, the ePortfolio will be used by students to articulate their professional purpose and to collect and curate evidence of their professional purpose journey throughout their course. The presentation will explore the role of ePortfolios at the intersection of strategic initiatives and report on evaluation and future plans for institution-wide implementation.
Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...ePortfolios Australia
ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.
Embedding Self assessment and Feedback into Reflective Portfolios Terry YoungePortfolios Australia
Sports Coaching requires a high degree of reflective practice in order for students to improve their skills. This presentation describes a methodology to assess student ability to coach another individual. It incorporates video production and submission, session planning, risk assessment, self assessment and reflection on assessment performance.
Using Dashboards to Enhance Authentic Professional Learning Capabilities Dr M...ePortfolios Australia
A key challenge facing commerce students on graduation is the ability to demonstrate industry ready capabilities such as critical analysis, and problem solving (Bolton 2018). To prepare for this challenge, higher education needs to design assessments that prepare students for corporate expectations. However, many students struggle with the presenting the critical analysis needed for commerce assessments. Dashboards are widely used within industry as tools to draw together volumes of information from diverse sources, track performance and make strategic decisions (Grewal, Motyka & Levy 2018; Schlee & Karns 2017). Adapting this idea, we have developed assessment tasks that utilise a dashboard design to help students structure their research, present analysis and develop insight as a way to articulate their professional capabilities. The dashboards are embedded in an early assessment in a first year University commerce course and provide visual layouts that guide students to manage the research and analysis.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
Designing and assessing your work based learning systemNAFCareerAcads
Who should be involved in the design and assessment of a complete work-based learning system? Join a discussion of how to develop a team to include students, advisory board members, career and academic core teachers and counselors.
Presentation at the HEA-funded workshop 'New approaches to business and management students’ experiential development for the workplace'.
The Centre of Higher Education in Learning & Management of Aston Business School, Aston University, will be hosting an all-day workshop on simulation and gaming as a teaching tool in the Social Sciences. In addition, the workshop will also debate the topical issue of student placements. The overall theme and focus of the workshop will be: how can simulations and games, and industry placements or internships most effectively be employed to enhance the student learning experience and effectively prepare students for the workplace?
This presentation is part of a related blog post that provides an overview of the event:
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
This is an introduction to the Enhancing College Career Community Options Curriculum that NAF is developing in partnership with ConnectED and MDrC. An introduction to the curriculum, its assignments and assets will be discussed and demonstrated.
The presentation will outline the successes and challenges of introducing an electronic portfolio to first year students using MKM software. At the School of Medicine at Western Sydney University a portfolio was introduced to first year students in 2019 to promote self-regulated learning and skills in reflection. Student portfolios are reviewed and discussed with academic advisors. Curriculum design and teaching students, advisors and staff are critical to the successful implementation of a portfolio.
Beyond the Resume – Using eportfolios for demonstrating skills and gaining em...ePortfolios Australia
This presentation was part of the August 2020 webinar entitled: Employability, employers, and eportfolios and delivered by Kate Mitchell, Tom Cotton and Dr Suneeti Rekhari
Strategies to Improve your Digital Well-being Using ePortfolios Marie B FisherePortfolios Australia
Digital well being is an important aspect of our work and study that often takes ‘a back seat’ in our overloaded lives.
The aim of this paper is to reflect on what Digital Well being means to us and how ePortfolios can be used to achieve our life and work goals.
How do we define digital well being? Why is it important?
How can we refresh and use our ePortfolios to improve our job prospects, engagement or collaboration with others and work life balance?
What can we change in our approach when challenges overwhelm or stymie our Digital well being?
Connecting and transforming: Using ePortfolios to support employability and p...ePortfolios Australia
Swinburne University of Technology is involved in a process of transforming learning to ensure that graduates are future-ready learners who have the potential to make a positive impact in the workplace and community. A key part of this strategy is to encourage students to reflect on the skills and graduate attributes they develop as part of their studies and through their involvement in employment and extra-curricular activities. Swinburne are currently piloting an ePortfolio platform (Portfolium) to support and integrate the knowledge and skills developed through a wide range of curricular and co-curricular initiatives to develop an employability portfolio. In particular, the ePortfolio will be used by students to articulate their professional purpose and to collect and curate evidence of their professional purpose journey throughout their course. The presentation will explore the role of ePortfolios at the intersection of strategic initiatives and report on evaluation and future plans for institution-wide implementation.
Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...ePortfolios Australia
ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.
In today’s knowledge-based, global economy, leveraging internal and external talent has never been more important. Read on to see the future of the open talent economy.
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.
Have a look at a presentation from the Workshop in Nice which was organised within the TRIGGER project (project number: 2617309-EPP-1-2020-1-SK-EPPKA2-CBHE-JP). The aim of the project is to improve conditions at universities in Central Asia and to educate students in an innovative way so they acquire the skills needed for today's job market. In this presentation Côte d'Azur University will take you through planning, managing, and promotion of graduates employability in cooperation with employers and will introduce different services to support the students in this regard.
How digital credentials can support a Higher Education framework for employab...Dr Patrina Law
Keynote presentation given at the European Summit for Modern Employment and Digital Credentials, 1st December 2017 at the Royal Society for the Arts, London. By Patrina Law (Open University) and Doug Cole (Higher Education Academy).
Elesig 2013 webinar on Evolving Digital literacies: inductions to employment...Ellen Lessner
This webinar focused on how Abingdon and Witney College has used research funding to embed a range of digital literacy skills in induction and in teaching. It focuses on what we learned from our JISC Students4WebEs project where we taught students how to set up and run a webinar. Employers participated in student run webinars on employment skills that they were looking for. The presentation highlighted some of the issues of engaging students in research in a further education setting as well as identifying students as change agents. Elesig stands for 'Evaluation of Learners; Experiences of e-Learning Special Interest Group'.
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...credomarketing
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...Lisa D'Adamo-Weinstein
Forging Successful Learning Centers: Critical Considerations and Evidence-Based Practices for New LC Directors
Presented at NCLCA 2021 Annual Conference
Stepping into an LC leadership role and feeling overwhelmed about how to focus your efforts? Join members of the NCLCA Past Presidents Council for an in-depth exploration of evidence-based best practices that will help you improve the infrastructure and operations of your center.
Breakout groups will allow you to begin forging concrete plans in critical areas, including LC programs and services, utilization of online tools and technology, assessment and evaluation, professional development, and budgets and revenue generation.
Co-presented with NCLCA Past President's Council members Geoff Bailey, Lindy Coleman, Lisa D'Adamo-Weinstein, Jenny Haley, and Laura Sanders as part of the National College Learning Center Association (NCLCA) 47th Annual Conference. Birmingham, AL and online.
Slides from the Jobsearch Masterclass held at La Trobe University on 18 July 2013. Topics covered include researching job opportunities, resume writing, interviews, psychometric testing, networking
Link into your professional network - Jisc Digifest 2016Jisc
This session will explore how helping teachers to build confidence in their own technical and professional networking skills, showing teachers how to use and become proficient with LinkedIn and how to transfer those skills to students can lead to employment for students.
The session will show case the Learning Futures/Education and Training Foundation funded resources for the FE and skills sector that its is anticipated may be embedded into a future Jisc service that is currently in the R&D phase.
Promoting Inclusivity through Universal Design for Learning, Karen Buckley, DCU.Karen Buckley
National Forum Seminar Series presentation by Karen Buckley, Academic Developer, DCU.
Wednesday 6th November, University of Limerick
Promoting Inclusivity through Universal Design for Learning
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Our Outcomes For Today
Academy Teams identify gaps and needs within their
own College and Career Continuum.
Academy Teams have time to engage with action
planning tool and plan next steps.
All participants will have an opportunity to celebrate all
parts of the WBL continuum and effective practices.
All participants will recognize champion employers and
highlight employer engagement success stories.
All participants will gain an understanding of common
work-based learning (WBL) definitions and the WBL
continuum.
All participants will gain valuable resources and
tools to support WBL integration.
6. Work Based Learning
Framing Principles
• One of the best ways to prepare students to be
successful interns is to provide a robust multi-
year set of work-based learning activities leading
to a paid internship.
• One of the most efficient ways to develop
sustainable relationships with employer
partners is to start small and build
towards paid internships
7. College & Career Ready Skills
Part 1. Core College and Career
Readiness Skills
C. Self-Management and Personal Responsibility
A. Foundational Skills C.1. Manages time effectively; punctual
A.1. Locating, comprehending, and
evaluating information
C.2. Self-directed; takes initiative; resourceful
A.2. Listening and observation
C.3. Takes responsibility for learning; seeks to
learn
A.3. **Critical thinking, problem
formulation, and problem solving
C.4. Asks appropriate questions
A.4. Oral communication C.5. Prioritizes tasks
A.5. Written communication C.6. Persistent
A.6. Quantitative reasoning C.7. Brings tasks and projects to completion
A.7. Precision and accuracy C.8. Aware of own abilities and performance
B. Applied Workplace Skills C.9. **Exhibits responsible and professional
behaviors and defined by the industry or
field
B.1. Systems thinking
Part 2. Knowledge of the Field and
Organizational Context
B.2. Creativity and innovation D.
B.3. Information technology application
D.1. Understands career
opportunities/requirements in the industry
or field overall
B.4. **Teamwork/collaboration
D.2. Understands the career
opportunities/requirements in the specific
occupational area related to the
student project
B.5. Ability to work with diverse individuals
D.3. Understands the culture, etiquette, and
practices of the workplace or the project
client’s organization and knows how to
10. Aligning 21st Century Learning & Teaching
College AND Career Readiness
is the goal of both:
11. Common Core is embedded in
The Linked Learning approach
Four Components of Linked
Learning:
• Rigorous Academic Core
• Real World Technical Skills
• Work Based Learning
• Personalized Support
13. 13
Note: Four-year schools have a six-year graduation window; two-year
schools have a three-year graduation window.
Source: Condition of Education, NCES, 2013
59%
31%
0%
10%
20%
30%
40%
50%
60%
70%
Four-Year School (BA) Two-Year School (AA or Certificate)
College Completion Rates LOW
14. 14
Sources: Recovery 2020, Georgetown Center on Education and the
Workforce, 2013; and Complete College America
2020 CA Employment Projections
15. Source: EPI analysis of data from the Job Openings and Labor Turnover
Survey and the Current Population Survey, December 2014
http://stateofworkingamerica.org/charts/unemployed-and-job-openings-by-
industry/
0.0000
0.2000
0.4000
0.6000
0.8000
1.0000
1.2000
Unemployed Job openings In a 2011 McKinsey survey
of 2,000 U.S. companies,
two thirds reported
difficulty in filling job
vacancies for reasons
including:
• insufficient job
experience
• insufficient educational
qualifications
• unsuitable work habits
• poor communication
ability
Unemployed & Job Openings (in millions)
17. NAF Academy
EVIDENCE BINDER
Standard 4.1
Provides a Work Based Learning Program
All students complete a sequence set of work based learning experiences
WBL IN ACTION
21. Career Awareness
Exploring Career Options to Motivate
StudentsConnects to your
Graduate Profile and
Course Curriculum
• Student Learning Outcomes:
• Career Understanding
• Link Concepts
• Communication
• Economic Impacts
22. Career Awareness
Exploring Career Options to Motivate
Students
Experiences Defined By:
• Interaction with industry
partners in groups
• Designed by adults to
broaden student awareness
• Exposes students to the
breadth of an industry
23. Career Awareness
Exploring Career Options to Motivate
StudentsInvolves STRONG partnership
with Advisory Committee
• Academy Team vet ideas with
Advisory Committee
• Advisory Committee supports
the WBL activities
26. Career Awareness
Other Examples:
• Career Fairs
• One-on One Interviews
• Career Readiness Activities
• Interview Skills
• Interpersonal
Communication
• PBL Involvement
• Resources, Assessment,
Potential Team Member.
Examples of
Experiences
27. Career Awareness
Phil Deffenbaugh, Superintendent Terminus
Dam and GWHS AG Engineering Advisory
Member leads a group of Ag Engineering
students through a tour of the Hydro-Electric
Plant as part of the Electricity Unit in the
35. Mock Interviews/HOSA
★ Area of weakness for our Academy
★ What we have done in the past
○ Very few participants (<10 for competition)
★ The plan we are implementing for our future
○ How can we be better?
○ How can we address more students?
36. Mock Interviews/HOSA
PAST
★ Interview to join the
Academy
★ Students pick up
applications from local
businesses
★ Students pick up/download
a medical application
★ Interview professionals
specific to the current
project
PRESENT
★ Interview to join the academy
★ AP Psychology - Juniors
○ After AP Testing
★ Staff Meeting
○ Students dress
professionally
○ Students interviewed by
2-3 staff members (panel
feeling) on two different
job types
★ Interview professionals
specific to the current
project
39. Informational Interviews
Exploration of Careers
● Mentor Breakfast
● Advisory is used for contacts
● Interviews done every year in all
Pathway classes.
○ Done during Projects - email,
phone and in person.
53. Regional Goals
1. Create and sustain strong regional WBL and
Advisory partnership leading to 2500
internships by 2020.
2. Ensure student pathways connect to sector
partnerships that are valued in the regional
economy.
3. Demonstrate the "collective impact" of
pathways on students and communities.
54. You Are Not Alone
Employer Engagement: Advisory Boards
• Membership &
Structure
• Work-Based Learning
• Curriculum &
Instruction
• Marketing & Academy
Sustainability
55. You Are Not Alone
Employer Engagement: Work Based Learning
• Recruit, assemble, and support staff to perform
below functions
• Engage major regional employers and seek
commitments
• Establish and staff regional industry sector
committees
• Establish technology infrastructure to collect,
monitor, and report employer partnerships and
involvement
• Select tools and information for use by districts,
schools, pathways, employers
56. You Are Not Alone
Employer Engagement: Sector Partnerships
• Establish and staff regional industry sector
committees
• Assure that pathway themes align with regional
workforce and economic development needs
• Engage industry partnerships in WBL and Advisory
Boards
58. Telling Your Data Story
“I've learned that people will forget what you said,
people will forget what you did, but people will
never forget how you made them feel.”
59. What We Know About Stories
No two stories are ever the same.
There are multiple ways to tell a story.
They are an effective way to highlight
impact and the importance of our work.
60. Telling Your Data Story Effectively
Define your audience
Use a blend of quantitative
& qualitative data
Give a snapshot & give an overview
Use visuals of “action shots”
61.
62.
63. Student Reflection Tool
Student profile
Pre-post questions about students’
attitudes, behaviors, and goals
Opportunity for testimonies
64. Sample Questions:
A snapshot
1. I feel more confident in my plans for after I graduate high school.
2. I am more aware of resources to assist me with being successful with my
plan.
3. I now see myself as a young professional.
4. I have more confidence in my abilities.
Strongly Disagree Disagree Neutral Agree Strongly Agree
65. Next Steps
1. Student Reflection Tool will be
available Sept 2015
2. Continue to examine process to
ensure its efficiency & effectiveness
3. Open to working with all districts to
prepare sample data stories
