Career, Technical, Agricultural Education Department
Work-Based Learning
Student Handbook
2015-2016
Shamane Taylor, CoordinatorPhone: (229) 225-2634, Ext. 128
315 South Hansell Street Fax: (229) 225-2663
Thomasville, GA 31792Email:
Dear Work-Based Learning Participant:
Congratulations! You have been selected to participate in the Work-Based Learning Program. It is the beginning of an exciting and rewarding experience as part of your career pathway. Through participation in Work-Based Learning, your classroom learning is combined with work experience. Along the way you will be expected to meet and maintain certain standards. Knowing what is expected of you at school and during your worksite experience will help you to succeed, so take the time to read the following pages carefully. With the privilege of being released from school to work on a related job site comes responsibility. This responsibility will involve commitment and continued effort on your part. The fact that you have been selected shows that you are willing to strive for success and build a foundation for your future career.
Best wishes as you begin this new venture in your high school career. I hope that you experience nothing but success,and I will gladly support you in this endeavor.
Shamane Taylor, Work-Based Learning Coordinator
Employability Skill Development
Placement Criteria Checklist
The ESD student placement should pass the following checklist of criteria. If the following criteria do not apply, the placement is most likely another type of Work-BasedLearning experience such as Internship or Cooperative Education.
1The student has been promoted to the 11th or 12th grade.
2The student has a detailed training plan that accounts for an amount of time spent on the job that is equal to or greater than the number of seat-hours represented by the placement.
3The student has a training agreement which has been completed and signed by all concerned parties (student, parent/guardian, employer, WBL-Coordinator).
4The student has earned at least one unit in a CTAE course or is concurrently enrolled in a CTAE course.
5The student’s job responsibilities are recognized to be an entry-level experience through which the student is able to master basic skills that are essential to future career success and that introduce the student to the culture of the workplace.
6The student receives compensation in compliance with state and federal labor laws.
7The student has a mentor assigned by the business and is evaluated on-site with the school providing any necessary remediation.
8The student has an Individual Career Plan (ICP).
9The student has a Career Portfolio assignment which documents the transferrable employability skills learned from this experience.
Employability Skill Development placements are recognized as an entry-level introduction for students to the working world. They are designed to be short-term experiences lasting no more than one year. Ideally, students who are working in an ESD placement will become qualified for one of the other placement opportunities and be re-categorized as soon as possible. ESD placements are limited to no more that 25% of the total number of students enrolled in the WBL program.
Cooperative Education
Placement Criteria Checklist
The Cooperative Education student placement should pass the following checklist of criteria. If the following criteria do not apply, the placement is most likely another type of Work-BasedLearning experience such as Internship or Employability Skill Development.
1The student has been promoted to the 11th or 12th grade.
2The student is concurrently enrolled in a course within the pathway related to the job placement. The student’s job responsibilities are an application of what is being learned in the class in which he/she is concurrently enrolled.
3The student has a detailed training plan that accounts for an amount of time spent on the job that is equal to or greater than the number of seat-hours represented by the placement. The tasks to be performed during the training period must directly match the subject matter of the related course which the student is concurrently enrolled in.
4The student has a training agreement which has been completed and signed by all concerned parties (student, parent/guardian, employer, WBL-Coordinator).
5The student receives compensation in compliance with state and federal labor laws.
6The student has a mentor assigned by the business and is evaluated on-site with the school providing any necessary remediation.
7The student has an Individual Career Plan (ICP).
The Work-Based Learning coordinator should meet regularly with CTAE teachers who teach courses related to the student's job placement to discuss and gather input in relation to (A) employment sites, (B) student placements, (C) training plan criteria which teaches and/or reinforces course standards and (D) student evaluations from on-the-job performance.
Internship/Practicum
Placement Criteria Checklist
The Intern/Practicum student placement should pass the following checklist of criteria. If the following criteria do not apply, the placement is most likely another type of Work-BasedLearning experience such as Cooperative Education, YAP or ESD.
1The student has been promoted to the 11th or 12th grade. There may be a rare instance in which a 10th grade student will be allowed to participate in a short-term placement.
2A short-term Internship experience, like a clinical experience, does not result in the awarding of credit separate from that of the class through which the internship is sponsored. The training plan for students in long term Internships for which students earn course credit, address competencies specified in the Georgia Performance Standards.
3The student has a training agreement which has been completed and signed by all concerned parties (student, parent/guardian, employer, WBL-Coordinator).
4The student must have earned a minimum of one unit of credit in a CTAE pathway related to the placement. If no directly related CTAE course is offered in the school, the WBL-Coordinator can, at his or her discretion, qualify a closely-related academic course to meet this requirement.
5The student may receive compensation in compliance with state and federal labor laws, or this may be an unpaid placement.
6The student has a mentor assigned by the business and is evaluated on-site with the school providing any necessary remediation.
7The student has an Individual Career Plan (ICP).
The Internship placement is considered near the top of the WBL hierarchy.
Youth Apprenticeship
Placement Criteria Checklist
Under Georgia Code Section 20-2-161.2, the GeorgiaDepartment of Education was authorized to establish Youth Apprenticeship programs. State Board Rule 160-4-3-.13 “Youth Apprenticeship Programs” includes rules for implementation of this program.
Accordingly, the YAP student placement should pass the following checklistof criteria. If the following criteria do not apply, the placement is most likely another type of Work-Based Learning such as Internship or Cooperative Education.
- The student has been promoted to the 11th or 12th grade.
- The student has received at least one unit of credit (minimum hours of instruction-144 hours or 135 hours in a block schedule) prior to the placement.
- The student has a detailed training plan that establishes a realistic goal of accumulating 2000 hours of on-the-job training.
- The student receives compensation according to a progressive wage scale established by the employer.
- The student has a mentor assigned by the business and is evaluated on-site with the school providing any necessary remediation.
- The student has an Individual Career Plan (ICP) that includes completion of a component of post secondary training.
- The student’s job is classified as highly skilled in business and industry.
Reporting Completers
When properly applied, this checklist should insure that a high percentage of students become completers of the program. A completer is defined as follows:
A completer is a Youth Apprenticeship student who has completed the required 144 hours of class-room related instruction, 2000 hours of on-the-job training, and a post secondary certification of occupational skills.
Attendance Policy
The Work-Based Learning experience is designed to instill the importance of positive work habits and attitudes both on the job and in the classroom while allowing the student to obtain real-world, work-place experience. You must assume responsibility for regular attendance at Thomasville High School, the Scholars’ Academy, Southern Regional Technical College (SRTC)or Thomas University (TU) and at your work site on the assigned days.
Remember, if you do not attend your school you cannot report to the job site except by special permission. YOUR ATTENDANCE WILL AFFECT YOUR ELIGIBILITY FOR CREDIT. It is also important in your evaluation by both your supervisor/mentor and teacher. YOU MUST GO TO WORK EVERY DAY THAT YOU ARE REQUIRED TO BE IN ATTENDANCE. YOU ARE AN EMPLOYEE OF THE BUSINESS PARTNER and you must follow the same rules as other employees.
- If you are sick and cannot attend work, you MUST call your supervisor/mentor BEFORE you are scheduled to begin work that day. You must also contact Mrs. Taylor either by phone or email. You should always carry your supervisor’s/mentor’s number with you.
- If you know you will be unable to attend work in advance (For example, you must attend our regularly scheduled meeting.), let your supervisor/mentor know well in advance why you are going to be absent and the day(s) you will be absent.
- You are STRONGLY encouraged to schedule all doctor and dentist appointments outside of your work hours; however, should you have an appointment, let your supervisor/mentor know PRIOR to the day of the appointment.
- If you are absent due to a death in the family, you must call or have someone else call your supervisor/mentor and instructor.
- Unexpected absences are considered to be evidence of undesirable work behavior and are STRONGLY discouraged.
- Not going to work, without a phone call and/or prior approval:
- First offense - written warning by Mrs. Taylor
- Second offense- potential removal from program
The following page is an example of the report you will turn in to Mrs. Taylor to report your attendance and hours worked each week. (A copy of each check stub should also be submitted to Mrs. Taylor upon its receipt.) It is due by Thursday at 3:15 of the following week. Failure to turn in the completed report by the due date will result in a deduction from your grade on that assignment of twenty points per day. It can be placed in my box, turned in to me personally, or scanned and emailed.
Weekly Work Report
Name of Student: ______Date of Report: ______
use Friday’s date
Employer: ______Business Telephone: ______
What were your job responsibilities this past week? What specific tasks were involved? (Please write in paragraph format or make a bulleted list.) ______
______
______
______
Weekly Time and Earning Summary
Day / Date / Time Started / Time Ended / Total Hours / Worksite Supervisor’s CommentsMonday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Total Hours Worked ______(X) Hourly Rate $ ______= Weekly Earnings $ ______
______Student’s Signature Date Worksite Supervisor’s Signature Date
Attained Competencies and Training Plans
The purpose of the Work-Based Learning program is to allow you, the student, to gain work place experience and directly apply the skills you are being or have been taught in the classroom. It is NOT intended to be an opportunity for you to simply obtain school credit and leave school early to work at ANY job. The job you have should help you develop the skills you need to pursue your chosen career path. In an effort to evaluate the ability of the placement to provide development of these skills, Mrs. Taylor will work with you, the employer, and your parents to develop a specific training plan for your placement. The training plan is a list of processes, knowledge, and skills that the student is expected to learn in the work-based experience. The training plan will be used by the employer and the Work-Based Learning Coordinator to chart your progress in attaining the skills.
Mrs. Taylor will meet with you twice each nine-week period to go over the evaluation of your general employment traits and/or your progress on your training plan. Mrs. Taylor will remind your supervisor/mentor to update the training chart throughout your placement. It will be your responsibility to make sure you are progressing through your training. If it is determined that your progress is not adequate, you will be placed on probation and possibly removed from the program. The placement is an extension of your learning at school and you should conduct yourself accordingly.
The following page is an example of what a training plan will look like. Again, each training plan will be uniquely designed to best suit each participant in the Work-Based Learning program. Your plan may have more or fewer categories.
Sample Educational Training Plan
Job Title: Engineering Electronic Assembly Career Pathway: Engineering, Drawing & Design
Student Name: John Bulldog School: Thomasville High School
Type of Work-Based Learning Placement: Apprenticeship
Employing Company Name: ABC Architectural Firm
Employing Company Address: 100 First Street Employing Company Supervisor/Mentor: Mr. Smith
Supervisor/Mentor Contact Numbers: Phone: 555-1212; Cell: 555-1212; E-mail-
Occupational Goal: Electrical Engineer
Completed Coursework Related to Placement: Engineering and Technology, Engineering Drawing
Enter the date that the student reaches the following level of competency:
1 = Very little or no skill; Needs close supervision to perform this task.
2 = Moderately competent; Some knowledge, but requires some supervision to perform this task.
3 = Proficient; Can perform this task with little or no supervision.
Student competency on all tasks should start at level 1 or 2 and be documented as 3 by the end of the experience.
3 / 2 / 1Task 1 – Develop & maintain plant layouts.
Task 2 – Develop & maintain all facility safety layouts to designated assembly area, emergency equipment locations, evacuation shelter locations, fire detection systems, hazardous waste storage, fire extinguisher systems, and visitor safety brochure.
Task 3 – Maintain layouts of facility airlines, water lines, and inside/outside lines.
Task 4 – Assist in design and provide detailed drawings of all tool drawings and maintains tool control files.
Task 5 – Provide square footage to finance department on all departments located on the production floor and available floor space.
Task 6 – Conduct tasks in accordance with applicable health, safety, quality, and environmental regulations (State/Federal Laws, ISO 9001, SMS 18001 Etc.) as well as company Policies and Procedures.
List any potential health/safety conditions related to this specific work assignment (Indicate NONE if no such conditions have been identified): ______
Special requirements expected of the student: ______
______
Student’s Signature Date Supervisor’s Signature Date
______WBL Coordinator’s Signature Date Parent’s Signature Date
General Employment Traits
In addition to the specific occupation skills you will be developing through your training plan, there are general employment traits that every person needs to have in order to be successful. Your employer will be evaluating you on these as well. The following are tips to help you be a better, more successful employee.
TIPS FOR SUCCEEDING ON THE JOB
Listed below are some tips that will help you succeed on the job:
•Be neat and clean.
•Dress appropriately for the work environment.
•Be friendly and courteous.
•Keep yourself occupied at all times. If you have a job to do—do it. If you don’t have something to do, find something! Employers appreciate an employee who shows initiative. Surfing the Internet, checking your email, sending emails, or texting is not allowed on the job. You are there to do a job!
•If you have a work related problem, it is your responsibility to talk with your supervisor/mentor first. If the problems continue, consult with your school coordinator.
•If you have a problem with school and assignments, it is your responsibility to talk with your school coordinator immediately.
•Take criticism without resentment and learn from constructive criticism.
•Don’t make excuses. Chronic excuse makers are rarely believed.
•Give your best effort at all times. Remember, your job is important.
•You are entitled to respect on your job. Your supervisor/mentor and your fellow workers are also entitled to respect. Give the same courtesy you expect in return.
•Always notify your supervisor/mentor if you are going to be absent. Attendance at school and work is a must.
•Ask questions if you do not understand directions or if you need more information to do your job.
INTERACTING WITH AUTHORITY
The relationship you have with your supervisor/mentor will be one of the most important relationships you will have during your Work-Based Learning experience. Applying the guidelines you’ve already read and the advice below will help you have the best possible relationship with your supervisor/mentor.
• Always treat your supervisor/mentor with courtesy and respect.
• If you need something, askfor it, don’t demand it.
• Accept constructive criticism - Listen to it - Learn from it - Don’t feel put down.
Constructive criticism is meant to help you improve your future work performance. It is an important part of working. If you accept what is being said, you can learn what to do the next time.
HANDLING PERSONAL RELATIONSHIPS
• Personal calls, texting, and surfing the Internet during work hours is not allowed.
• Socializing is limited to break time and lunch.
• Visiting fellow students during work hours is not permitted.
FOLLOWING INSTRUCTIONS
Performing your duties correctly will help you achieve success on the job. Responsible workers have learned that following all instructions from their supervisors/mentors or fellow workers, completely and accurately, guarantees that the job will be done right! Follow these steps:
• LISTEN - Concentrate on the instructions you are receiving. Pay attention to the details; they will be important when you are completing the task. Look at the person while listening.