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Work-Based Learning Toolkit New York City Department of Education

An implementation guide for New York City schools and their partners.

This third edition of the New York City Work-Based Learning Toolkit was created by New Ways to Work on behalf of the New York City Department of Education. Team members from the New York City Department of Education’s Office of Post-Secondary Readiness and Grant Associates provided extensive review and comment, and contributed content on all drafts of the toolkit. Representatives of six intermediary organizations participating in the department’s CTE Industry Scholars Program reviewed and provided comment on early drafts. Thanks to NAF for the contribution of many of the WBL implementation tools.

The contents of this toolkit draw heavily on WBL Toolkits created by New Ways to Work with the State of California, the Kansas City, Kansas Schools, Earn & Learn East Bay, and NYS P-TECH. Additional tools and materials were contributed by NYC DOE CTE programs, Career Smarts, MHA Labs, NAF, and Innovate Tulare/Kings.

New Ways to Work New Ways to Work is a consulting, technical assistance, and training organization that helps communities build comprehensive local youth-serving systems, develop new programs and improve practice in the organizations that serve young people. New Ways helps create powerful partnerships among government, education, the community, philanthropy and the private sector to provide young people with the opportunities and support they need to prepare for success in career and life, while helping build the future workforce. New Ways has supported the development of work-based learning and employer engagement systems and strategies across the nation since the 1990s. www.newwaystowork.org Grant Associates Grant Associates is a national, award-winning workforce development company. Since opening our doors in 1997, we have collaborated with government agencies to develop workforce programs and solutions that create the opportunities that advance job seekers, businesses and local economies, all with exceptional results. Grant Associates’ mission is to tailor solutions that build workforce capacity, proving over the past two decades that our approach helps a community reach its true potential. Working under contract with federal, state and local agencies, Grant Associates has served more than 20,000 companies and helped more than 100,000 people define realistic goals, further their education and training, find jobs and embark on new career paths. www.grantassociatesinc.com CTE Industry Scholars Program The NYC Department of Education’s Office of Postsecondary Readiness (OPSR) has embarked upon a three-year initiative to strengthen and expand CTE programs and services. A major focus of this multi-year initiative, is to improve and expand employer engagement and work based learning opportunities for our students. To improve and leverage on our collective efforts thus far and to deliver high quality CTE at scale, the initiative affords our schools support coming from sector-based intermediaries. Grant Associates, acting as the convening intermediary, manages and articulates a network of intermediaries in the CTE Industry Scholars Program. The sector-focused network intermediaries will work within six industry verticals directly with CTE programs assuming “demand facing” responsibilities in relation to employers. The intermediaries will interface with industry and CTE programs through each of the commissions, and coordinate and scale work based learning activities across the system. http://cte.nyc/site/content/nyc-cte-industry-scholars-program

The New York City Work-Based Learning Toolkit Second Edition: Ó September 17, All Rights Reserved

Third Edition Ó June 18, All Rights Reserved It is the policy of the New York City Department of Education to provide equal educational opportunities without regard to actual or perceived race, color, religion, creed, ethnicity, national origin, alienage, citizenship status, disability, sexual orientation, gender (sex) or weight and to maintain an environment free of harassment on the basis of any of these grounds, including sexual harassment or retaliation.

NYC DOE Work-Based Learning Toolkit

Developed by New Ways to Work, Inc. on behalf of NYC Department of Education.

Includes materials and concepts adapted from NYS P-TECH, Earn & Learn East Bay, NAF and Grant Associates. http://wbltoolkit.cte.nyc/

Table of Contents About this Toolkit ………………………………………………………… 1 Work-Based Learning Overview …………………………………………... 3

Quality Work-Based Learning …………………………………….… 5 Work-Based Learning Continuum …………………………...……… 9 Work-Based Learning Essential Elements ……………………..…… 11 Top 10 Core Employability Skills …………………………………… 13

Work-Based Learning Activity Guides

Guest Speaker Guide …………………………………………..…… 15 Career Day Guide ………………………………………..………… 33 Career Mentoring Guide …………………………………………… 53 Workplace Tour Guide …………………………………………….. 71 Informational Interview Guide …………………………………….. 89 Job Shadowing Guide …………………………………………….. 107 Mock Interview Guide ……………………………………..……… 125 Workplace Challenge Guide ………………………………………. 147 Internship Guide …………………………………………………. 165 Work Experience Guide ………………………………………….. 273

Implementation Tools and Fact Sheets

Universal WBL Tools ……………………………………………... 291 Program Fact Sheets ………………………………………………. 329

NYC Department of Education WBL Toolkit Sources ……………..……. 387




Checklists, Tip Sheets, Fact Sheets and Tools

Coordinator Checklists § Guest Speaker ……………………………………..…………………………………. 19 § Career Day …………………………………………………………………………… 37 § Career Mentoring …………………………………………………………………….. 57 § Workplace Tour ……………………………………………………………………… 75 § Informational Interview …………………………………………………........................ 93 § Job Shadowing ……………………………………………………………………… 111 § Mock Interview ……………………………………………............................................ 129 § Workplace Challenge ……………………………………………………………….. 151 § Internship …………………………………………………………………………… 169 § Work Experience ……………………………………………………………………. 277

Student Checklists § Guest Speaker ……………………………………..………………………………… 21 § Career Day …………………………………………………………………………… 39 § Career Mentoring …………………………………………………………………….. 59 § Workplace Tour ……………………………………………………………………… 77 § Informational Interview …………………………………………………........................ 95 § Job Shadowing ………………………………………………………........................... 113 § Mock Interview ……………………………………………............................................ 131 § Workplace Challenge ……………………………………………………………….. 153 § Internship …………………………………………………………………………… 171 § Work Experience ……………………………………………………………………. 279

Teacher Tip Sheets § Guest Speaker ……………………………………..………………………………… 23 § Career Day …………………………………………………………………………… 41 § Career Mentoring ……………………………………………………………………. 61 § Workplace Tour …………………………………………………………………….. 79 § Informational Interview …………………………………………………....................... 97 § Job Shadowing ………………………………………………………........................... 115 § Mock Interview ……………………………………………............................................ 133 § Workplace Challenge ……………………………………………………………….. 155 § Internship …………………………………………………………………………… 173 § Work Experience ……………………………………………………………………. 281

Employer Tip Sheets § Guest Speaker ……………………………………..…………………………………. 25 § Career Day …………………………………………………………………………… 43 § Career Mentoring …………………………………………………………………….. 63 § Workplace Tour ……………………………………………………………………… 81 § Informational Interview …………………………………………………........................ 99 § Job Shadowing ………………………………………………………............................ 117 § Mock Interview ……………………………………………............................................ 135 § Workplace Challenge ……………………………………………………………….. 157 § Internship …………………………………………………………………………… 175 § Work Experience ……………………………………………………………………. 283




Employer Fact Sheets § Guest Speaker ……………………………………..………………………………… 27 § Career Day …………………………………………………………………………… 45 § Career Mentoring …………………………………………………………………….. 65 § Workplace Tour ……………………………………………………………………… 83 § Informational Interview …………………………………………………....................... 101 § Job Shadowing ………………………………………………………............................ 119 § Mock Interview ……………………………………………............................................. 137 § Workplace Challenge ………………………………………………………………… 159 § Internship ……………………………………………………………………………. 177 § Work Experience ……………………………………………………………………. 283

Activity-Specific Tools Guest Speaker

§ Guest Speaker Research Activity …………………………………………………….. 29 § Guest Speaker Student Reflection …………………………………………………… 31

Career Day § Career Day Student Preparation Activity …………………………………………….. 47 § Career Day Student Reflection ………………………………………………………. 49 § Preparing Students for a Career Day ………………………………………………… 51

Career Mentoring § Career Mentoring Research Activity …………………………………………………. 67 § Career Mentoring Student Reflection ………………………………………………… 69

Workplace Tour § Workplace Tour Research Activity …………………………………………………… 85 § Workplace Tour Student Reflection ………………………………………………….. 87

Informational Interview § Informational Interview Research Activity ………………………………………….. 103 § Informational Interview Student Reflection …………………………………………. 105

Job Shadowing § Job Shadowing Research Activity …………………………………………………… 121 § Job Shadowing Student Reflection ………………………………………………….. 123

Mock Interview § Preparing Students for a Mock Interview …………………………………………… 139 § Sample Mock Interview Questions for Employers ………………………………….. 141 § Mock Interview Rating Sheet ……………………………………………………….. 143 § Mock Interview Student Reflection …………………………………………………. 145

Workplace Challenge § Workplace Challenge Research Activity ……………………………………………… 161 § Workplace Challenge Student Reflection …………………………………………….. 163

Internship Required Documents

§ Pre-Internship Site Visit Form ………………………………………………………. 181 § Internship Host Application ………………………………………………………… 184 § CTE Internship Application ………………………………………………………… 188 § Internship Timesheet ……………………………………………………………….. 191 § Internship Mid-Term Worksite Visit Form …………………………………………. 193 § WBL Training Plan and Evaluation Tool …………………………………………… 195




§ WBL Training Plan and Evaluation Tool Guide ……………………………………. 199 § Internship Supervisor Handbook …………………………………………………… 203 § CTE ISP Spring Internship Registration Form http://bit.ly/CTEISPSpringInternshipReg

Implementation Tools § USDOL Internships Fact Sheet ……………………………………………………… 179 § Internship Student Research Activity ……………………………………………….. 219 § Intern Orientation to the Workplace ………………………………………………… 221 § Internship Student Reflection ……………………………………………………….. 223 § Sample High School Intern Positions

o Architecture and Engineering ………………………………………………. 225 o Auto and Transportation …………………………………………………… 227 o Business and Finance ………………………………………………………. 231 o Construction and Sustainability …………………………………………….. 235 o Culinary and Hospitality ……………………………………………………. 239 o IT …………………………………………………………………………... 243 o Media, Technology and Design …………………………………………….. 245

§ Learning Objectives o Cook Assistant Intern ………………………………………………………. 249 o Desktop/Computer Support Intern ………………………………………… 251 o Digital Advertising Sales Intern ……………………………………………... 253 o Guest Service Agent Intern ………………………………………………… 255 o Junior Graphic Designer Intern ……………………………………………. 257 o Web Design Intern ………………………………………………………… 259 o Accounting Intern …………………………………………………………. 261 o Bus Mechanic Intern ………………………………………………………. 263 o Carpentry Trainee Intern or Apprentice ……………………………………. 265 o Human Resources Intern …………………………………………………… 267 o Logistics and Supply Chain Intern ………………………………………….. 269 o Welder Helper Intern ………………………………………………………. 271

Work Experience § Work Experience Research Activity ………………………………………………… 287 § Work Experience Student Reflection ……………………………………………….. 289

Universal WBL Tools § WBL Travel and Media Consent Form ……………………………………………… 293 § WBL Activity Evaluation – Adult …………………………………………………… 295 § WBL Activity Evaluation – Student ………………………………………………… 297 § Elevator Pitch Fact Sheet …………………………………………………………… 299 § Elevator Pitch Classroom Activity …………………………………………………… 301 § Developing Your Elevator Pitch Worksheet ………………………………………… 303 § Writing a Resume Handout w/Samples ……………………………………………… 305 § Sample Resume for High School Students …………………………………………… 313 § Employability Skills Profile ………………………………………………………….. 319 § What Every Worksite Supervisor Should Know …………………………………….. 327

Program Fact Sheets

§ Employer Participation Options …………………………………………………….. 331 § NY State and Federal Work Experience Fact Sheet …………………………………. 335




§ Work-Based Learning Coordinator Certification Fact Sheet ………………………… 337 § WBL Coordinator Competencies …………………………………………………… 339 § Industry Commissions Fact Sheet ……………………………………………………. 341 § NYC CTE Industry Scholars Program ………………………………………………. 343 § Academic Policy FAQ Offsite and Service Learning ………………………………… 345 § Legal Guide to Labor Laws and Safety ………………………………………………. 355 § Work-Based Learning Hours for the CDOS Credential Fact Sheet ………………….. 371 § NYSED WBL Program Fact Sheet ………………………………………………….. 373

Industry Fact Sheets § Automotive and Transportation in New York City ………………………………….. 375 § Business and Finance in New York City …………………………………………….. 377 § Construction and Sustainability, Architecture, Engineering and Robotics in NYC …... 379 § Culinary, Hospitality and Tourism in New York City ……………………………….. 381 § Information Technology in New York City ………………………………………… 383 § Media, Design and Technology in New York City ………………………………….. 385

Sources

§ NYC Department of Education WBL Toolkit Sources ……………………………… 387




About This Toolkit

The NYC Department of Education’s Work-Based Learning Toolkit was developed to assist school leadership, work-based learning coordinators1, teachers and their intermediary partners in designing, implementing and supporting quality Work-Based Learning activities for high-school students. The toolkit is aligned with the Domains of College and Career Readiness and is intended to support larger school-wide efforts of graduating students ready for postsecondary pathways and careers.

Why Work-Based Learning? There are one million middle skills jobs in New York City and 46% of New Yorkers lack the skills to fill them. These are occupations that require education after high school but not a four-year degree. By 2020, 65% of all jobs will require some postsecondary education or training. There are significant skills gaps facing New York City’s fastest-growing industries and this will only continue to grow without comprehensive interventions.2 Work-based learning activities that help students make informed choices, plan their educational pathway and provide actionable steps to take after high school are vital to student achievement and ultimately a positive connection to the labor force. The NYC Department of Education’s approach in supporting students in career-related programs of study is the deliberate focus on the three facets of student achievement needed for success in the labor force: the acquisition of academic, technical and core employability skills. Regardless of industry, employers consistently underscore that students must have experience and mastery in all three areas, with a growing priority on the development of employability skills. Alongside efforts to enhance the rigor and effectiveness of classroom instruction, new approaches are required to deliver authentic workplace experiences such as Guest Speakers, Career Days, Career Mentoring, Workplace Tours, Informational Interviews, Job Shadowing, Mock Interviews, Workplace Challenges, Internships and Work Experiences in partnership with employers. This toolkit has been developed to help schools and their intermediary and employer partners deliver educationally rich and authentic experiences across the work-based learning continuum.

This toolkit was developed by a team of department leadership, work-based learning coordinators and staff from Grant Associates. Representatives of six intermediary organizations participating in the department’s CTE Industry Scholars Program reviewed and provided comment on drafts.

The audience for this toolset is primarily NYC DOE school staff, work-based learning coordinators and liaisons, intermediary agency staff, teachers and program staff responsible for designing and delivering work-based learning opportunities to students in New York.

Participation in enhanced WBL activities will increase teacher and school awareness of the issues facing industry, and facilitate a robust and practical connection between the NYC schools and an expanded base of employer partners. Employers will be able to effectively engage with education and help support the development of their future workforce, and an increased number of students will be aware of, have experience in and be prepared for the careers of the future.

1 In New York State, this includes certified work-based learning coordinators and others who facilitate, arrange and support work-based learning activities for students. 2 Adapted from the Career Month Site Coordinator Toolkit, NYC Department of Education, Office of Post-Secondary Readiness, January 2017

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What’s Inside the WBL Toolkit? The toolkit is designed as a Work-Based Learning implementation guide for New York City schools and their partners. It provides an overview of work-based learning, activity guides and support materials for each WBL activity, and collection of program fact sheets and support tools.

Work-Based Learning Overview Four documents provide a foundation for creating and implementing high-quality Work-Based Learning activities for NYC high school students. They include the following:

Quality Work-Based Learning: provides an introduction to the principles of Quality Work-Based Learning and lays the foundation for developing any Work-Based Learning experience. Includes definitional standards for WBL and describes the benefits of participation to students, schools, employers and community. The Work-Based Learning Continuum: a definition of the continuum of Career Awareness, Career Exploration and Career Preparation and the identification of the range of Work-Based Learning activities across the continuum—whether conducted in the classroom, the workplace or community.

Work-Based Learning Essential Elements: the essential design elements to be applied to support and enhance the implementation and educational value of any WBL experience.

The Top 10 Core Employability Skills: adopted from MHA Labs, identifies the skills to be taught and demonstrated through any WBL experience. Mastering these skills, combined with meeting the necessary academic and occupational skill requirements for a particular job or position, indicates that the student is ready for a successful transition to work.

Work-Based Learning Activity Guides The toolkit includes WBL activity implementation guides to help New York City schools and their employer partners design, structure and support effective and learning-rich work-based learning activities for students. Each guide includes an activity fact sheet, plus checklists for teachers, students and employer partners, as well as a fact sheet for employer decision-makers. Required forms and a set of sample implementation tools are also provided.

Activity Guides are provided for the following activities:

§ Guest Speakers § Career Days § Career Mentoring § Workplace Tours § Informational Interviews § Job Shadowing § Mock Interviews § Workplace Challenges § Internships § Work Experiences

Implementation Tools and Fact Sheets A collection of universal WBL tools and Program Fact Sheets to support Work-Based Learning in the NYC schools.

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WBL Overview

Quality Work-Based Learning Work-Based Learning Continuum Work-Based Learning Essential Elements Top 10 Core Employability Skills

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Quality Work-Based Learning

Introduction This overview provides an introduction to the principles of Quality Work-Based Learning and lays the foundation for developing any Work-Based Learning experience. The WBL Quality Standards and the WBL Essential Elements presented in this toolkit serve as an easy reference of things to pay attention to when creating high-quality, learning-rich experiences across the full continuum of Work-Based Learning activities.

These experiences can have powerful impacts on students as they build their knowledge of potential careers, explore areas of interest and develop, practice and demonstrate new skills. They can also help provide relevance and help refocus attention and effort on academic and occupational learning in the classroom.

What is Quality Work-Based Learning?

Activities that occur at a workplace, providing structured learning experiences for students through exposure to a range of occupations and career options, and classroom or community activities that incorporate employers as speakers, advisors, instructors or career mentors. WBL allows students to build a bridge from adolescent roles in the classroom to adult roles in professional settings.

Students learn by observing and/or actually doing real work. Learning in the workplace or from industry professionals supports academic learning and promotes the development of broad transferable skills.

Why Work-Based Learning? High-quality Work-Based Learning provides opportunities for the acquisition of academic, technical and workplace professional skills among students engaged in career-related programs or course of study in New York City Schools. Regardless of industry, employers consistently underscore that new workers must have experience and mastery in all three skill areas, with a growing priority on the development of core employability skills. To support students in developing these skills, authentic workplace experiences are important when combined with academic study, classroom training and other college and career-readiness activities. Guest Speakers, Career Days, Career Mentoring, Workplace Tours, Informational Interviews, Job Shadowing, Mock Interviews, Workplace Challenges, Internships and Work Experiences provide real-world context and the opportunity to learn about the workplace and prepare for the future. Providing authentic workplace experiences and bringing employers into the classroom as part of the career development process can create powerful learning experiences and deepen the educational experience for students.

Work-Based Learning activities engage the employer as both a customer and a partner, providing developmental experiences for students in the workplace while helping build the future workforce. These experiences augment school-based classroom activities, offer the opportunity to learn about potential careers and to practice and demonstrate professional and defined work-readiness skills.

This toolkit has been developed to address the need to provide a range of high-quality opportunities to students in New York City, and to help schools, workforce intermediaries and their employer and community partners deliver educationally rich and authentic Work-Based Learning experiences to students.

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Benefits for Students Through Work-Based Learning activities, students build awareness of potential careers in a particular industry and can explore options and start preparing for their future. Work-Based Learning provides opportunities for hands-on learning and the development of relationships with professional adult role models. Participating students acquire experience and build core employability and occupational skills while learning about the training or education required to succeed in specific careers. They are better able to understand real-world applications of academics and occupational training, and can answer the question, “Why do I need to learn this?”

By integrating a range of workplace exposures and experiences with school-based activities and guidance over time, students will often set their sights higher than an immediate job, and are likely to remain committed to their education though completion of their personal and career-related goals.

Benefits for Employers Participation in Work-Based Learning offers an effective and appropriate vehicle for employers to help build and retain their future workforce. Employers report increasing mismatch between the skills required for entry into their industry and those of the emerging workforce. By opening their place of business to students and providing high-value Work-Based Learning opportunities, employers can benefit from productive student work or gain a new perspective on an issue or a problem. Employers can observe potential future employees in a “long-term interview” context and participate in shaping their future workforce. Students also provide access to a customer resource and point of view.

An employer’s existing workforce benefits from more productive and engaged employees and from the opportunity to offer leadership and supervisory skills development to its current workers. Participation provides an opportunity for companies to support local schools and help develop a highly skilled and productive future workforce. It builds awareness in the community of the employer’s role in the local economy and offers a public relations benefit.

Benefits for Schools Work-Based Learning extends the classroom to the workplace and brings employer volunteers into the school and classroom. It helps build awareness of industry-identified skills to incorporate in the classroom curriculum among educators and validates curriculum instructional models It provides touchstones in authentic workplaces to help make classroom learning relevant and helps schools and programs build relationships with the community. WBL also provides opportunities for networking and relationship-building to promote future collaboration with employer partners.

Benefits for the Community Work-Based Learning activities connect the community to schools and local economic development efforts, promote civic engagement and help address community priorities and issues. Students complete community projects and are visible as productive and contributing community members of society. WBL also helps grow a more productive and committed workforce, and demonstrates a commitment from schools and employers to provide opportunities for local citizens.

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Work-Based Learning Quality Standards

Quality Work-Based Learning is:

§ Designed to promote enhanced learning, skill development and workplace awareness

§ Structured to be effective, safe, legal and measurable

§ Supported by appropriate planning, tailored training and efficient processes

§ Connected to classroom learning, individual career development plans and sequenced education, training and workplace activities

Quality Work-Based Learning is Designed to promote enhanced learning, skill development and workplace awareness. Work-Based Learning supports and enhances classroom instruction by providing a context for learning. It provides unique opportunities to practice and demonstrate new skills, and assists in the development of workplace awareness. It helps build the skills required for specific occupations by exposing students to the multiple career options available at a workplace. Work-Based Learning engages students in their own learning and provides multiple opportunities for reflection on the experience, both verbally and in writing.

Quality Work-Based Learning is structured to be effective, safe, legal, and measurable. Work-Based Learning provides authentic and relevant learning and doing experiences that are safe, legal and in compliance with state, federal and local regulations. Learning objectives are met through ongoing assessment and continuous improvement activities. Systems are in place to support teachers and program staff in designing and implementing quality WBL experiences and to make it easy for employer and community partners to participate.

Quality Work-Based Learning is supported by appropriate planning, tailored training and efficient processes. Work-Based Learning has defined services and procedures to manage expectations and foster communication among all partners. Students are served through individualized work-based learning plans defined for each experience and are sufficiently prepared and supported throughout the experience. Part of this preparation is providing appropriate safety and health training for young workers and helping them understand their rights and responsibilities as employees. Employers and community partners receive support and appropriate training to enable their participation, and school staff are trained in how to design and deliver high-quality experiences.

Quality Work-Based Learning is connected to classroom learning, individual career development plans and sequenced education, training and workplace activities. Work-Based Learning supports a community-wide vision and collective expectations for both academic and occupational learning. Experiences are designed to directly support academic and occupational learning, build core employability skills and provide a planned sequence of experiences that links academic concepts to real-world application. Students are guided and supported by an individualized career development plan, where Work-Based Learning activities are sequenced and connected to the student’s next step.

Adapted from “Creating Quality Work-Based Learning”, New Ways to Work - 2002, 2010, 2016

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Developed by New Ways to Work, Inc. on behalf of NYC Department of Education. Includes materials and concepts adapted from NYS P-TECH, Earn & Learn East Bay, NAF and Grant Associates.

http://wbltoolkit.cte.nyc/

The Work-Based Learning Continuum

The New York City Department of Education has defined a sequenced continuum of Work-Based Learning activities and experiences for all students that address Career Awareness, Career Exploration and Career Preparation. This is accomplished through a series of work-based classroom activities, workplace exposures, and community experiences over time. Classroom activities support and provide opportunities to reflect what’s learned in the workplace and community, and workplace learning experiences support the classroom curriculum. In addition, students are supported by and provided role models and guidance from adults in the school and in the workplace. Students are provided experiences that are commensurate with their knowledge, skills and abilities, and designed to support the acquisition of knowledge and skills. These experiences are also compatible with their age and stage of development.

All students are provided with a full range of opportunities throughout their engagement in career-related programs of study with the opportunity to participate in authentic work-based learning experiences at each level of the WBL continuum. Employers and community partners provide WBL opportunities that make sense for their organization, work for the business, and provide direct benefits to the student, the employer and the school. The following are the three levels of the Work-Based Learning continuum.

Career Awareness Activities designed to promote awareness of careers, workplace norms and employer expectations,

as well as personal interests and aptitudes.

¾ Guest Speakers ¾ Career Days ¾ Career Mentoring ¾ Workplace Tours

“I understand what’s out there and am discovering the kinds of things I might want to do.”

Career Exploration

Activities designed to promote a deeper understanding of potential careers, and to provide opportunities for an investigation of a particular industry, career or occupation of interest.

¾ Industry-led Projects ¾ Informational Interviews ¾ Job Shadowing

“I'm interested in this field and am beginning to understand what it's all about and what I need to do to pursue a career in the industry."

Career Preparation

Activities designed to provide an in-depth discovery of a particular career and the development of the skills and understanding of the education or training needed in a particular industry or

occupation.

¾ Mock Interviews ¾ Workplace Challenges ¾ Internships¾ Work Experience/Co-Op

¾ Pre-Apprenticeship ¾ Apprenticeship

"I know the kinds of things I want to do and am getting the chance to learn new skills and practice applying those skills”

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The Work-Based Learning Continuum

Students engaged in career-related programs or courses of study in New York City are provided a range of opportunities across the

work-based learning continuum through their school and through partnerships with employers and community or governmental organizations.

CAREER AWARENESS Activities designed to promote awareness of

careers, workplace norms and employer expectations, as well as personal interests and

aptitudes.

§ Guest Speakers § Career Days § Career Mentoring § Workplace Tours

CAREER EXPLORATION Activities designed to promote a deeper

understanding of potential careers, and to provide opportunities for an investigation of a

particular industry, career or occupation of interest.

§ Industry-led projects § Informational Interviews § Job Shadowing

CAREER PREPARATION Activities designed to provide an in-depth

discovery of a particular career and the development of the skills and understanding of the education or training needed in a particular

industry or occupation.

§ Mock Interviews § Workplace Challenges § Internships § Work Experience/Co-Op § Pre-Apprenticeship § Apprenticeship

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WBL Essential Elements

NYC DOE has identified a set of essential elements to support the implementation of all Work-Based Learning experiences. Teachers and WBL coordinators1 can use these elements to help ensure that all activities are engaging, safe and learning rich.

1. Conduct Effective Planning ü Set clear goals and expectations for all parties. ü Ensure activity is developmentally appropriate (age, stage and grade).

2. Prepare for Success ü Prepare students, teachers and employers. ü Address logistics.

3. Identify Student Learning Objectives ü Align to core employability skills. ü Link to college-readiness skills and academic standards.

4. Create Authentic and Engaging Experiences ü Support effective participation of employers. ü Provide hands-on and project-based activities when possible.

5. Connect to Careers ü Provide for exploration of or experience in a field of interest and exposure to a range

of potential career options. ü Provide exposure to authentic work-world experiences.

6. Support Student Growth ü Connect to an individualized career or training plan. ü Promote student interaction with adult professionals.

7. Ensure Activities are Safe and Legal ü Address child labor laws, OSHA, Workers Compensation, and the Fair Labor

Standards Act (including pay when required). ü Reflect workplace norms, including safety and regulations.

8. Provide Ongoing Support ü Provide orientations and support for all parties. ü Ensure that Work-Based Learning is appropriately staffed.

9. Provide for Reflection, Presentation and Feedback ü Support student self-assessment and presentation. ü Provide opportunities for formal and informal feedback among all parties.

10. Connect to the Student’s Next Step ü Connect the experience to the classroom. ü Intentionally sequence with future Workplace Learning experiences.

11. Assess and Document the Experience ü Document student learning. ü Assess activity effectiveness.

1 In New York State, this includes certified work-based learning coordinators and others who facilitate, arrange and support work-based learning activities for students.

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1MHA Labs Skill Building Blocks, http://mhalabs.org/skill-building-blocks/ , used with permission. !



Top 10 Core Employability Skills The following skills are a defined set of the core skills and behavioral competencies necessary for successful transition into the workplace. The NYC DOE has identified these core employability skills as benchmarks for all students to demonstrate through their participation in career-related programs or course of study in New York City Schools. Combined with the necessary academic and occupational skills, demonstration of these skills indicates readiness for work. Work-Based Learning coordinators, teachers, employer partners and students should consider these Top 10 Core Employability Skills when creating learning objectives for a particular work-based learning activity, or developing assessments to gauge student skill acquisition. MHA Labs Skill Building Blocks:1 Intent on increasing success factors for youth, MHA Labs has designed a common set of easy-to-understand 21st century skill targets known as The Building Blocks. The Building Blocks comprise 35 core social, emotional and cognitive skills deemed critical for college, career and life success, and includes skills from five broad categories: personal mindset, planning for success, social awareness, verbal communication and collaboration. From those 35 skills, 10 core skills have been identified as Core Employability Skills.

Top 10 Core Employability Skills

Personal Mindset !! Needs minimal supervision to complete tasks. !! Maintains focus on tasks despite internal (e.g., emotional) and/or external distractions. !! Adapts approach in response to new conditions or others’ actions.

Planning for Success !! Manages time to complete tasks on schedule.

Social Awareness !! Recognizes the consequences of one’s actions. !! Balances own needs with the needs of others.

Collaboration !! Helps team members complete tasks, as needed.

Problem Solving !! Identifies alternative ideas/processes that are more effective than the ones previously

used/suggested.

+ Plus Professional Attitude !! Brings energy and enthusiasm to the work. !! Takes responsibility for his or her actions and does not blame others.

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1MHA Labs Skill Building Blocks, http://mhalabs.org/skill-building-blocks/ , used with permission. !



Top 10 CoreEmployability SkillsPERSONALMINDSET» Needs minimal supervision to complete tasks.

» Maintains focus on tasks despite internal(e.g., emotional) and/or external distractions.

» Adapts approach in response to new conditionsor others’ actions.

PLANNING FOR SUCCESS» Manages time to complete tasks on schedule.

SOCIALAWARENESS» Recognizes the consequences of one’s actions.

» Balances own needs with the needs of others.

The Top 10 Core Employability Skills Include 8 MHALabs Building Block Skills Plus 2 Professional Attitude Skills that Target Employer Satisfaction.

Personal Mindset Planning for Success Social Awareness Collaboration Problem Solving Plus Professional Attitude

COLLABORATION» Helps team members complete tasks,as needed.

PROBLEM SOLVING» Identifies alternative ideas/processes thatare more effective than the ones previouslyused/suggested.

+ PLUS PROFESSIONALATTITUDE» Brings energy and enthusiasm to the work.

» Takes responsibility for his or her actionsand does not blame others.

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Guest Speaker Guide

Guest Speaker Fact Sheet WBL Coordinator Checklist Student Checklist Teacher Tip Sheet Employer Tip Sheet Employer Fact Sheet Implementation Tools

Guest Speaker Research Activity Guest Speaker Student Reflection

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Guest Speaker Fact Sheet Guest Speakers Using guest speakers to support learning is a structured Career Awareness activity in which students listen to a presentation to learn about the speaker’s career, business or organization and industry, and ask questions to help them consider whether they might like to pursue a career in the industry. Designed to meet specific learning outcomes, guest speaker presentations are educationally rich, are tied to the curriculum, and help students connect what they’re learning in school with the workplace. Presentations are usually conducted in the school, but in some cases, guest speakers may “visit” a classroom electronically via Skype or some other technology. Guest Speaker presentations are designed to:

§ Provide exposure to potential careers and jobs. § Provide a realistic picture of the business, its role in the community and the career paths and

occupations of its workforce. § Help students make the connection between school and the workplace. § Inform career planning.

Guest Speaker presentations are structured to:

§ Allow students to listen, receive information and ask questions. § Enable students to begin identifying areas of career interest. § Build knowledge about the education and training needed for a particular job, career path

and entry into the industry.

Guest Speaker presentations are supported by: § Classroom preparation, including research on the industry and participating businesses. § Employer orientation and support. § Opportunities to reflect upon the experience verbally and in writing.

Guest Speaker presentations are connected to:

§ Individual career development/training plans. § Future work-based learning activities. § The student’s next steps.

Guest speaker presentations are one activity in the continuum of authentic work-based experiences provided to all students engaged in career-related programs or course of study in New York City schools.

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Guest Speaker Support Materials Checklists, Tip Sheets and Fact Sheets:

§ Coordinator Guest Speaker Checklist § Student Guest Speaker Checklist § Teacher Guest Speaker Tip Sheet § Employer Guest Speaker Tip Sheet § Employer Guest Speaker Fact Sheet

Required Forms and Documents

§ Employability Skills Profile

Implementation Tools § Guest Speaker Research Activity § Guest Speaker Student Reflection

Tips for Success Effective Guest Speaker programs include structured activity before, during and after the experience.

Pay attention to these tips to ensure meaningful experiences that result in enriched learning.

§ Engage in proper planning and preparation. § Address logistical details. § Communicate with all parties. § Maximize learning potential. § Focus on building awareness. § Connect to the classroom. § Provide support for students and supervisors. § Promote student reflection.

Sustaining and growing Guest Speaker programs and all other work-based learning activities depend on maintaining positive relationships with the participating employers. These employers should be treated as valued customers and

partners with frequent check-ins to address participation needs as they arise.

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Coordinator Guest Speaker Checklist Quick tips for Work-Based Learning Coordinators1 to ensure a successful guest speaker presentation.

Before the Guest Speaker Presentation r Identify all interested teachers and help them plan for their guest

speaker presentations. r Make sure the speakers are good matches for the classes. What

classroom topics can the speaker support? r Prepare teachers and encourage them to participate before,

during and after the guest speaker presentation. Share the Teacher Tip Sheet.

r Have teachers help create learning objectives and work with students to prepare for the day and create questions they can ask.

r Share speaker bio with students, plus prompting questions. r Provide employers an information packet about the school,

including the format of the presentation. r Confirm employer attendance and determine presentation needs.

Let them know where to park, and share any visitor procedures they need to follow.

r Make sure the employer volunteers are supported and prepared. Share questions to expect and encourage them to create an engaging and interactive presentation—using visuals and props if possible.

r Arrange for someone to meet the speaker when they arrive, and escort them to the classroom.

After the Guest Speaker Presentation r Document the guest speaker presentation. Review feedback from guest speakers and teachers

and summarize results. Make recommendations for improvements. r Help students update their Employability Skills Profile and think about any next steps they

would like to take to further their career goals. r Work with teachers to coordinate “go deeper” activities to connect the guest speaker

presentation to the classroom. r Send thank-you notes to guest speakers. r Take pictures from the guest speaker presentations and provide them to the companies for their

websites or newsletters. Ensure you have signed releases for all photos. r Confirm guest speaker’s company social media policy. Ask speaker to send URLs to social pages

so students can properly tag them. r Publicize the guest speaker presentation and the businesses that participated by placing a story in

the local newspaper or posting on the school or agency webpage. r Consider other potential public relations benefits and opportunities.


Sample Guest Speaker Timeline

Beginning of the school year: Identify interested teachers and appropriate speakers. Brainstorm business partners who could participate.

Two months in advance: Invite business partners to participate. Secure date, time and location.

One month in advance: Confirm participation of speakers. Have students research the industry or company.

One week in advance: Send speakers logistics for the day and questions to expect. Confirm any presentation needs.

On day of presentation: Ensure that guest speakers are welcomed and escorted to classroom. After day of presentation: Send thank-you notes to all guest speakers and ensure student reflection activities take place.

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Student Guest Speaker Checklist When guest speakers visit the classroom, you get a chance to learn about their careers and workplaces, which is a great way to figure out how interested you are in what they do. You’ll have the opportunity to ask questions, practice professional behavior and become more comfortable communicating with professionals. Have you done all you can to prepare? r Do some research on the company or organization that the guest

speaker works for or represents. Check out their website and learn as much as you can about the company or organization, its history, what they do and how it impacts your community.

r Come up with some questions about the company or organization, the industry, career opportunities, and what kind of education and training is needed.

r Practice “active listening” and how you will make sure that you’re getting everything out of the session that you can.

Have you thought about what you can do to make the guest speaker presentation a big success? r Be respectful. Make sure your phone is off, don’t wear headphones, and don’t interrupt. r When it’s time, ask one of your prepared questions or any others that occur to you. Pay

attention to what you hear. Can you see yourself working there? r Try to make connections between what you’re hearing about and what you’re learning in class. r If possible, at the end of the presentation, ask for a business card or LinkedIn connection so you

can follow up later. This may come in handy, even with employers who don’t excite you now. When the guest speaker presentation is over, how will you keep moving your career forward? r Reflect on the day. Talk to your classmates and teachers about the presentation and whether

you’re interested in pursuing a career in that industry. r Participate in classroom activities that help you think about the value of the presentation. r Update your Employability Skills Profile and think about next steps in moving your career plans

forward. r Send a follow-up email thanking the employer for his or her time. If you’re interested in working

there or learning more, say so and ask for next steps. r Fill out any evaluation forms. Be honest. That will help make future guest speaker presentations

more meaningful experiences. r Share your experience with your peers on social media. Perhaps a blog post about the event?

Are you Ready for Game Day?

Have you… § Researched the guest speaker’s

company? § Crafted your questions? § Considered the best way to make

a good impression on the guest speaker when you connect after the presentation?

§ Thought about how you’ll share your experience on social media?

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Teacher Guest Speaker Tip Sheet Note: If you’re coordinating a guest speaker presentation, have a look at the Coordinator Guest Speaker Checklist. Guest Speaker presentations are designed to:

§ Provide exposure to potential careers and jobs. § Provide a realistic picture of the business, its role in the

community and the career paths and occupations of its workforce.

§ Help students make the connection between school and the workplace.

§ Inform career planning.

Before the Guest Speaker Presentation r Review the Guest Speaker Fact Sheet and this tip sheet. r Assess how the day can support classroom activities and help meet

curriculum goals. r Identify desired student learning objectives. Build excitement for

the day and talk to students about what they can expect to learn. r Have students research the speaker’s company and the careers it

offers and prepare at least three questions for the employer. r Send information about the school and what students are studying to the speaker and provide

background on the type of class they will be speaking to, the number of students, grade level(s), and career interests. Ask about any presentation needs.

During the Guest Speaker Presentation r Support the guest speaker in effective interactions with students. r Encourage students to ask questions. r Hand out materials that will aid the presentation: activity sheets, industry facts, company

brochures, sample products, etc. r Distribute and collect feedback forms from students and speakers.

After the Guest Speaker Presentation r Thank guest speaker and together identify follow-up activities for the students. r Provide individual and group reflection activities for students and help them make the

connection between training topics and the workplace. r Help students update their Employability Skills Profile and think about any next steps they

would like to take to further their career goals. r Have students write thank-you notes to the employer partners. r Assess the impact and value of the guest speaker presentation with the coordinator and utilize

employer, staff and student feedback to improve future guest speaker presentations. r Document and archive information about the guest speaker presentation.

Go Deeper r Make the guest speaker presentation part of a project and have students prepare and deliver a

presentation to others at your school about the company that visited.

The Classroom Connection: Preparation and Reflection

Before Guest Speaker presentation Set students up for success by having them. § Research company and industry

of visiting speaker. § Discuss how the presentation

can help them meet learning objectives.

After Guest Speaker presentation § Spark student reflection with an

activity. § Ask, “What new things did you

learn about this job and industry?”

§ See if they want to find out more or further explore careers in the speaker’s industry.

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Employer Guest Speaker Tip Sheet Thanks for agreeing to present as a guest speaker. As you think about how to best prepare for your presentation, keep the following success factors in mind. Before the Presentation r Provide teacher with website link(s) about your company, industry

and profession to help students prepare for your presentation. r Build talking points that will engage the students. Find out what

they’re currently focused on in the classroom so you can link the presentation to the curriculum.

r Ask the coordinator or teacher for presentation tips and to help you address any concerns you may have.

r Review where to park and enter the school. If you have special requirements for the presentation, such as a projector or computer set-up, let the coordinator know. If you’re handing out materials, ask for an estimate of the number you’ll need.

r Bring your business cards; the students may ask for them. r If you’re “visiting” the classroom electronically, via Skype or some

other form of video conferencing, arrange for a test run prior to the presentation to work out any kinks.

During the Presentation r Introduce yourself, your company and job title. Let the students know what to expect from your

presentation. r Try not to read from prepared notes and if you’re using insider lingo, define those industry

terms and acronyms. r Use visual aids such as a product, tool or any materials from your company that will help the

students understand what you do. r Describe a typical day at your company and help students understand as much as they can about

the culture of the workplace and the nature of the world of work. r Share the educational and career path you took to your current position. r Talk about how school subjects (such as math and language arts) and good habits (such as

punctuality and consistent attendance) are important skills in the workplace. r If possible, share mistakes you’ve made and how you have addressed problems. r If possible, make your presentation interactive with role playing, mock projects, hands-on

activities, etc. Ask questions of the students, making it a two-way dialogue.

After the Presentation r Provide feedback to the coordinator to improve future guest speaker presentations. r Consider how you might use this presentation to promote your company’s visibility in the

community. Go Deeper r Talk to the coordinator about being a classroom speaker or guest trainer, helping with

curriculum, or hosting students for Job Shadows, Jobs or Internships.

Suggested Talking Points:

§ Describe your career journey.

§ Talk about obstacles you overcame.

§ Discuss need for perseverance, hard work and getting along well with others.

§ Manage expectations about the world of work.

Tips to Share:

§ Avoid job hopping. § Build your network (talk

about how to do that). § Be a continuous learner and

stay abreast of industry changes.

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Employer Guest Speaker Fact Sheet When guest speakers visit a classroom, students listen to a presentation to learn about the speaker’s career, business and industry, and ask questions to help them consider whether they might like to pursue a career path in the industry. Designed to meet specific learning objectives, guest speaker presentations are linked to the curriculum and help students connect what they’re learning in school with the workplace. Presentations are usually conducted at the school, but in some cases, guest speakers may “visit” a classroom electronically via Skype or some other technology. Why are guest speaker presentations important for students?

§ Exposes students to potential careers and jobs and help build occupational knowledge. § Illustrates the education and training needed for entry into certain industries. § Provides a context for learning and fosters an understanding of how academic concepts are

applied in a real-world setting. § Lets students know about your company’s processes and products/services and the role

your business plays in the community. What are the benefits to my company?

§ Exposes potential future workers to job opportunities and careers with your company, as well as the required skills and education to be successful in your industry.

§ Introduces students to one or more of your employees. § Helps your employees understand how to communicate with the next generation of workers. § Provides an efficient way to introduce and engage multiple employees with your

commitment to education and connect your company with the community. What do I need to do next?

§ Determine who will coordinate the guest speaker presentation for your company and have them connect with the work-based learning coordinator to address scheduling, planning and logistics.

§ Arrange for a presentation to those employees who will participate as guest speakers. § Distribute the Employer Guest Speaker Tip Sheet to interested employees. § Consider any impacts on company policy.

Resources

§ Review the Employer Participation Options Fact Sheet to learn more about how to get the most out of your partnership with the New York City Department of Education.

Program Level: All Grades. Employer/Student Ratio: 1 employer to 40-100 students. Duration: Usually 1 hour Frequency: One time Location: School/Classroom Costs: Staff time Special Considerations: Employee selection. Company volunteer policies and practices.

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Guest Speaker Research Activity Complete the following research assignment as part of your preparation for the upcoming guest speaker. This research will be the basis for in-class discussion and presentations prior to the day Student name: Guest speaker’s company: Company’s web address: Company’s physical address: Company’s mission statement: What is the company’s primary business? What departments exist within the company? What companies do you think are in competition with the guest speaker’s company? After researching the company, what are some questions that you will ask the guest speaker? Based on your research, what do you think you will like most about the guest speaker’s presentation? Based on your research, what is your biggest concern about the guest speaker’s presentation? If you could come away from the guest speaker presentation having learned one thing, what would that be? Anything else you learned while doing your research that you’d like to share with your teacher or the class?

Adapted from original material created by NAF. Used with permission.

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Guest Speaker Student Reflection Now that the guest speaker presentation is over, take some time reflect on what you learned and how the experience might inform your college and career plans in the future. Student Name: School: Guest Speaker Company: Date of Presentation: What aspects of the guest speaker presentation were interesting? Which were not? Why? What did you like about the guest speaker presentation? What would you change? Would you consider a career in the guest speaker’s field? Why or why not?

What was the most memorable aspect of the guest speaker experience? Why?

What did you learn about the guest speaker’s company and its employees? Please explain. What knowledge and skills are you learning in school that are likely to be used at the guest speaker’s workplace? Please explain.

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What knowledge or skills do you need to strengthen to be successful at a workplace like the guest speaker’s? Please explain.

Would you recommend that other students hear this presentation in the future? Explain.

Anything else you’d like to say about the guest speaker presentation?


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Career Day Guide

Career Day Fact Sheet WBL Coordinator Checklist Student Checklist Teacher Tip Sheet Employer Tip Sheet Employer Fact Sheet Implementation Tools

Career Day Student Preparation Activity Career Day Student Reflection Preparing Students for a Career Day

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Career Day Fact Sheet Career Day A Career Day is a highly-structured Career Awareness activity in which business partners from a variety of companies come together at a school to share information about their company, their job, and the education and skills that are required for success in their career. Designed to meet specific learning objectives, a Career Day helps students connect what they’re learning in school with the workplace. They listen to speakers or navigate the event independently, seeking information about the industry and the career options it provides. They also learn about the education required for entry into the industry and participating business’s role in the local economy. Career Days are designed to:

§ Expose students to a variety of careers and jobs by connecting them with business partners.

§ Provide a realistic picture of the workplace. § Help students make the connection between school

and the workplace. § Inform career planning.

Career Days are structured to:

§ Allow students to listen, receive information and ask questions.

§ Enable students to begin identifying areas of career interest.

§ Elevate students’ comfort level in interacting with adult professionals and demonstrate their communication skills.

Career Days are supported by: § Classroom preparation, including research on the industry and participating businesses. § Employer orientation and support. § Opportunities to reflect upon the experience verbally and in writing.

Career Days are connected to:


Career Days are one activity in the continuum of authentic work-based experiences provided to all students engaged in career-related programs or course of study in New York City schools.

Career Day Formats

Option 1: Two, 40-minute panel sessions with 30 to 40 students participating in each session. Option 2: One, 40-minute panel session with 80-100 students, followed by small groups for follow up and an interactive activity. Option 3: Career Day booth format where students visit booths staffed by employers and network. Option 4: Guest speaker series where industry representatives rotate and visit different classrooms.

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Career Day Support Materials Checklists, Tip Sheets and Fact Sheets:

§ Coordinator Career Day Checklist § Student Career Day Checklist § Teacher Career Day Tip Sheet § Employer Career Day Tip Sheet § Employer Career Day Fact Sheet


§ WBL Travel and Media Consent Form § Employability Skills Profile

Implementation Tools:

§ Career Day Student Preparation Activity (for students) § Career Day Student Reflection § Preparing Students for a Career Day (for teachers)

Tips for Success Effective Career Days include structured activity before, during and after the experience.


§ Engage in proper planning and preparation. § Address safety, legal and logistical details. § Communicate with all parties. § Maximize learning potential. § Focus on building awareness. § Connect to the classroom. § Provide support for students and supervisors. § Promote student reflection.

Sustaining and growing Career Days and all other work-based learning activities depend on maintaining positive

relationships with the participating employers. These employers should be treated as valued customers and partners with frequent check-ins to address participation needs as they arise.

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Coordinator Career Day Checklist Quick tips for Work-Based Learning Coordinators1 to ensure a successful career day.

Before the Career Day r Design the Career Day, working with a committee if one has

been established. Choose the date and format, identify goals for the day, create an action plan and schedule planning meetings.

r Prepare teachers and encourage them to participate before, during and after the Career Day. Share the Teacher Tip Sheet.

r Have teachers help create learning objectives and work with students to prepare for the day and create questions they can ask.

r Keep principal and staff well informed and publicize the event at staff meetings and in school announcements. Create a Career Day flyer and post several around the school and on the school website.

r Provide employers an information packet about the school, including the format and schedule of events for the day. Share itinerary/program and agenda with employers one week in advance.

r Confirm employer attendance and determine presentation needs. Let them know where to park, and share any visitor procedures they need to follow.

r Make sure the employer volunteers are supported and prepared. Share questions to expect and encourage them to create an engaging and interactive presentation—using visuals and props if possible.

During the Career Day r Be the point person and troubleshooter on Career Day. Be prepared to address technology

issues and have a back-up plan in case of speaker cancellations. r Distribute a schedule of events for the day to all parties. r Arrange for the employer volunteers to be met and escorted to the classroom or assembly hall.

(This is a great activity for one or two students who have been trained as “school ambassadors.”) r Distribute and collect feedback surveys.

After the Career Day r Document the Career Day. Review all feedback surveys and summarize results. Debrief the day

and make recommendations for improvements. r Help students update their Employability Skills Profile and think about any next steps they

would like to take to further their career goals. r Work with teachers to coordinate “go deeper” activities to connect Career Day to the classroom.


Sample Career Day Timeline

Beginning of the school year: Brainstorm business partners who could participate. Find a location.

Two months in advance: Invite business partners to participate. Secure date, time and location.

One month in advance: Meet with planning committee to review logistics and facility needs. Confirm participation of speakers.

One week in advance: Send planning brief to speakers with agenda for the day, logistics, event information and questions to expect.

On Career Day: Welcome presenters and manage event flow and agenda. After Career Day: Send thank-you notes to all presenters and ensure student reflection activities take place.

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r Send thank-you notes to guest speakers and businesses that provided donations. r Take pictures from Career Day and provide them to the companies for their websites or

newsletters. Ensure you have signed releases for all photos. r Publicize the Career Day and the businesses in attendance by placing a story in the local

newspaper or posting on the school or agency webpage. r Consider other potential public relations benefits and opportunities.

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Student Career Day Checklist On Career Day, you’ll get the chance to learn more about careers that interest you and put careers you haven’t yet heard of on your radar. You’ll get to ask questions, practice professional behavior and become more comfortable communicating with professionals. Have you done all you can to prepare for career day? r Fill out any required forms, have them signed and turn them in.

r Get the list of visiting companies and do a little research to learn what they do.

r Come up with at least three questions you want to ask the employers.

r Practice your elevator pitch. Include your name, grade, why you are in this program and what you’d like to do with your future. Summarize your knowledge, skills, accomplishments and anything else that would make an employer see you in a positive light.

Have you thought about what you can do to make career day a big success? r Think of this day as a job interview and dress professionally. Give the employer a good first

impression and perhaps a summer job or internship may follow. In fact, ask each person for a business card or LinkedIn connection so you can follow up later. This may come in handy, even with employers who don’t excite you now.

r When you have the chance, try and find out more about the company by asking one of your prepared questions or any that occur to you. Be enthusiastic (low-energy can come across as lack of interest) and pay attention to what you hear. Can you see yourself working there?

r If you don’t yet have a resume, create one and bring copies with you to Career Day so you can hand them out to any employer that interests you.

When career day is over, how will you keep moving your career forward? r Reflect on the day. Talk to your classmates and teachers about the Career Day and if you are

interested in pursuing a career in some of the industries represented there. What kind of jobs do you want to know more about? How will you learn about them?

r Update your Employability Skills Profile and think about what you would like to do next to move your career plans forward.

r Send a follow-up email to thank each employer for his or her time. If you’re interested in working there or learning more, say so and ask for next steps.

r Fill out any evaluation forms. Be honest. That will help make future Career Days more meaningful experiences.

r Share your experience with your peers on social media. Perhaps a blog post about the event?


Have you… § Turned in your forms? § Decided what to wear? § Researched the companies? § Crafted your questions? § Polished your resume? § Practiced your pitch? § Thought about how you’ll share

your day on social media? (Remember to take pics.)

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Teacher Career Day Tip Sheet Note: If you’re coordinating a Career Day, have a look at the Coordinator Career Day Checklist. Career Days are designed to:

§ Expose students to a variety of careers and jobs by connecting them with business partners.

§ Provide a realistic picture of the workplace. § Help students make the connection between school and the

workplace. § Inform career planning.

Before Career Day r Review the Career Day Fact Sheet and Teacher Tip Sheet. r Assess how the day can support classroom activities and help meet

curriculum goals. r Identify desired student learning objectives and talk to the students

about the day and what they can expect to learn. r Share the list of visiting companies and have the students research

their websites and prepare at least three questions for each employer.

r Build excitement for the day. Help students think about how it connects to their career goals. Collect any required permission forms.

During Career Day r If employers are visiting the classroom, introduce the speaker(s) and help moderate the session.

Keep an eye on the time for each visitor’s discussion and wrap up the day with thanks to all. r If the Career Day is taking place in the auditorium or a large meeting space, help students

navigate the room and approach visitors professionally. r Distribute and collect feedback forms from students and speakers.

After Career Day r Provide individual and group reflection activities for students and help them make the


would like to take to further their career goals. r Have students write thank-you notes to the employer partners. r Assess the impact and value of the Career Day with the coordinator and utilize employer, staff

and student feedback to improve future Career Days. r Document and archive information about the Career Day.

Go Deeper r Make the Career Day part of a project and have students prepare and deliver a presentation to

others at your school about one or more of the companies that visited.


The day before Career Day Set students up for success by having them. § Research visiting Career Day

speakers. § Prep their resume. § Practice their elevator pitch. After Career Day § Spark student reflection with an


learn about jobs and industries?”

§ Ask if they want to find out more?

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Employer Career Day Tip Sheet Thanks for agreeing to participate in a Career Day. As you think about how to best prepare for the day, keep the following success factors in mind. Before the Career Day r Review the information packet about the school and the Career

Day, including the format, learning objectives and schedule. Review the goals for the day and align what you plan to talk about with curriculum goals.

r Build talking points that will engage the students. Ask the coordinator or teacher for presentation tips and to help you address any concerns you may have.

r Review where to park and enter the school. If you have special requirements for the day, such as a projector or computer set-up, let the coordinator know. If you’re handing out materials, ask for an estimate of the number you’ll require.

r Send your bio to the coordinator in advance or bring it with you on Career Day. Pack your business cards. The students have been asked to request them.

r The evening before Career Day, review the key points of your presentation.

During the Career Day r Introduce yourself and state your company and title. If you’re

speaking to a large group, let the students know what to expect from your presentation. Try not to read from prepared notes and if you’re using insider lingo, define those industry terms and acronyms.

r Whether you’re speaking to a large group or one-on-one, use visual aids such as a product, tool or any materials from your company that will help the students understand what you do.

r Talk about how school subjects (such as math and language arts) and good habits (such as punctuality and consistent attendance) are important skills in the workplace.

After the Career Day r Provide feedback to the coordinator to improve future Career Days. r Consider how you might use this and other Career Days to promote your company’s visibility in

the community. Go Deeper r Explore ways that you might further interest students and grow the pool of potential future

employees. r Talk to the coordinator about being a classroom speaker or guest trainer, helping with


Suggested Talking Points for Your Presentation to

Students:

§ Describe your career journey. § Talk about obstacles you

overcame. § Discuss need for

perseverance, hard work and getting along well with others.

§ Manage students’ expectations on the world of work.

Professional Development

Tips to Share:




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Employer Career Day Fact SheetOn Career Day, business partners from a variety of careers come together at a school to share information about their company, their job, and what education, skills and knowledge are required for success in their career.

Designed to meet specific learning objectives, a Career Day helps students connect what they’re learning in school with the workplace. They listen to speakers or navigate the event independently, seeking information about the industry and the career options it provides. They also learn about the participating business’s role in the local economy. Why are Career Days important for students?

§ Career Days expose students to potential careers and jobs and help build occupational knowledge.

§ They illustrate the education and training needed for entry into certain industries. § They let students know about your company’s processes and products/services and the role

your business plays in the community.

What are the benefits to my company? § Exposes potential future workers to job opportunities and careers with your company, as

well as the required skills and education to be successful in your industry. § Introduces students to your employees and co-workers. § Helps your employees understand how to communicate with the next generation of workers. § Provides a way to introduce and engage multiple employees with your commitment to

education and connect your company with the community.

What do I need to do next?

§ Determine who will coordinate Career Day for your company and have them connect with the work-based learning coordinator to address scheduling, planning and logistics.

§ Arrange for a presentation to those employees who will participate in the Career Day. § Distribute the Employer Career Day Tip Sheet to interested employees. § Consider any impacts on company policy.

Resources


Program Level: 9th grade or higher. Employer/Student Ratio: Varies. 1-8 employers to 40-100 students. Duration: Usually 3 hours Frequency: One time Location: School Costs: Staff time Special Considerations: Employee selection. Company volunteer policies and practices.

45




Career Day Student Preparation Activity Complete the following research assignment as part of your preparation for the upcoming Career Day. Student name: List three careers that are interesting to you. 1. 2. 3. What companies are presenting at Career Day that may be related to one of these careers? If you’re not sure, ask a classmate or teacher. If you wanted to pursue one of these career options, what might you do to prepare in the next five years, both in high school and afterwards? List three other companies presenting at Career Day that you’ll speak to. 1. 2. 3. What are three questions you could ask a Career Day presenter? 1. 2. 3.


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Career Day Student Reflection Activity Take some time to think about Career Day and reflect on how it might affect your college and career plans in the future. Student name:

School:

Name of one Career Day presenter you spoke to:

Company of presenter:

What aspects of the Career Day were interesting? Why? Be specific.

What aspects of the Career Day were not interesting? Why not? Be specific.

What did you learn about the presenter’s company? Please explain.

How does the presenter use skills like reading and math in his/her career?

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What were the steps that the presenter took to get to his/her current career?

Would you consider a career in this field? Why or why not?

If you wanted to pursue this career option, what might you do to prepare in the next five years, both in high school and afterwards?


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Preparing Students for a Career Day Your students will be participating in a career awareness work-based learning activity in the coming weeks. Career Days help students connect the lessons they’re learning in the classroom with the college and career options ahead of them. Career Awareness Student Learning Objectives

§ Learn about different careers and the basic pathways leading to them. § Learn about how basic skills such as math and reading are used in the workplace. § Understand the importance of post-secondary education and training following high school

graduation. Student Career Interest There are a variety of online career interest assessment tools for your students to use to help narrow their career interests. Help them through the process. After they’ve determined areas of interest, have students compare their own list of potential careers with the list of career day presenters, and generate a list of questions for the visitors. Tell students to take notes during Career Day, so they can record the presenters they visit or talk to. They will use this information to write thank-you notes later. Thank-You Note After Career Day, conduct a thank-you note writing activity with students. Work-Based Learning Activity Evaluation The Work-Based Learning Student Evaluation will provide important information to the coordinator and will help shape future Career Days. Career Day Student Reflection Student reflection allows students to analyze their experiences and prompts thinking about education and career decisions based on the experience. Reflection exercises encourage analysis and thinking about the connection between school and work.

Conduct activities that will allow students to reflect individually and then share what they learned from the Career Day. This is an excellent time to begin including the guidance counselor in the classroom activities, if you haven’t done so already. Adapted from original material created by NAF. Used with permission.

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Career Mentoring Guide

Career Mentoring Fact Sheet WBL Coordinator Checklist Student Checklist Teacher Tip Sheet Employer Tip Sheet Employer Fact Sheet Implementation Tools

Career Mentoring Research Activity Career Mentoring Student Reflection

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Career Mentoring Fact Sheet Career Mentoring Career Mentoring is a Career Exploration activity in which a student is matched one-on-one with an adult professional to explore potential careers and related educational issues. Different than programs such as Big Brother, Big Sister, the career mentor serves as a career resource by sharing insights and providing guidance about the workplace, careers and postsecondary education/training. This is accomplished through formal and informal meetings organized at the school, in the workplace or online, but never in an unsupervised environment or the home. (Sometimes a mentor may work with and support a small group of students.) The development of a trusting relationship between the student and the mentor is the key to a successful experience. Designed to meet specific learning outcomes, career mentoring is educationally rich, is tied to the curriculum, and helps students connect what they’re learning in school with the workplace. Career Mentoring is designed to:

§ Give students exposure to jobs, careers, and industries. § Offer the opportunity to build a relationship with a caring and

knowledgeable adult. § Offer a chance to practice communication skills and develop

professional skills. § Help students make the connection between school and the


Career Mentoring is structured to:

§ Build self-esteem, self-worth, confidence and flexibility. § Build occupational knowledge. § Enable students to begin identifying areas of career interest. § Allow for the mentor and mentee to select each other. § Offer positive life outcomes for students. § Build knowledge about the education and training needed for a

particular job, career path and entry into the industry.

Career Mentoring is supported by: § Classroom preparation and reflection upon the experience verbally and in writing. § A long-term commitment from an adult role model (generally at least a year). § A focus on building trust and respect with each other. § The setting of clear and reasonable expectations for students and their mentoring partner. § Routine meetings or communication with enough regularity to develop a strong relationship.

What is a Career Mentor?

A career mentor is: § A role model § A guide § A coach § An advisor § Experienced § Reliable § Approachable § Relatable § Invested in outcomes § An additional resource

A career mentor is not: § Assigned § Any employer partner a

student happens to interact with

§ A teacher § A worksite supervisor

or internship host (though a mentor/mentee relationship may evolve during or after the internship or work experience)

§ A counselor or case manager

§ Paid to be there

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Career Mentoring is connected to:


Career mentoring is one activity in the continuum of authentic work-based experiences provided to all students engaged in career-related programs or course of study in New York City schools. Career Mentoring Models Below are some sample mentoring models that can be used alone or in combination to offer students and mentors a range of opportunities. § Traditional mentoring (one adult to one student) § Small group mentoring (one adult to as many as four students) § Team mentoring (several adults working with small groups of students. Adult-to-student ratio is

no greater than 1:4. § Large group mentoring (one or two adults to seven to ten students) § Peer mentoring (older students mentoring other students) § E-mentoring (mentoring via email and the internet combined with another model from the list

above.)

Career Mentoring Support Materials Checklists, Tip Sheets and Fact Sheets:

§ Coordinator Career Mentoring Checklist § Student Career Mentoring Checklist § Teacher Career Mentoring Tip Sheet § Employer Career Mentoring Tip Sheet § Employer Career Mentoring Fact Sheet




§ Career Mentoring Research Activity § Career Mentoring Student Reflection

Tips for Success Effective Career Mentoring includes structured activity before,

during and after the experience. Pay attention to these tips to ensure meaningful experiences that

result in enriched learning.

§ Engage in proper planning and preparation. § Address logistical details. § Communicate with all parties. § Maximize learning potential. § Focus on career exploration. § Connect to the classroom. § Provide support for students and supervisors. § Promote student reflection.

Sustaining and growing Career Mentoring and all other work-

based learning activities depend on maintaining positive relationships with the participating employers. These employers

should be treated as valued customers and partners with frequent check-ins to address participation needs as they arise.

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Coordinator Career Mentoring Checklist Quick tips for Work-Based Learning Coordinators1 to ensure successful career mentoring. Before Career Mentoring r Identify all interested teachers and help them plan for

career mentoring. Share the Teacher Tip Sheet. r Select the appropriate career mentoring model with a

focus on career exploration, training and related education. r Assess potential mentors and select those who are

compatible with the students. Find other ways for those not selected to be involved.

r Conduct background checks and fingerprinting. Determine costs and who will bear expenses. Factor in time for mentors to complete background checks.

r Support teachers in selecting appropriate students and creating learning objectives for them.

r Match students with potential mentors. (When possible, allow the mentor and mentee to select each other.)

r Onboard mentors with an orientation and training. Determine who will absorb those costs. In training, reinforce that there is to be no face-to-face meeting outside of supervised activities. Remind mentors to keep equity issues in mind, ensuring that one mentee isn’t offered many perks while another receives few.

r Define how much face-to-face time is desirable. (Early in the experience, the more the better.)

r Explore alternative forms of connecting, such as Skype, email and other social media. During Career Mentoring r Share the Top 10 Core Employability Skills with the mentor. r Share the current focus of classroom activities on a regular basis. r Provide ongoing support and training for career mentors. Encourage them to share their story

of the pathway to their current position. Support them in helping students build their personal traits. Help mentors understand issues of confidentiality and their responsibilities.

r Provide ongoing support for students. Encourage them to share interests, concerns and ideas with their mentors. Suggest they invite mentors to school events/activities. Create assignments for students to share with their mentors and encourage them to share current study topics.

After Career Mentoring r Document the career mentoring. Review feedback from mentors, teachers and students and

summarize results. Make recommendations for improvements.


Sample Career Mentoring Timeline

Phase 1: Identify interested teachers, mentors and students. Select career mentoring model.

Phase 2: Match students with mentors (or assist them in choosing each other). Follow the steps listed on this Go Pass for Volunteers page. https://www.nycservice.org/pages/pages/72

Phase 3: Prepare teachers and students.

Phase 4: Provide orientation and training to career mentors. Arrange mentoring events.

Phase 5: Provide ongoing support to students and career mentors.

Phase 6: Use feedback to document effectiveness of program and help students update Employability Skills Profile.

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r Help students update their Employability Skills Profile and think about any next steps they would like to take to further their career goals.

r Work with teachers to coordinate “go deeper” activities to connect the career mentoring to the classroom.

r Send thank-you notes to mentors. r Publicize the career mentoring and the businesses that participated by placing a story in the local


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Student Career Mentoring Checklist Career mentoring is a great way for you to get one-on-one support from a professional in a field that interests you. You and your mentor will make a long-term commitment to work together (generally, at least a year). During that time, you’ll regularly communicate, giving you the chance to get answers to your career questions and practice professional behavior. Below is a checklist to help you get the most out of your career mentoring experience. Read through the list and check off things when you complete them. Have you done all you can to prepare? r Fill out and turn in any required forms. r Participate in pre-career-mentoring opportunities in your class. r Meet with a teacher or coordinator about what you want to get out of your career mentorship

(e.g. communication skills). These are your learning objectives. r Research your mentor’s company. Check out their website and write at least three questions that

address what you’d like to know about the mentor and his/her job. r If the career mentorship requires traveling, make sure you have transportation arranged.

Have you thought about what you can do to make career mentoring a big success? r Dress appropriately and arrive on time, every time. r Be respectful. Make sure your phone is off during meetings/activities. r Pay attention to what your mentor shares with you and the advice you receive. r Be engaged. When you hear something that interests you, ask if it’s okay to take notes. r Work toward your learning objectives. r Try to make connections between what you’re hearing and what you’re learning in class. When the career mentoring is over, how will you keep moving your career forward? r Reflect on the experience. Talk to your classmates and teachers about the mentoring and

whether you’re interested in pursuing a career in your mentor’s industry. r Participate in classroom activities that help you think about the value of the career mentoring. r Update your Employability Skills Profile and think about next steps in moving your career plans

forward. r Give feedback about the mentoring experience. If you feel it wasn’t a good match, let your

teacher or coordinator know so you can be connected with someone else. r Send a thank-you letter to the mentor for taking the time to work with you. Think about staying

connected on LinkedIn or elsewhere. r Ask your career mentor if you can use them as a reference. r Share your experience with your peers on social media. Perhaps a blog post?


Have you… § Completed all required forms? § Set your learning objectives? § Researched your mentor’s

company? § Prepared your questions? § Arranged transportation? § Thought about what you’ll

share at you first session?

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Teacher Career Mentoring Tip Sheet Note: If you’re coordinating a career mentoring program, have a look at the Coordinator Career Mentoring Checklist. Career Mentoring is designed to:

§ Give students exposure to jobs, careers, and industries. § Offer the opportunity to build a relationship with a caring and

knowledgeable adult. § Offer a chance to practice communication skills and develop

professional skills. § Help students make connection between school and the


Before Career Mentoring r Review the Career Mentoring Fact Sheet and this tip sheet. r Identify interested and qualified students and help the coordinator

select career mentors who are compatible with the students. (When possible, let them interview and select each other.)

r Assess how career mentoring can support classroom activities and help meet curriculum goals.

r Identify desired student learning objectives. These should include personal, academic, occupational and work-readiness objectives.

r Regularly provide the mentors with information about what students are studying so they can better support key concepts.

r Have students research the career mentor’s employer website and prepare at least three meaningful questions to ask during their first meeting.

During Career Mentoring r Provide opportunities for students to share in the classroom—verbally and in writing—what

they’re learning through their career mentorship. r Encourage students to share current study topics, interests, aspirations, and ideas with their

mentor. r Suggest that students invite their mentors into the classroom for specific events or activities. r Set regular check-ins with the students.

After Career Mentoring r Thank career mentor and together identify follow-up activities for the students. r Provide opportunities for directed reflection through discussions, presentations, and/or projects.

Help students make the connection between training topics and the workplace. r Help students update their Employability Skills Profile and think about any next steps they

would like to take to further their career goals. r Assess the impact and value of the career mentoring with the coordinator and utilize mentor,

teacher and student feedback to improve future career mentoring activities. Use the WBL Activity Evaluation

r Document and archive information about the career mentoring.


Before Career Mentoring Set students up for success by having them. § Research mentor’s company

and industry. § Discuss how career mentoring


§ Help student craft questions and develop goals

After Career Mentoring § Spark student reflection with an


learn about the workplace and careers?”

§ See if they want to find out more or further explore careers in the mentor’s industry.

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Employer Career Mentoring Tip Sheet Thanks for agreeing to be a career mentor! As you think about how to best prepare for the experience, keep the following success factors in mind. Before Career Mentoring r Commit to stay engaged for a minimum of one year and possibly

through to graduation. r Attend the career mentoring orientation. r If you have questions or concerns, discuss them with the coordinator

or teacher. r Provide teacher with website link(s) about your company, industry

and profession to help your mentee prepare questions. r Find out what your mentee is currently studying so you can link the

classroom with the workplace and support key concepts. During Career Mentoring r Meet or communicate regularly with your mentee. Some activities

will be organized by the coordinator and some contact will be generated by your mentee or yourself via email or telephone.

r Follow all school and company rules, including volunteer policies and boundary/equity issues. Make sure there’s no face-to-face connection outside of supervised and approved activities. (The orientation you attend will help you with this.)

r Regularly review the information on what your mentee is studying, and ask questions about it. Provide feedback on their work.

r Pay attention and show your mentee that you’re listening. r Make it real. It’s all about the relationship you’re able to develop with your mentee. r Help your mentee focus on learning about and practicing professional skills. r Share the educational and career path you took to your current position. r Talk about how school subjects (such as math and language arts) and good habits (such as

punctuality and consistent attendance) are important skills in the workplace. r If possible, share mistakes you’ve made and how you have addressed problems. r If you can no longer be a mentor, give as much notice as possible, try to recruit someone else,

and make sure your mentee knows why you need to stop and that it has nothing to do with him/her.

After Career Mentoring r Provide feedback to the coordinator to improve future career mentoring experiences. Complete

the WBL Activity Evaluation. r Consider how you might use the career mentoring experience to promote your company’s

visibility in the community.

Go Deeper r Consider having your mentee shadow you at work for a day. r Arrange an internship at your company for your mentee. Check in regularly around his or her

progress.

Why is Career Mentoring Important?

§ Research shows that career mentors help students stay in school, stay focused on their career options and pursue their goals.

§ A career mentor lets a young person know that someone cares, that they matter and can have a bright future.

§ A career mentor can help a young person see the connection between what they learn in the classroom and the real world.

§ A career mentor can help their mentee better communicate with and relate to adults.

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Employer Career Mentoring Fact SheetIn career mentoring, a student is matched one-on-one with an adult professional to explore potential careers and related educational issues. Different than programs such as Big Brother, Big Sister, the career mentor serves as a career resource by sharing insights and providing guidance about the workplace, careers and education. This is accomplished through formal and informal meetings organized at the school, in the workplace or online, but never in an unsupervised environment or the home. The development of a trusting relationship between the student and the mentor is the key to a successful experience. Designed to meet specific learning outcomes, career mentoring is educationally rich, is tied to the curriculum, and helps students connect what they’re learning in school with the workplace. Why is career mentoring important for students?

§ Research shows that career mentors help students stay enrolled in school, stay focused on their career options and pursue their goals.

§ A career mentor lets a young person know that someone cares, that they matter and can have a bright future.

§ A career mentor can help students see the connection between what they learn in the classroom and the real world, as well as the education needed for entry into certain positions.

§ A career mentor can help a mentee better communicate with and relate to adults. What are the benefits to my company?




§ Contact the work-based learning coordinator. § Arrange for a presentation to those employees who will participate as career mentors. § Distribute the Employer Career Mentoring Tip Sheet to interested employees. § Consider any impacts on company policy.

Resources


Program Level: All Grades. Employer/Student Ratio: Usually 1:1 but sometimes 1 to small group Duration: Usually 1 year Frequency: One time Location: Varies Costs: Staff time Special Considerations: Employee selection. Company volunteer policies and practices.

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Career Mentoring Research Activity Complete the following research assignment as part of your preparation for your upcoming career mentoring experience. This research will be the basis for in-class discussion and presentations prior to the tour. Student name: Your career mentor’s company: Company’s web address: Company’s physical address: Company’s mission statement: What is the company’s primary business? What departments exist within the company? What companies do you think are in competition with your career mentor’s company? After researching the company, what are some questions that you will ask your career mentor? Based on your research, what do you think you will like most about your career mentoring experience? Based on your research, what is your biggest concern about your career mentoring experience? If you could leave the career mentoring experience having learned one thing, what would that be? Anything else you learned while doing your research that you’d like to share with your teacher or the class?


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Career Mentoring Student Reflection Now that you have completed your career mentoring, take some time reflect on what you experienced and how the mentoring might inform your college and career plans in the future. Student Name: School: Career Mentor’s Company: Mentoring date range: What aspects of the career mentoring were interesting? Which were not? Why? What did you like about the career mentoring? What would you change? Would you consider a career in your mentor’s field? Why or why not?

What was the most memorable aspect of your career mentoring experience? Why?

What did you learn about your mentor’s company and its employees? Please explain. Describe ways that technology is used at your career mentor’s workplace.

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If you wanted to work where your career mentor works, what might you do to prepare in the next five years, both in high school and afterwards?

What knowledge and skills are you learning in school that might be used at your career mentor’s workplace? Please explain. What knowledge or skills do you need to strengthen to be successful at the mentor’s workplace? Please explain.

Would you recommend that other students have a career mentoring experience? Explain.

Anything else you’d like to say about the career mentoring experience?


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Workplace Tour Guide

Workplace Tour Fact Sheet WBL Coordinator Checklist Student Checklist Teacher Tip Sheet Employer Tip Sheet Employer Fact Sheet Implementation Tools

Workplace Tour Research Activity Workplace Tour Student Reflection

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Workplace Tour Fact Sheet Workplace Tour A Workplace Tour is a highly-structured Career Awareness activity in which students visit a workplace, learn about the business, meet employees, ask questions and observe work in progress. More than a simple field trip or site visit, a Workplace Tour is designed and structured to meet specific learning outcomes, be educationally rich, and build awareness of the business, its industry sector, its role in the economy and the career options it provides. A Workplace Tour involves preparation and follow-up in the classroom, including research and reflection by students. Tours generally last between an hour-and-a-half to two hours. Workplace Tours are designed to:

§ Provide exposure to the industry sector, potential career opportunities and jobs. § Build occupational knowledge. § Build an understanding of the education and training needed for entry into careers in the

industry. § Foster an understanding of the business’s workforce and its contributions to the community.

Workplace Tours are structured to:

§ Enhance workplace knowledge and build career awareness. § Illustrate how key academic concepts are applied in the real world. § Offer students a chance to ask questions and observe work in progress. § Promote student interaction with professional adults.

Workplace Tours are supported by:

§ Student preparation and follow-up in the classroom. § Research on the industry, the careers it offers and the hosting company. § Support for employer partners in delivering an engaging and interactive tour. § Opportunities to reflect upon the experience verbally and in writing.

Workplace Tours are connected to:

§ Classroom learning and preparation. § Individual career development/training plans. § A sequence of educational, training and workplace activities. § The student’s next step, by intentionally sequencing with future work-based or career-related

classroom experiences. Workplace Tours are one activity in the continuum of authentic work-based experiences provided to all students engaged in career-related programs or course of study in New York City schools.

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Workplace Tour Support Materials Checklists, Tip Sheets and Fact Sheets

§ WBL Coordinator Workplace Tour Checklist § Student Workplace Tour Checklist § Teacher Workplace Tour Tip Sheet § Employer Workplace Tour Tip Sheet § Employer Workplace Tour Fact Sheet



Implementation Tools

§ Workplace Tour Research Activity § Workplace Tour Student Reflection

Tips for Success

Effective Workplace Tours include structured activity before, during and after the experience. Pay attention to these tips to ensure meaningful experiences that result in enriched learning.

§ Engage in proper planning and preparation. § Address safety, legal and logistical details. § Communicate with all parties. § Maximize learning potential. § Focus on building awareness. § Connect to the classroom. § Provide support for students and supervisors. § Promote student reflection.

Sustaining and growing Workplace Tours and all other work-based learning activities depend on maintaining

positive relationships with the participating employers. These employers should be treated as valued customers and partners with frequent check-ins to address participation needs as they arise.

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Coordinator Workplace Tour Checklist Quick tips for Work-Based Learning Coordinators1 to ensure a successful Workplace Tour.

Before the Workplace Tour r Identify the appropriate employer contact and work with them to

plan the tour, providing materials and support where needed.

r Suggest that the employer bring in someone from the HR team to talk about entry-level recruitment.

r Arrange for transportation, permission slips, food and other logistics.

r Find out if safety gear is required and, if so, arrange for it to be provided.

r Talk with teachers about how a workplace tour can help them meet curriculum goals and make the classroom connection.

r Prepare students by having them research the company and practice their personal introduction.

r Identify and document desired student learning objectives.

During the Workplace Tour r Work with the tour host. Make sure to provide time for

introductions, an overview of the business and its operations and what to expect during the tour.

r Ensure students and teachers receive instruction in workplace safety and an orientation to workplace norms.

r Structure the tour so students see the full spectrum of activities and occupations within the company.

r Help ensure that students can observe and interact with employees at different levels of responsibility in the organization.

r If possible, have students experience some hands-on activity during the tour. r Have students experience the tour in small groups and ask questions as they arise.

After the Workplace Tour r Help students connect what they’re learning in class to what they experienced on the tour. r Provide individual and group reflection activities for students. r Suggest that students share their experiences via social media and tag the company in posts. r Support students in determining their next steps in learning about careers. r Debrief with the tour host. r Have the students write thank-you letters. r Assess the impact and value of this tour and utilize employer, teacher and student feedback to

improve future tours. Document and archive information. r Help students update their Employability Skills Profile and think about any next steps they

would like to take to further their career goals.

1In New York State, this includes certified work-based learning coordinators and others who facilitate, arrange and support work-based learning activities for students.

Sample Workplace Tour Timeline

Beginning of the school year: Identify and communicate with potential sites. Determine dates.

Three months in advance: Confirm sites and dates. Share format options.

Two months in advance: Confirm format and travel logistics. Recruit students.

One month in advance: Collect forms. Prepare students.

One week in advance: Review orientation and logistics.

During the workplace tour: Facilitate agenda, student management and social media.

After the workplace tour: Thank-you notes, reflection and update Employability Skills Profile.

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Go Deeper r Make the tour part of a project and have students prepare and deliver a presentation about the

company after the tour. r Have students create a presentation about their career pathway and deliver it to the employer

partner during the tour. r Take pictures from the tour and provide them to the company for their website or newsletter. r Publicize the tour and the business by placing a story in the local newspaper or posting on your

webpage. (Make sure you clear this with the employer partner first.) r Consider other potential public relations benefits and opportunities.

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Student Workplace Tour Checklist When you get the chance to go on a workplace tour, you’ll look behind the scenes of a business or company and ask yourself if this is somewhere you can see yourself in the future. Keep the following things in mind as you get ready for the tour. Have you done all you can to prepare for the workplace tour? r Turn in all required forms. r Learn what the dress code is for the place you’re visiting. r Research the company—how they got started, the kinds of jobs

they have and how they contribute to your community. r Think about what you want to learn and come up with at least

three questions about the company or the careers it offers. r Practice your elevator pitch. Include your name, grade, why you

are in this program and what you’d like to do with your future. Summarize your knowledge, skills, accomplishments and anything else that would make an employer see you positively.

Do you know what you need to do during the workplace tour? r Pay attention to what’s going on at the worksite. Can you see yourself working in a place like

this? What kinds of jobs are you interested in? r Actively participate. Ask the questions you came up with and any

others that will help you determine if a career in this industry is for you.

r See if you can connect what’s going on in the workplace with what you’re learning in school.

r If you have a chance, ask the people you meet for their business cards or see if they’ll connect with you on LinkedIn.

When the workplace tour is over, how will you keep moving your career forward? r Talk to your classmates and teachers about the workplace tour and

your feelings about pursuing a career in that industry. What kind of jobs do you want to know more about? Would you be interested in going on another tour in the future? What kind of education will it take to get there?

r Write a thank-you note to the people who hosted the tour. r Fill out the tour evaluation. Be honest. What worked for you? That will help improve future

tours. r Update your Employability Skills Profile and think about any next steps you’d like to take to

further your career goals. r Share your experience with your peers on social media. Perhaps a blog post about the event?

Are You Ready for the Big Day? Have you… § Turned in your forms? § Decided what to wear? § Researched the company? § Crafted your questions? § Polished your resume? § Practiced your pitch? § Thought about how you’ll share

your day on social media?

Some Social Media Do’s and Don’ts

Do… § Choose your profile picture

carefully. § Keep a professional profile. § Create a LinkedIn profile and

build your personal brand. § Maintain privacy. If you don’t

want something to be seen by all, don’t post it on the internet.

Don’t… § Post illegal activities. § Threaten violence. § Lie about professional and

academic achievements.

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Teacher Workplace Tour Tip Sheet Note: If you’re coordinating the tour, have a look at the Coordinator Workplace Tour Checklist.

Workplace Tours are designed to: § Provide exposure to the industry sector, potential career opportunities and jobs. § Build occupational knowledge. § Build an understanding of the education and training needed for entry into careers in the

industry. § Foster an understanding of the business’s workforce and its contributions to the community.

Before the Workplace Tour r Review the Workplace Tour Fact Sheet and assess how a tour can

support classroom activities and help meet curriculum goals. r Review the plan for the tour with the coordinator and decide where

you can be helpful. r Identify and document desired student learning objectives. r Discuss expectations for the tour with students and point out what

they might learn from it. r Have students research the employer and prepare at least three

meaningful questions to ask during the tour. What do they want to know about the company and the industry?

r Collect signed permission forms.

During the Workplace Tour r Attend the tour and work with the WBL coordinator to support aspects of the tour. r Support the employer by making sure students are attentive, polite and engaged. r Help connect what you see at the workplace with classroom topics.

After the Workplace Tour r Provide individual and group reflection activities for students. Help them make the connection

between the classroom and the workplace. r Support students in updating their Employability Skills Profile and determining their next steps

in learning about careers. r Provide feedback to help assess the impact and value of the tour, r Document and archive information about the tour. r Have students write thank-you notes to the employer partner. r Suggest students share a post about the day via social media, tagging the company in posts.

Go Deeper r Guide students through a comparison of the culture and style of the workplace with others they

have observed, including behavioral and communication expectations. r Make the tour part of a project and have students prepare and deliver a presentation to others at

your school about the company. r Take pictures from the tour and provide them to the company for their website or newsletter.

Ensure you have signed releases for all photos. r Publicize the tour and business by placing a story in the local newspaper or posting on school

website.


§ Support students in recognizing

the curriculum connection.

§ Structure a reflection activity based on a “What? So what? Now what?” format.

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Employer Workplace Tour Tip Sheet Thanks for agreeing to be a host for a workplace tour! In preparing for the visit, keep the following tips in mind. Before the Workplace Tour r Review the information packet about the school and the objectives of the tour.

r Let the work-based learning coordinator know who the main contact is and provide email/phone, etc.

r Work with your coordinator to design an engaging tour of your workplace.

r Let the coordinator know where the visiting group should park and enter the building. Include information about security procedures and appropriate dress.

r If safety gear is required at the worksite, arrange for it to be available.

r Brief the employees who will be involved in the tour. Provide an overview of your partnership with the sponsoring school or program, what to expect during the tour, their role and why their involvement is important.

During the Workplace Tour r Provide an overview of the business, its operations and what to expect during the tour.

r Provide instruction in workplace safety, if needed, and an orientation to workplace norms.

r Bring in someone from HR to talk about entry-level recruitment and careers at the company.

r If possible, arrange for students to participate in small groups.

r Have students observe, hear from and speak to employees with different levels of responsibility and roles in your company. See if any of your employees are connected to the school in some way and make sure those individuals get to talk with the students.

r Make sure students are exposed to a range of career options in your industry, and let them know what it will take for them to be hired when they complete their education and training.

After the Workplace Tour r Debrief with your team.

r Provide feedback to the work-based learning coordinator to improve future tours.

r Consider how you might use the tour to promote your company’s visibility in the community. Go Deeper r Explore ways that you might further interest students and grow the pool of potential future

employees.

r Talk to the work-based learning coordinator about being a classroom speaker or guest trainer, helping with curriculum, or hosting students for Job Shadows, Jobs or Internships.

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Employer Workplace Tour Fact Sheet On a workplace tour, students visit a workplace, learn about the business, meet employees, ask questions and observe work in progress. More than a simple field trip or site visit, a workplace tour is designed and structured to meet specific learning outcomes, be educationally rich, and build awareness of the business, its industry sector, its role in the economy and the career options it provides.

Why are Workplace Tours important for students?

§ Provides exposure to potential careers and jobs, and helps identify potential interests as well as those occupations not of interest.

§ Helps build occupational knowledge and familiarity with the education and training needed for success in the industry.

§ Helps make the connection between academic theory and practical application. § Creates awareness of the business’s role in the community, as well as its functions, processes,

products and employees.

What are the benefits to my company?

§ Exposes potential future workers to job opportunities and careers with your company. § Introduces your employees to students, which helps them understand how to communicate

with the next generation of workers. § Helps current employees feel good about the company’s commitment to education and the

community. § Promotes an understanding of the role and contributions of your business.

What do I need to do next?

§ Contact your work-based learning coordinator. § Arrange for a presentation to those of your employees who will be hosting the tour. § Consider any impacts on company policy.

Resources § Distribute the Employer Workplace Tour Tip Sheet to interested employees. § Review Employer Participation Options Fact Sheet to learn more about how to get the most

out of your partnership with the NYC Department of Education.

Program Level: Starts 9th grade. Ongoing. Employer/Student Ratio: Varies. 1 or 2 employees to 20+ students. Duration: Usually 1.5 to 2 hours Frequency: One time Location: Workplace Costs: Staff time Special Considerations: Safety, company policies on visitors.

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Workplace Tour Research Activity Complete the following research assignment as part of your preparation for the upcoming workplace tour. This research will be the basis for in-class discussion and presentations prior to the tour. Student name: Company you’ll visit on your workplace tour: Company’s web address: Company’s physical address: Company’s mission statement: What is the company’s primary business? What departments exist within the company? What companies do you think are in competition with your workplace tour company? After researching your company, what are some questions that you will ask your workplace tour host? Based on your research, what do you think you will like most about your workplace tour experience? Based on your research, what is your biggest concern about your workplace tour experience? If you could leave the workplace tour having learned one thing, what would that be? Anything else you learned while doing your research that you’d like to share with your teacher or the class?


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Workplace Tour Student Reflection Now that you have completed your workplace tour, take some time reflect on what you experienced and how the workplace tour might inform your college and career plans in the future. Student Name: School: Tour Host Company: Date of Tour: What aspects of the workplace tour were interesting? Which were not? Why? What did you like about the workplace you visited? What would you change? Would you consider a career in this field? Why or why not?

What was the most memorable aspect of your workplace tour experience? Why?

What did you learn about the company and its employees? Please explain.

How did the people at the workplace treat one another? Please explain.

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Describe ways that technology is used at the workplace you visited.

If you wanted to work in the department/ workplace that you visited, what might you do to prepare in the next five years, both in high school and afterwards?

What knowledge and skills are you learning in school that are used in the workplace you toured? Please explain. What knowledge or skills do you need to strengthen to be successful at this workplace? Please explain.

Would you recommend that other students tour this workplace in the future? Circle one and explain.

Anything else you’d like to say about your workplace tour?


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Informational Interview Guide

Informational Interview Fact Sheet WBL Coordinator Checklist Student Checklist Teacher Tip Sheet Employer Tip Sheet Employer Fact Sheet Implementation Tools

Informational Interview Research Activity Informational Interview Student Reflection

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Informational Interview Fact Sheet Informational Interviews Using informational interviews to support learning is a structured Career Exploration activity in which students formally interview an employer partner about his or her industry, educational and career path, and chosen profession. Students may also explore the range of career opportunities within the company or industry, opportunities for growth and the salary ranges for different occupations. Designed to meet specific learning objectives, informational interviews are educationally rich, are tied to the curriculum, and help students connect what they’re learning in school with the workplace. Unlike a guest speaker activity, where speakers usually address a group in the classroom, informational interviews are one-to-one interactions and generally take place at the company’s workplace. They may also be conducted via telephone – ideally utilizing Facetime or Skype. Informational Interviews are designed to:

§ Provide exposure to potential careers and jobs. § Provide a realistic picture of the business, its role in the community and the career paths and

occupations of its workforce. § Help students make the connection between school and the workplace. § Inform career planning.

Informational Interviews are structured to:

§ Offer students the chance to practice and demonstrate key professional skills, including communication, critical thinking, workplace appearance and timeliness.

§ Enable students to begin identifying areas of career interest. § Build knowledge about the education and training needed for a particular job, career path

and entry into the industry.

Informational Interviews are supported by: § Classroom preparation, including research on the industry and participating businesses. § Employer orientation and support. § Opportunities to reflect upon the experience verbally and in writing.

Informational Interviews are connected to:


Informational interviews are one activity in the continuum of authentic work-based experiences provided to all students engaged in career-related programs or course of study in New York City schools.

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Informational Interview Support Materials Checklists, Tip Sheets and Fact Sheets:

§ Coordinator Informational Interview Checklist § Student Informational Interview Checklist § Teacher Informational Interview Tip Sheet § Employer Informational Interview Tip Sheet § Employer Informational Interview Fact Sheet




§ Informational Interview Research Activity § Informational Interview Student Reflection

Tips for Success Effective Informational Interviews include structured activity before, during and after the experience.


§ Engage in proper planning and preparation. § Address logistical details. § Communicate with all parties. § Maximize learning potential. § Focus on building awareness. § Connect to the classroom. § Provide support for students and supervisors. § Promote student reflection.

Sustaining and growing Informational Interviews and all other work-based learning activities depend on maintaining positive relationships with the participating employers. These employers should be treated as valued customers and


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Coordinator Informational Interview Checklist Quick tips for Work-Based Learning Coordinators1 to ensure a successful informational interview.

Before the Informational Interview r Identify all interested teachers and help them plan for the

informational interviews. r Address any relevant school policies that may apply (in the way

that field trips may be handled). r Make sure the employer partners are good matches for the

careers students are interested in. r Prepare teachers and encourage them to support the

informational interviews and reflect them in their classroom activities. Share the Teacher Tip Sheet.

r Have teachers help create learning objectives and work with students to prepare and create a list of questions to ask in the interview.

r Create and provide appropriate support materials for distribution to employees who will participate in an interview.

r Work with employees to help them prepare for the interview. Discuss best methods for being real with and engaging students.

r Arrange for student transportation and other logistics. r Find out if safety gear is required and, if so, arrange for it to be

provided. r Have the student call or email the staff member/company to

confirm the details for the informational interview. Ideally, it should take place at the worksite.

After the Informational Interview r Document the informational interview. Review feedback from interviewed employees, students

and teachers and summarize results. Make recommendations for improvements. r Help students update their Employability Skills Profile and think about any next steps they

would like to take to further their career goals. r Work with teachers to connect the informational interview to the classroom. r Send thank-you notes to employer partners. r Publicize the informational interviews and the companies that participated by placing a story in

the local newspaper or posting on the school website or social media. r Suggest the students share their experiences on social media and tag the partner businesses. r Consider other potential public relations benefits and opportunities.


Sample Informational Interview Timeline

Beginning of the school year: Identify interested teachers and brainstorm companies that could participate.

Two months in advance: Invite business partners to participate. Find out the best days and time for the employer partners.

One month in advance: Confirm student participation. Have students research the industry or company.

One week in advance: Send employers logistics for the day and questions to expect. Have students confirm the interview day and time. After the Interview: Send thank-you notes to all hosts and ensure student reflection activities take place.

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Student Informational Interview Checklist An informational interview is a chance for you to interview someone at a company about his or her industry, education, and career path. You can ask why the person decided to choose this career and how they got to where they are. You’ll have the opportunity to ask questions, practice professional behavior and become more comfortable communicating with professionals.

Have fun with this one. You'll be surprised what you learn and you might want to follow in that person’s footsteps! Have you done all you can to prepare? r Fill out and turn in any required forms. r Do some research on the company you’ll visit. Check out their website and learn as much as you

can about the place, its history, what they do and how it impacts your community. r Figure out what to wear. Look for employee photos on the website/social and mirror the dress

code. r Get information on all the logistics, including how to get there and where to go when you arrive. r Prepare a list of questions about the company, the industry, career opportunities, and what kind

of education and training is needed for different jobs. r Practice introducing yourself as a professional (name, grade, organization or school, why you

chose to take part in the interview, and what you’d like to do with your future). Have you thought about what you can do to make the informational interview a big success? r Be respectful. Arrive on time (be at least 10 minutes early) and make sure your phone is turned

off. r Be an active participant. Pay attention and ask good questions. r Make connections between what you’re learning in the interview and what you’re learning in

class. r At the end of the interview, shake hands, thank the person for his or her time and ask if you can

stay connected via LinkedIn or email. Ask for a business card. When the informational interview is over, how will you keep moving your career forward? r Reflect on the day. Talk to your teachers and classmates about the informational interview and

your feelings about what you experienced. Would you work there or somewhere similar? r Participate in evaluating the experience and give ideas to improve future interviews. What

worked and what didn’t? Be honest! It will help make future interviews more impactful. r Update your Employability Skills Profile and think about next steps in moving your career plans

forward. r Send a follow-up email thanking the interviewee for his or her time. If you’re interested in

working there or learning more, say so and ask for next steps. r Is there more you want to know about this field or company? Would you be interested in going

on another interview in the future? r Share your experience with your peers on social media. Perhaps a blog post about the event?

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Teacher Informational Interview Tip Sheet Note: If you’re coordinating an informational interview, have a look at the Coordinator

Informational Interview Checklist. Informational Interviews are designed to:

§ Provide exposure to potential careers and jobs. § Provide a realistic picture of the business, its role in the

community and the career paths and occupations of its workforce.

§ Help students make the connection between school and the workplace.

§ Inform career planning.

Before the Informational Interview r Review the Informational Interview Fact Sheet and this tip sheet. r Identify desired student learning objectives. r Assess how the interview can support classroom activities and help

meet curriculum goals. r Have students research the involved companies and the careers

they offer and prepare questions for the interviewees. r Build excitement for the day and talk to students about what they can expect to learn. r Send participating employees information about the school and curriculum. Talk with them

about how to be real with and fully engage students.

After the Informational Interview r Thank the employer and participating employees, r Debrief with the WBL coordinator and together identify follow-up activities for the students. r Ask students to assess the effectiveness of the informational interviews and make

recommendations for improvements. (use the WBL Activity Evaluation) r Provide individual and group reflection activities for students and help them make the


would like to take to further their career goals. r Have students write thank-you notes to the employer partners. r Assess the impact and value of the informational interviews with the coordinator and utilize

employer, teacher and student feedback to improve future informational interviews. r Document and archive information about the informational interview.

Go Deeper r Make the informational interviews part of a project and have students prepare and deliver a

presentation to others at your school about the participating companies.


Before Informational Interviews Set students up for success by having them: § Research participating

companies and industries. § Discuss how the interviews can

help them meet learning objectives.

After Informational Interviews § Spark student reflection with an


learn about this job and industry?”

§ See if they want to find out more or further explore careers in the industries represented.

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Employer Informational Interview Tip Sheet Thanks for agreeing to be interviewed by one of our students. As you think about how to best prepare for the interview, keep the following success factors in mind. Before the Informational Interview r Provide teacher or coordinator with company website link(s) and

info about your industry and profession to help students prepare for the interview.

r Ask the instructor about the student who will interview you and find out what he or she is currently focused on in the classroom so you can explain how the academic content being learned is applied in the workplace. Provide real-world examples.

r Though it’s best if the interview takes place at your work, if it’s happening at the school, ask where to park and enter the building.

r If the interview will be held at your workplace and safety gear is necessary, arrange for it to be available.

r Let the coordinator know if you would like the student to contact you directly to arrange the interview.

During the Informational Interview r Describe a typical day at your company and help students

understand as much as they can about the culture of the workplace and the nature of the world of work.

r Talk to the students about the range of career options in your company or industry. What will it take to be hired when education and training is completed?

r Be real. If possible, share mistakes you’ve made and how you addressed problems. What was your experience like in school? Did you struggle at all? If so, share that story!

r How did you get to the job you’re in today? Share the educational and career path you took to your current position.

r Talk about how school subjects (such as math and language arts) and good habits (such as punctuality and consistent attendance) are important skills in the workplace.

After the Informational Interview r Provide feedback to the coordinator to improve future informational interviews. r Consider how you might use the interview to promote your company’s visibility in the

community. Go Deeper r Explore ways that you might further interest students in your company. r Talk to the coordinator about being a classroom speaker or guest trainer, helping with




§ Talk about obstacles you overcame.

§ Discuss need for perseverance, hard work and getting along well with others.


Tips to Share:




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Employer Informational Interview Fact SheetIn an informational interview, students formally interview an employer partner about his or her industry, educational and career path, and chosen profession. Students may also explore the range of career opportunities within the company or industry, opportunities for growth and the salary ranges for different occupations. Designed to meet specific learning outcomes, informational interviews are linked to the curriculum and help students connect what they’re learning in school with the workplace. Informational Interviews are one-to-one interactions and generally happen at the company’s workplace. They may also be conducted via telephone – ideally utilizing Facetime or Skype. Why are informational interviews important for students?

§ Informational interviews expose students to potential jobs and careers and help build occupational knowledge.

§ They illustrate the education and training needed for entry into certain positions and industries.

§ They let students know about your company’s processes and products/services and the role your business plays in the community.





§ Determine who will coordinate the informational interview(s) for your company and have them connect with the work-based learning coordinator to address scheduling, planning and logistics.

§ Arrange for a presentation to those employees who will participate in the interviews. § Distribute the Employer Informational Interview Tip Sheet to interested employees. § Consider any impacts on company policy.

Resources


Program Level: All grades. Employer/Student Ratio: 1:1 Duration: 30 mins to an hour Frequency: One time Location: Worksite preferred Costs: Staff time Special Considerations: Employee selection. Company visitor and volunteer policies or practices.

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Informational Interview Research Activity Complete the following research assignment as part of your preparation for the upcoming informational interview. This research will be the basis for in-class discussion and presentations prior to the day Student name: Interviewee’s company: Company’s web address: Company’s physical address: Company’s mission statement: What is the company’s primary business? What departments exist within the company? What companies do you think are in competition with the interviewee’s company? After researching the company, what are some questions that you will ask the person you’re interviewing? Based on your research, what do you think you will like most about the informational interview? Based on your research, what is your biggest concern about the informational interview? If you could come away from the informational interview having learned one thing, what would that be? Anything else you learned while doing your research that you’d like to share with your teacher or the class?


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Informational Interview Student Reflection Now that the informational interview is over, take some time reflect on what you learned and how the experience might inform your college and career plans in the future. Student Name: School: Interviewee’s Company: Date of Interview: What aspects of the informational interview were interesting? Which were not? Why? What did you like about the informational interview? What would you change? Would you consider a career in the interviewee’s field? Why or why not?

What was the most memorable aspect of the informational interview? Why?

What did you learn about the interviewee’s company and its employees? Please explain. What knowledge and skills are you learning in school that are likely to be used at the interviewee’s workplace? Please explain.

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What knowledge or skills do you need to strengthen to be successful at a workplace like the interviewee’s? Please explain.

Would you recommend that other students take part in an informational interview? Explain.

Anything else you’d like to say about the informational interview?


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Job Shadowing Guide

Job Shadowing Fact Sheet WBL Coordinator Checklist Student Checklist Teacher Tip Sheet Employer Tip Sheet Employer Fact Sheet Implementation Tools

Job Shadowing Research Activity Job Shadowing Student Reflection

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Job Shadowing Fact Sheet

Job Shadowing Job Shadowing is a structured Career Exploration activity in which a student is paired with and observes the workday of a business partner, interacts with his or her clients or customers and attends meetings and other appointments with the person they are shadowing.

Designed to help students explore a field of interest while developing research skills and building occupational knowledge, job shadowing is conducted at the workplace and occurs over most of the workday.

Job Shadowing is designed to: § Promote exploration of a field of interest. § Provide an up-close look at a particular occupation, company and industry and the career

path to that occupation. § Help students make the connection between school and the workplace. § Inform career planning.

Job Shadowing is structured to: § Allow students to listen, receive information and ask questions. § Enable students to begin identifying areas of career interest. § Build knowledge about the education and training needed for a particular job, career path

and entry into the industry. § Allow students to practice and demonstrate key work-readiness skills such as communication

and appropriate workplace behavior.

Job Shadowing is supported by: § Classroom preparation, including research on the occupation, its industry and the

participating company. § Employer orientation and support. § Opportunities to reflect upon the experience verbally and in writing.

Job Shadowing is connected to:


Go Deeper § Arrange for a group of students to shadow different employees at the same time at the same

company. Start the day with a Workplace Tour. § Rotational Job Shadowing: Arrange for a student to shadow a number of different people in

the same company over time, rotating through a range of departments with different levels of employees in a series of Job Shadows.

Job shadowing is one activity in the continuum of authentic work-based experiences provided to all students engaged in career-related programs or course of study in New York City schools.

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Job Shadowing Support Materials Checklists, Tip Sheets and Fact Sheets:

§ Coordinator Job Shadowing Checklist § Student Job Shadowing Checklist § Teacher Job Shadowing Tip Sheet § Employer Job Shadowing Tip Sheet § Employer Job Shadowing Fact Sheet




§ Job Shadowing Research Activity § Job Shadowing Student Reflection

Tips for Success Effective Job Shadowing programs include structured activity before, during and after the experience.


§ Engage in proper planning and preparation. § Address logistical details. § Communicate with all parties. § Maximize learning potential. § Focus on exploring an area of interest. § Connect to the classroom. § Provide support for students and supervisors. § Promote student reflection.

Sustaining and growing Job Shadowing programs and all other work-based learning activities depend on maintaining positive relationships with the participating employers. These employers should be treated as valued customers and


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Coordinator Job Shadowing Checklist Quick tips for Work-Based Learning Coordinators1 to ensure a successful job shadowing program.

Before the Job Shadow r Identify all interested teachers and help them plan for the job

shadowing activity. Share the Teacher Tip Sheet. r Effectively match students with job shadow hosts, based on their

career interests and personal factors. r Collect any required forms. r Have teachers help create learning objectives and work with

students to prepare for the day. r Confirm scheduling and transportation arrangements for the

student(s). Check school policies regarding transportation and liability, and ask about workers’ compensation insurance.

r Give employer information about the participating student(s) and make sure plans have been made to receive them. Ask about dress requirements.

r Determine if host site requires visitors to sign visitor confidentiality and/or non-disclosure agreement.

r Provide Employer Tip Sheet and other support materials so the company can plan the most learning-rich experiences possible.

r Share this toolkit’s Top Ten Employability Skills with the employer.

During the Job Shadow q Make sure students receive instruction in workplace safety, if

needed. Have the employer include a safety talk at start of day and highlight potential hazards.

q Have students share the day on social media if company allows. q Arrange for students to visit different departments and observe employees with different levels

of responsibility in the company.

After the Job Shadow r Document the job shadow. Review feedback from hosts and teachers and summarize results

(Use the WBL Activity Evaluation from this toolkit). Make recommendations for improvements. r Help students update their Employability Skills Profile and think about any next steps they

would like to take to further their career goals. r Work with teachers to coordinate activities to connect the job shadow to the classroom. r Send thank-you notes to host employers. r Share pictures from the job shadow with the companies for their websites or newsletters.

Encourage students to share photos on social media. (Ensure you have signed releases for all photos.)

r Place a story about the job shadow in the local newspaper or on the school website.


Sample Job Shadow Timeline

Beginning of the school year: Identify interested teachers and students. Brainstorm business partners who could participate.

Two months in advance: Develop a schedule with business partners. Secure available dates, times and locations.

One month in advance: Confirm participation of employer hosts. Have students research the occupation and industry or company.

One week in advance: Send hosts information about the student. Make sure logistics for the day have been handled.

Day of the Job Shadow: Make sure students receive safety instruction, if required.

After the Job Shadow: Send thank-you notes to all host employers and ensure student reflection activities take place.

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Student Job Shadowing Checklist A job shadow is a great opportunity to learn about the world of work. You’ll have the opportunity to ask questions, practice professional behavior and become more comfortable communicating with professionals. Below is a checklist of what you can expect to learn. Read through it and check off what interests you and the goals for the day that are most important to you. Your interests don’t have to be prioritized. If you would like to learn something that’s not listed, just add it! Have you done all you can to prepare? r Turn in any required forms. r Think about your interests and determine the kind of job you’d like

to explore or company you’d like to visit in your job shadow. r Once chosen, research your host company. Check out their website and learn as much as you

can about the organization’s history, what they do and how it impacts your community. r Meet with your teacher or the coordinator to finalize a learning plan for the job shadow. Have you thought about what you can do to make the job shadow a big success? r Arrive at the workplace appropriately dressed and on time. Attend the orientation if one is

offered. r Turn off your cellphone, except to take photos, if the company allows (ask first). r Develop some skill-specific learning outcomes with your job shadow host and work on them. r Comply with all health and safety regulations. r Be observant and ask appropriate questions. r Reflect on the connection between what you’re learning in the classroom and what goes on in

the workplace. When the job shadow is over, how will you keep moving your career forward? r Reflect on the day. Talk to your classmates and teachers about the job shadow and whether

you’re interested in pursuing a career in that industry. r Participate in classroom activities that help you think about the value of the job shadow. r Update your resume and Employability Skills Profile and think about next steps in moving your

career forward. r Send a follow-up email thanking the employer for his or her time. Ask if you can connect on

LinkedIn. If you’re interested in working there, say so and ask for next steps. r Fill out any evaluation forms. Be honest. That will help make future job shadows more

impactful. r Share your experience with your peers on social media. Perhaps a blog post about the job

shadow?


Have you… § Turned in required forms? § Researched the host company? § Considered the best way to make

a good impression on the employer?


§ Updated your resume and Employability Skills Profile?

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Teacher Job Shadowing Tip Sheet Note: If you’re coordinating a job shadowing activity, have a look at the Coordinator Job Shadowing Checklist.

Job Shadowing is designed to: § Promote exploration of a field of interest. § Provide an up-close look at a particular occupation, company

and industry and the career path to that occupation. § Help students make the connection between school and the


Before the Job Shadow r Review the Job Shadowing Fact Sheet and this tip sheet. r Assess how the day can support classroom activities and help meet

curriculum goals. r Help the coordinator identify interested and qualified students and

help match them to the most appropriate hosts. r Collect any required permission forms. r Work with students to identify desired learning objectives. r Have students research the host company, and its occupations. r Discuss behavioral expectations and workplace norms. r Provide the host employer with information about the participating student(s). Help the

employer understand where students are in their development, their career aspirations, and how the employer can link the experience to the classroom.

During the Job Shadow r Make sure students learn about workplace safety, and reflect workplace norms. r Support employer hosts in effective interactions by developing strategies to “keep it real.” r If possible, encourage the host to have students observe and interact with employees who have

different levels of responsibility in the company. r Make sure students are attentive, polite and engaged.

After the Job Shadow r Thank the host employer and see if they have a suggestion for student follow-up activities. r Provide reflection activities for students and help them make the connection between what

they’re learning and the workplace. r Help students update their Employability Skills Profile and think about any next steps they

would like to take to further their career goals. r Have students write thank-you notes to the employer partners. r Assess and document the impact and value of the job shadowing activity and utilize employer

and student feedback to improve future job shadows. (Use the WBL Activity Evaluation from this toolkit).

Go Deeper r Make the job shadow part of a project and have students prepare and deliver a presentation to

others at your school about the host company.


Before the Job Shadow Set students up for success by having them: § Research company and industry

of host employers. § Discuss how the job shadow


After the Job Shadow § Spark student reflection with an


learn about this job and industry?”.

§ Explore whether they want to find out more or further explore careers in the employer’s industry.

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Employer Job Shadowing Tip Sheet Thanks for agreeing to host a student for a job shadow. As you think about how to best prepare for the day, keep the following success factors in mind. Before the Job Shadow r Provide the WBL Coordinator with website link(s) about your

company, industry and profession to help the student prepare for the job shadow.

r Find out what the student is currently focused on in the classroom so you can link the job shadow to the curriculum.

r Ask the coordinator or teacher for tips on how best to interact with the student and let them know of any concerns you may have.

r Let the student know where to go when they arrive at your workplace. If they need identification to enter, be sure to tell them that.

During the Job Shadow r Give students instruction in workplace safety, if needed. Include a

safety talk at start of day and highlight potential hazards. r Be sure the student shadowing you is engaged in a range of activities

throughout the day. Try to choose activities that highlight the skills needed to do your job.

r Ensure the student can’t inadvertently disrupt or damage your work. r Be ready to adjust the level of difficulty of any shared tasks depending on the student’s abilities. r Share the educational and career path you took to your current position. r Ask questions about what the student shadowing you is learning, and what his/her career

aspirations are. r Talk about how school subjects (such as math and language arts) and good habits (such as

punctuality and consistent attendance) are important skills in the workplace.

After the Job Shadow r Provide feedback to the coordinator to improve future job shadows using the WBL Activity

Evaluation. r If you’re willing to stay connected with the student, offer your email address or connect on

LinkedIn. Go Deeper r Share a blurb about the job shadow with photos on your company website or social media. r If the student shares a post on social media about the day, share it on your company page. r Consider other ways you might use the job shadow to promote your company’s visibility in the

community. r Talk to the coordinator about being a classroom speaker, helping with curriculum, or

participating in Career Days, Mock Interviews, or Internships.



§ Talk about any challenges or obstacles you overcame.

§ Discuss the need for perseverance, hard work and getting along well with others.


Tips to Share:




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Employer Job Shadowing Fact SheetIn a job shadow, a student is paired with and observes the workday of an employee, interacts with his or her clients or customers and attends meetings and other appointments with the person they are shadowing. Designed to help students explore a field of interest while developing research skills and building occupational knowledge, job shadowing is conducted at the workplace and occurs over most of the workday. Why are job shadows important for students?

§ Job shadows let students explore potential careers and jobs and help build occupational knowledge.

§ They illustrate the education and training needed for entry into certain industries. § They let students know about your company’s processes and products/services and the role

your business plays in the community. § They provide a context for learning and foster an understanding of how academic concepts

are applied in a real-world setting. § They offer the opportunity to interact with adult professionals and practice observation and

communication skills. What are the benefits to my company?


§ Introduces students to one or more of your employees. § Helps your employees understand how to better communicate with the next generation of

workers. § Provides an efficient way to introduce and engage multiple employees with your


§ Determine who will coordinate the job shadow for your company and have them connect with the work-based learning coordinator to address scheduling, planning and logistics.

§ Arrange for a presentation to those employees who will participate in job shadows. § Distribute the Employer Job Shadowing Tip Sheet to interested employees. § Consider any impacts on company policy.

Resources


Program Level: All Grades. Employer/Student Ratio: 1:1 Duration: Usually 1 workday Frequency: One time Location: Workplace Costs: Staff time Special Considerations: Employee selection. Company visitor and volunteer policies or practices.

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Job Shadowing Research Activity Complete the following research assignment as part of your preparation for the upcoming job shadowing. This research will be the basis for in-class discussion and presentations prior to the day Student name: Host company: Company’s web address: Company’s physical address: Company’s mission statement: What is the company’s primary business? What departments exist within the company? What companies do you think are in competition with the host company’s? After researching the company, what are some questions that you will ask your job shadow host? Based on your research, what do you think you will like most about the job shadowing? Based on your research, what is your biggest concern about the job shadowing? If you could come away from the job shadowing having learned one thing, what would that be? Anything else you learned while doing your research that you’d like to share with your teacher or the class?


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Job Shadowing Student Reflection Now that the job shadowing is over, take some time reflect on what you learned and how the experience might inform your college and career plans in the future. Student Name: School: Host Company: Date of Shadowing: What aspects of the job shadowing were interesting? Which were not? Why? What did you like about the job shadowing? What would you change? Would you consider a career in the host company’s field? Why or why not?

What was the most memorable aspect of the job shadowing? Why?

What did you learn about the host company and its employees? Please explain. What knowledge and skills are you learning in school that would likely be used at the host company? Please explain.

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What knowledge or skills do you need to strengthen to be successful at a workplace like the host company’s? Please explain.

Would you recommend that other students have a job shadowing experience? Explain.

Anything else you’d like to say about the job shadowing?


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Mock Interview Guide

Mock Interview Fact Sheet WBL Coordinator Checklist Student Checklist Teacher Tip Sheet Employer Tip Sheet Employer Fact Sheet Implementation Tools

Preparing Students for a Mock Interview Activity Sample Mock Interview Questions for Employers Mock Interview Rating Sheet Mock Interview Student Reflection Worksheet

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Mock Interview Fact Sheet Mock Interview A Mock Interview is a highly-structured Career Awareness activity in which students are paired one-on-one with a business partner who interviews each student as if he/she were being interviewed by an employer for a paid internship or job. Mock Interviews can be held at the school but are more valuable if held at a workplace. The experience allows students to practice their interviewing skills and professional behaviors while at the same time developing a level of comfort in communicating with professionals. A Mock Interview also offers the chance to demonstrate the connection between academic concepts being taught in school and how they are applied in the workplace. Mock Interviews are designed to:

§ Provide students an opportunity to practice and demonstrate key employability skills, including communication, critical thinking, workplace appearance and timeliness.

§ Help students practice a work-readiness activity. § Allow students to develop a level of comfort in

communicating with adult professionals. Mock Interviews are structured to:

§ Enhance workplace knowledge. § Expose students to the skill sets and

education/training required for jobs. § Simulate an actual job interview. § Promote student and adult interactions.

Mock Interviews are supported by:

§ Student preparation and research in the classroom and online.

§ Opportunities to reflect upon the experience verbally and in writing.

§ Employer assessment and feedback regarding students’ interviewing skills.

Mock Interviews are connected to:

§ Classroom learning. § Individual career development/training plans. § The development of a resume.

Mock Interviews are one activity in the continuum of authentic work-based experiences provided to all students engaged in career-related programs or course of study in New York City schools.

Mock Interview Options

Option #1: Students visit a worksite as a group and participate in one-on-one mock interviews with employee volunteers. Can happen as part of a Workplace Tour or as a separate activity. Students interview for a generic position, but scenarios may be used to provide context. Group orientations are provided for students (at the school) and employee volunteers (at the workplace).

Option #2: Employers are recruited and come to the school to conduct mock interviews for a number of students in sequenced one-on-one settings. Can happen as part of a Career Day or as a separate activity. Students conduct research on the industries and kinds of positions available, but not on a specific company or position. Scenarios may be used to provide context. Group orientations are provided for students (at the school) and the employee volunteers (at the school or the workplace).

Option #3: Students meet with an employee at their place of work and conduct a mock interview for a specific position on which s/he has developed an interest and conducted research. The interviewing employer is given information about the student, including a resume.

Option #4: Similar to #3, except students meet with an employee remotely via telephone, Skype or Facetime.

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Mock Interview Support Materials Checklists, Tip Sheets and Fact Sheets

§ WBL Coordinator Mock Interview Checklist § Student Mock Interview Checklist § Teacher Mock Interview Tip Sheet § Employer Mock Interview Tip Sheet § Employer Mock Interview Fact Sheet


§ WBL Travel and Media Consent Form (if interviews take place at company location). § Employability Skills Profile

Implementation Tools § Preparing Students for a Mock Interview § Sample Mock Interview Questions for Employers § Mock Interview Rating Sheet § Mock Interview Student Reflection

Tips for Success Effective Mock Interviews include structured activity before, during and after the experience. Pay attention to these tips to ensure meaningful experiences that result in enriched learning.

§ Engage in proper planning and preparation. § Address safety, legal and logistical details. § Communicate with all parties. § Maximize learning potential. § Focus on building skills. § Connect to the classroom. § Provide support for students and supervisors. § Promote student reflection.

Sustaining and growing Mock Interviews and all other work-based learning activities depend on maintaining

positive relationships with the participating employers. These employers should be treated as valued customers and partners with frequent check-ins to address participation needs as they arise.

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Coordinator Mock Interview Checklist Quick tips for work-based learning coordinators1 to ensure successful mock interviews.

Before the Mock Interview r Identify how many students will be ready for a mock

interview and begin scheduling. r Determine how you will structure the mock interviews. r Work with teachers to conduct a resume-building

workshops with students. r If a group activity at the school, make sure that space is set

up for one-on-one interviews—the right number of tables and chairs and that there are enough employer volunteers to be able to conduct the needed number of interviews in the set period of time.

r If the mock interviews are happening at the place of business, it may be considered a field trip and school district policies regarding transportation, Workers Compensation and liability insurance may apply. Make sure you plan ahead and address all logistics.

r Create and provide appropriate support materials for distribution to volunteers who will be part of the interview.

r Work with the employer to prepare for the interview. Brief the employer on the career pathway students are pursuing and what’s going on in the classroom.

During the Mock Interview (if a sequenced group activity) r If rotating students through a group of employers, make

sure you have a schedule and that someone is keeping track of time and coordinating the activity.

r Check in with the employers to see if they need anything, such as water, pen, paper or forms.

After the Mock Interview r Conduct follow-up activities by reviewing the completed evaluations or assessments with the

students. r Help students update their Employability Skills Profile and think about any next steps they

would like to take to further their career goals. r Coordinate opportunities for student reflection with teachers to help students make the

connection between the mock interview, classroom learning and next steps. r Assess the effectiveness of the mock interview and make recommendations for adjustments in

the future. r Document the experience and provide reports to school leadership and employer partners.


Sample Mock Interview Timeline

Beginning of the school year: Communicate with potential hosts. Determine dates and student cohorts with school community.

Three months in advance: Confirm dates and format, conduct resume-building workshop and recruit students.

Two months in advance: Hold employer orientation and elevator pitch workshop. Do portfolio review and assembly.

One month in advance: Send/receive forms, confirm logistics and review resumes.

One week in advance: Cover travel, safety and attire protocols, resume and portfolio folder.

During Mock Interview: Facilitate agenda, student management and social media.

After Mock Interview: Oversee thank-you notes, reflection and Employability Skills Profile update.

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Go Deeper r Make the interview part of a project and have students prepare and deliver a presentation to

others at your school about the company. r Consider any potential public relations benefits and opportunities for the participating

companies and share that with them.

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Student Mock Interview Checklist A Mock Interview gives you the chance to be paired one-on-one with a business partner who interviews you as if you were applying for a real paid internship or job. It lets you practice your interviewing skills and become comfortable communicating with an adult professional. Pay attention to the items on this checklist to get the most out of the experience.

Have you done all that you can to prepare for your mock interview? r Fill out and turn in forms. r If you’re going with a group from school, make sure you know

where and when to meet. If you’re going by yourself to a company, map out how you’ll get there and plan to arrive at least 10 minutes before the interview. Have ID ready, in case they require that.

r If you know what companies will be involved, check out their websites and learn as much as you can.

r Prepare some questions for the interviewer. r Practice your elevator pitch. Include your name, grade, why you

are in this program and what you’d like to do with your future. Summarize your knowledge, skills, accomplishments and anything else that would make an employer see you in a positive light.

Do you know what you need to do during your mock interview? r Dress professionally, whether the interview happens at the

workplace or at the school. r Hand an updated resume to the interviewer. r Think about your body language. Keep your arms uncrossed and sit

up straight. Make eye contact. r Be enthusiastic when answering questions. r Turn off your cellphone. r If you’re asked a question you don’t know the answer to, take a

deep breath and restate the question before answering to buy yourself some time. If you need clarification on a question, go ahead and ask.

r Ask for a business card or to connect on LinkedIn. r Shake hands and say, “thank you for your time.”

When your mock interview is over, how will you keep moving your career forward? r Talk to your teachers and classmates about the mock interview and your feelings about what you

experienced. Would you work there or somewhere similar? Is there more you want to know about this field or a particular job? Would you be interested in doing another mock interview?

r Participate in evaluating the experience and give ideas to improve future interviews. What worked and what didn’t? Be honest!

r Update your Employability Skills Profile and think about what you would like to do next to move your career plans forward.

r Write a thank-you note and send it to the person who interviewed you. r Share your experience with your peers on social media. Perhaps a blog post about the event?

Some Do’s and Don’ts

Do Ask… § What skills and attributes do you

value in a person you’re looking to hire?

§ What do you think is this company’s greatest challenge in the future?

Don’t Ask… § How much would I get paid for this

job? § How much vacation would I get?

Are You Ready for the Big Day? Have you… § Turned in your forms? § Decided what to wear? § Researched the company? § Crafted your questions? § Polished your resume? § Practiced your pitch? § Thought about how you’ll share

your day on social media? (Remember to take pics. Ask first.)

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Teacher Mock Interview Tip SheetNote: If you’re coordinating a mock interview, have a look at the Coordinator Mock Interview Checklist. Mock Interviews are designed to:

§ Provide students an opportunity to practice and demonstrate key employability skills, including communication, critical thinking, workplace appearance and timeliness.

§ Help students practice a work-readiness activity. § Allow students to develop a level of comfort in communicating

with adult professionals. Before the Mock Interview r Review the Mock Interview Fact Sheet and assess how mock

interviews can help meet curriculum goals. r Identify desired student learning objectives and help students set

clear expectations.r Share and review the Student Mock Interview Tip Sheet with your students. Let them know

what they can expect to learn from the interview and help them prepare for it. r Let the students know how the mock interview connects to the curriculum, so the experience is

not seen as an isolated activity. r If/when you know which companies are participating, have students research them.r Support students in preparing the questions they want to ask during the interview. If the mock

interviews are happening offsite, hand out and collect the necessary permission forms.After the Mock Interview r Provide individual and group reflection activities for students.r Support students in updating their Employability Skills Profile and determining their next steps

in learning about careers. r Work with the work-based learning coordinator to debrief with employer volunteers.r Assess the effectiveness of the activity and make recommendations for any needed adjustments. r Document student learning.r Have students write thank-you notes to those who interviewed them. Go Deeper r After the interview, ask the employer to provide industry information that they find valuable to

help students learn more about this field.r Identify and schedule any follow-up activities suggested by the employer or indicated by

particular interest from participating students.


§ Support students in recognizing the curriculum connection.

§ Help student practice their elevator pitch and update their resume.

§ Structure a reflection activity based on a “What? So what? Now what?” format.

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Employer Mock Interview Tip Sheet Thanks for agreeing to conduct mock interviews! As you think about how to best prepare, keep the following success factors in mind. Before the Mock Interview r If a student is coming to your workplace, prepare as if you were getting ready to interview any

new candidate. r If the mock interviews are happening at the school, find out where to park and enter the

building and any other logistics. r Review the informational materials provided. If you know what the student is currently focused

on in the classroom, you can tie needs of the position to key learning objectives. r Review the sample mock interview questions to help you prepare for the interview.

During the Mock Interview r Greet the student and ask for his/her resume. Provide a brief

introduction of yourself and your company. r Act as you would in conducting a real interview. r At the end of the interview ask, “Do you have any questions for

me?” Offer the student your business card and the way to connect with you on LinkedIn, if that’s acceptable to you.

r Take notes and complete the Mock Interview Rating Sheet, and debrief the interview with the student. If the student rambled or said “um” a lot, or had distracting mannerisms, point that out. Note where the student can improve answers, but also note strengths.

r Debrief with the student, Let them know where they excelled and what could be improved for next time.

After the Mock Interview r Provide feedback to the work-based learning coordinator or teacher to improve future mock

interviews. r Consider how you might use the interviews to promote your company’s visibility in the

community. Go Deeper r Explore ways that you might further interest students and grow the pool of potential future

employees. r Talk to the coordinator about being a guest speaker, or hosting students for Job Shadows,

Workplace Tours or Internships.

Quick Tips

§ Act like it’s an actual interview

§ Review the sample questions

§ Be open to questions

§ Complete the rating sheet

§ Debrief with the student

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Employer Mock Interview Fact Sheet In a mock interview, employee volunteers are paired one-on-one with a student who is interviewed as if your company was considering hiring him/her for a paid internship or job. Formats vary, but typically mock interviews are conducted at the school or worksite, and often involve groups of employees interviewing three or more students individually over a two-hour period. Mock interviews allow students to practice their interviewing skills and demonstrate professional behavior. They also help students see the connection between what they’re learning in school and how it’s applied in the workplace.

Why are Mock Interviews important for students?

§ Provides an opportunity to practice and demonstrate key professional skills, including communication, critical thinking, workplace appearance and timeliness.

§ Allows students to practice a work-readiness activity. § Helps students become more comfortable communicating with adult professionals.

What are the benefits to my company? § Introduces students to your company and its employees. § Exposes potential future workers to job opportunities and careers with your organization. § Shows students the skills and educational requirements for careers in your industry. § Helps your employees understand how to communicate with the next generation of workers. § Shows your employees you’re committed to education and the community.

What do I need to do next? § Contact your work-based learning coordinator. § Arrange for a presentation to the employee(s) who will participate in the mock interviews. § Consider any impacts on company policy.

Resources § Distribute the Employer Mock Interview Tip Sheet to interested employees. § Review the Employer Participation Options Fact Sheet to learn more about how to get the

most out of your partnership with the New York City Department of Education.

Program Level: 9th grade or higher Employer/Student Ratio: 1:1 (multiple) Duration: 15-30 minutes per interview Frequency: One time Location: At the school or worksite Costs: Staff time Special Considerations: Employee recruitment and selection. Company volunteer policies and practices.

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Preparing Students for a Mock Interview Your students will be participating in a career exploration work-based learning activity in the coming weeks. Mock interviews help students connect the lessons they’re learning in the classroom with the college and career options ahead of them.

Career Exploration Student Learning Objectives § Provide students an opportunity to practice and demonstrate key employability skills, including

communication, critical thinking, workplace appearance and timeliness. § Help students practice a work-readiness activity. § Allow students to develop a level of comfort in communicating with adult professionals.

There are many classroom activities that can help prepare students for a mock interview. Inform students when they will participate in mock interviews and let them know they will be asked to provide a resume.

How to Write a Resume and Cover Letter Consider partnering with an English teacher or going on-line to help students create a resume and cover letter. See the tools in section 7 of this toolkit.

How to Dress Professionally Students often have misconceptions about how to dress professionally, so it’s important to clearly and candidly discuss this work aspect with them. YouTube has many videos that illustrate good and bad examples of professional dress that can help students prepare for their interview.

Prepare for the Interview Use a class period to practice interviewing skills through a combination of class discussions and by asking students to role play the interview, switching off the role of interviewer and applicant. Students should have their application and resume on hand. Be sure to reflect on what students learned. YouTube has many videos that illustrate good and bad examples of interviews that will help students practice and prepare for their interview.

Thank-You Note Instruct students to write, proofread and send a thank-you note to the interviewer..

Mock Interview Evaluation Help students complete the Work-Based Learning Experience Evaluation to help shape future work-based learning experiences.

Mock Interview Student Reflection Student Reflection allows students to analyze their experiences and prompts thinking about education and career decisions based on the experience. Reflection exercises encourage analysis and thinking about the connection between school and work, what it feels like to be at a worksite, what makes a positive mock interview experience, and the preparation, knowledge and skills that will be important in pursuing their career goals.

Conduct activities that will allow students to reflect individually and then share what they learned from the experience with the class. Adapted from original material created by NAF. Used with permission.

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Sample Mock Interview Questions for Employers Use the following questions to guide the Mock Interview (and feel free to add some of your own.)

1. Tell me about yourself. What are your long range and short range goals?

2. What do you know about our organization/company?

3. Why are you interested in this position?

4. What do you consider your greatest strengths and weaknesses?

5. Interacting with others can be challenging at times. Tell me about the greatest difficulty you faced when trying to get along with peers, team members, or others at school or work. How did you handle the situation?

6. What was the most difficult course you took in school? What steps did you take to get all

your work done?

7. Tell me about a time when you were able to help team members solve a problem. What was your role? What did you do?

8. Tell me about the most difficult or demanding customer (or teacher) you have faced.

Describe a specific interaction you had with this customer.

9. Give me an example of a good decision you made recently. What alternatives did you consider? Why was it a good decision?

10. Have you ever worked on a group project for a class or work? How did you make sure that

the other group members were doing their share of the project?

11. Deadlines can’t always be met. Tell me about a time when you missed a deadline on a project. What were the causes? What could have been done differently?

12. Tell me about a detailed class or project that you worked on. How did you keep track of the

details? How did the project turn out?

13. Tell me how you balance your schoolwork with extracurricular activities.

14. Can you describe a situation in which you had difficulty getting along with someone at school? How did you handle it?

15. Do you have any questions for me?


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Mock Interview Rating Sheet Directions for interviewer: Have a brief discussion with the student on how well they performed at the end of the interview. Afterwards, please complete this form at each interview. The information and feedback on this form will be used to improve student interviewing skills, better preparing them for interviews for internships, college and the world of work. Please provide your honest feedback and advice. Name of Student: ___________________________ Name of Interviewer: ________________________ Date: _____________________ Application, Resume, and Cover Letter Excellent Average Needs Work Documents were complete and contain appropriate information.

Documents were neat and easy to read. Student brought copies of documents to the interview.

Comments/advice:

Appearance and Professionalism Excellent Average Needs Work Student was dressed in appropriate professional attire.

Student greeted the interviewer with their name and a firm handshake.

Student closed the interview by thanking the interviewer and offering a firm handshake.

Student referred to the interviewer by name during the interview, made appropriate eye contact, and maintained a confident posture.

Student communicated clearly and confidently throughout the interview.

Student used proper body language throughout the interview.

Comments/advice:

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Interview Content Excellent Average Needs Work Student stated skills and experiences clearly, using concrete examples.

Student avoided giving inappropriate information (i.e. personal problems, negative feelings about past employers, etc.)

Student asked at least two questions regarding the position or company.

Comments/advice:

Overall Review Yes No If I had a job opening, I would consider this applicant for employment. Overall comments regarding the interview:


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Mock Interview Student Reflection Worksheet Now that you have completed your mock interview, take some time reflect on what you experienced and how it might affect your college and career plans in the future. Student name:

School:

Name of interviewer:

Date of interview:

Company/Organization of interviewer:

Email address for interviewer:

What aspects of the mock interview were most helpful to you? Which were not? Why?

What questions did you feel most prepared to answer? Why?

What questions did you feel least prepared to answer? Why?

What did you learn about yourself through the mock interview? Please explain.

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What knowledge or skills do you need to strengthen to be successful on your next interview? Please explain.

How did previous school experiences prepare you for the mock interview?


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Workplace Challenge Guide

Workplace Challenge Fact Sheet WBL Coordinator Checklist Student Checklist Teacher Tip Sheet Employer Tip Sheet Employer Fact Sheet Implementation Tools

Workplace Challenge Research Activity Workplace Challenge Student Reflection

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Workplace Challenge Fact Sheet

Workplace Challenge A Workplace Challenge is a Career Preparation activity where small groups of students (four to six per team) are engaged in solving a real-world problem or a challenge issued by an employer. The challenge is identified by the employer in consultation with the work-based learning coordinator and a classroom teacher. The structure of the challenge is based upon effective project-based learning approaches, enhanced by a focus on the targeted career pathway and an authentic problem or issue faced by an employer partner.

Students work as a team to identify possible solutions. They then create and deliver a presentation on their solutions to the employer. Designed to meet specific learning outcomes, workplace challenges are educationally rich, are tied to the curriculum, and help students connect what they’re learning in school with the workplace. Workplace Challenges are designed to:

§ Provide exposure to potential careers in an industry of interest. § Develop problem solving and research skills. § Develop teamwork and presentation skills. § Help students make the connection between school and the workplace. § Inform career planning.

Workplace Challenges are structured to: § Offer students the opportunity to explore and practice in a field of interest. § Give students the opportunity to enhance the relevance of academic concepts through

the application of applied knowledge. § Build knowledge about the education and training needed for a particular career path and

entry into the industry. § Allow for Teacher/Employer interaction to support the challenge.

Workplace Challenges are supported by:

§ Classroom preparation, including research on the industry and participating businesses. § Employer orientation and support. § Opportunities to reflect upon the experience verbally and in writing.

Workplace Challenges are connected to: § Individual career development/training plans. § Future work-based learning activities. § Identifiable academic curricular goals § The student’s next steps.

Go Deeper r Have several teams of students address the same challenge and reward the most innovative

solutions through a competition—with the employer or a team of employers serving as the judge(s).

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r After the presentation of the solution and critique by the employer partner, have the team(s) revisit their approach, define a new solution and present it to the employer partner(s).

r Sequence a series of challenges for the same team of students so the experiences build on one another.

r Model aspects of the challenge after reality TV shows such as “Shark Tank” (with the students pitching their solutions to a group of employers).

r Have the challenge flow into an internship for successful students. Workplace Challenge Lite If the time and intensity of the workplace challenge described here is difficult to apply in your program model, consider a “workplace challenge lite.” Maintain key components of the challenge (employer issues a real-world challenge, students work together to define a solution and present to the employer) but identify a simpler problem with the employer that a small group of students might define over a single two- or three-hour session. Workplace challenges are one activity in the continuum of authentic work-based experiences provided to all students engaged in career-related programs or course of study in New York City schools.

Workplace Challenge Support Materials Checklists, Tip Sheets and Fact Sheets:

§ Coordinator Workplace Challenge Checklist § Student Workplace Challenge Checklist § Teacher Workplace Challenge Tip Sheet § Employer Workplace Challenge Tip Sheet § Employer Workplace Challenge Fact Sheet

Required Forms and Documents: § WBL Travel and Media Consent Form (if part of

challenge happens at workplace). § Employability Skills Profile

Implementation Tools: § Workplace Challenge Research Activity § Workplace Challenge Student Reflection

Tips for Success Effective Workplace Challenges include structured

activity before, during and after the experience. Pay attention to these tips to ensure meaningful

experiences that result in enriched learning.

§ Engage in proper planning and preparation.

§ Address logistical details. § Communicate with all parties. § Maximize learning potential. § Focus on career preparation. § Connect to the classroom. § Provide support for students and

supervisors. § Promote student reflection.

Sustaining and growing Workplace Challenges and all

other work-based learning activities depend on maintaining positive relationships with the participating

employers. These employers should be treated as valued customers and partners with frequent check-ins

to address participation needs as they arise.

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Coordinator Workplace Challenge Checklist Quick tips for Work-Based Learning Coordinators1 to ensure a successful workplace challenge.

Before the Workplace Challenge r Identify all interested teachers, help them plan their challenges.

Share the Teacher Tip Sheet. r Work with the teacher to recruit and team students, create

learning objectives and work with students to prepare for the challenge.

r Design the challenge with the employer and teacher, making sure that it’s one the students can potentially address and that teachers can support. Typically, the employer presents a number of possible problems or issues that might constitute the challenge and you can help select and develop one that’s a good fit with the current focus in the classroom. Selection should also reflect the interests of participating students and the availability of resources to support addressing the challenge.

r Encourage the employer to identify a real-world problem or issue—one that the industry is facing today. Make it real.

r Develop a timeline for the challenge. Include when and where it will be issued, time set aside in the regular schedule for students to address the challenge, scheduled “touch” points with the challenge host, and when and where the solution presentation will take place.

r Distribute and collect appropriate forms. r Address any additional logistical issues such as transportation,

safety gear or access to equipment and tools. r Determine the employer’s preferred form and frequency of

contact and define an ongoing communication strategy and feedback protocols for the challenge.

During the Workplace Challenge r Observe and meet with students as they address the challenge.

Make sure they’re engaged in the challenge and interacting with the employer as appropriate.

r Share the Top 10 Core Employability Skills document with the workplace challenge hosts. r Support the challenge host in preparing to receive the presentation on the solution(s) to the

challenge. After the Workplace Challenge r Document the workplace challenge. Review feedback from employers, teachers and students

and summarize results. Make recommendations for improvements.


Sample Workplace Challenge Timeline

Beginning of the school year: Identify interested teachers and brainstorm business partners who could participate.

One month in advance: Invite business partners to participate. Design the challenge with employer and teacher.

One week in advance: Send employers logistics and address any questions.

During challenge: Observe the presentation and the challenge process in the classroom. Help teachers and employers support the activity. At end of challenge: Observe the solution presentation ((ideally at worksite), engage in dialogue and receive feedback on the approach.

Note: While it’s desirable to bookend the challenge with visits to the company, take care to minimize the impact on small- to medium-sized organizations.

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r Help students update their Employability Skills Profile and think about any next steps they would like to take to further their career goals.

r Work with teachers to coordinate “go deeper” activities to connect the workplace challenge to the classroom.

q Send thank-you notes to employers and identify possible next steps with the employer. r Take pictures from the workplace challenge and provide them to the companies for their

websites or newsletters. Ensure you have signed releases for all photos. r Publicize the workplace challenge and the businesses that participated by placing a story in the

local newspaper or posting on the school or agency webpage. r Consider other potential public relations benefits and opportunities.

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Student Workplace Challenge Checklist A workplace challenge is a unique way of getting involved in helping solve a problem that would happen in a real-world professional setting. This is an opportunity for you to be innovative and creative with a group of classmates. When you finish your project, you’ll deliver a presentation to the employer or organization, showing them how you solved their problem! Participating in a workplace challenge can be difficult if you’re not prepared. Below is a checklist of what you can expect to learn. Read through the list and check off what interests you and the goals that are most important to you. Your interests don’t have to be prioritized. If you would like to learn something that’s not listed here, just add it. Have you done all you can to prepare? r Participate in pre-workplace challenge opportunities in your class. r Research the company that is presenting the workplace challenge. r Write down at least four questions you would like answered about the challenge. You might ask

what resources are available, for instance, or how to get more information. r Know who your teammates are and what your role is on the team. Have you thought about what you can do to make the workplace challenge a big success? r Pay attention to the challenge that’s being presented and take notes so you can think about it. r Be engaged. You want to get as much information as possible. r Keep in constant communication and meet regularly with your teammates so that you can all

brainstorm together. r Figure out how you’ll solve the workplace challenge. r Present your solution to the person or company that issued the challenge. When the workplace challenge is over, how will you keep moving your career forward? r Reflect on your experience and participate in self-evaluation activities. (Would you have done

anything differently?) r Share with others what you enjoyed about the experience and participate in classroom activities

that help you think about the value of the challenge. r Complete any required paperwork, including candid feedback on the workplace challenge. What

did you enjoy most or least about it? Be honest when rating your teammates and yourself on your performance. That will help make future workplace challenges more meaningful.

r Update your Employability Skills Profile and consider next steps in moving your career forward. r Send an email thanking the employer for his or her time. If you’re interested in working there or

learning more, say so and ask for next steps. r Share your experience with your peers on social media. Perhaps a blog post about the event?


Have you… § Completed any required

paperwork? § Researched the partner

company? § Crafted your questions? § Met with your teammates to

clarify your role and get ready for the challenge?


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Teacher Workplace Challenge Tip Sheet Note: If you’re coordinating a workplace challenge, have a look at the Coordinator Workplace Challenge Checklist. Workplace Challenges are designed to:

§ Provide exposure to potential careers in an industry of interest. § Develop problem solving and research skills. § Develop teamwork and presentation skills. § Help students make the connection between school and the


Before the Workplace Challenge r Review the Workplace Challenge Fact Sheet and this tip sheet. r Assess how the challenge can support classroom activities and help

meet curriculum goals. r Identify desired student learning objectives. Build excitement for

the challenge and talk to students about what they can expect to learn.

r Work with the coordinator and employer to make sure the challenge is one that students can potentially address and that you can support.

r Recruit students and form small teams of four to six participants to work together on addressing the challenge. Student Workplace Challenge Tip Sheet.

r Have students research the employer’s company. r Schedule regular time for the students to work on the challenge. r Organize the resources needed to support students as they address the challenge. r If students will be at worksite, find out if certain dress or safety gear is required. r Collect required forms.

During the Workplace Challenge r Meet with students regularly as they address the challenge and monitor their progress. r Design and coordinate concurrent learning activities in the classroom. r Provide opportunities for students to reflect on the challenge while it’s in process. r Support students in practicing skills that are relevant to completion of the challenge. r Distribute and collect feedback forms from students.

After the Workplace Challenge r Have students discuss what they learned and what else they’d like to learn. r Provide reflection activities for students and help them make the connection between classroom

topics and the challenge. r Help students update their Employability Skills Profile and think about any next steps they

would like to take to further their career goals. r Have students write thank-you notes to the employer partners. r Assess the impact and value of the workplace challenge with the coordinator and utilize

employer and student feedback to improve future workplace challenges. r Document and archive information about the workplace challenge.


Before the Workplace Challenge Set students up for success by having them. § Research the partner

companies. § Discuss how the challenge can

help them meet learning objectives.

After the Workplace Challenge § Spark student reflection with an


learn about this industry?” § See if they want to find out

more or further explore careers in the employer partner’s industry.

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Employer Workplace Challenge Tip Sheet Thanks for agreeing to participate in a workplace challenge. As you think about how to best prepare for the challenge, keep the following success factors in mind. Before the Workplace Challenge r Identify a few issues or problems your company or industry is facing

that might be a good focus for a team of students to work on together. Keep in mind that authentic issues work much better than hypotheticals.

r Work with a coordinator or teacher who will help you select and develop a challenge that is a good fit with the current focus in the classroom, student interests and available resources.

r Present the challenge to the participating students. Workplace challenges work best when the challenge is issued at the workplace, where students can actually “see” the problem.

r Provide teacher with website link(s) about your company and industry to help students prepare for the challenge.

r If students are visiting the workplace, let them know where to enter the building and whether identification is needed. If safety equipment is required, have it ready for the students.

During the Workplace Challenge r Touch base with the coordinator or teacher during the challenge

period of six to eight weeks to answer questions or clarify anything. r If you have the time, you may want to schedule a visit to the

classroom to observe and engage with the students during the process.

r Arrange for you and others at your company to view the solution presentation provided by the students and provide feedback. Again, this works best if conducted at the workplace.

After the Workplace Challenge r Participate in an evaluation and assessment of the students’

performance and the workplace challenge itself. r Consider how you might use the workplace challenge to promote

your company’s visibility in the community. Go Deeper r Talk to the coordinator about being a guest speaker, conducting a mock interview, or hosting

students for job shadows or internships.

Workplace Challenge Timeline

Before the challenge: § Identify a few issues or

problems at your company or industry and discuss challenge options with coordinator and/or teacher.

§ Present the challenge to students.

§ Provide teacher with company/industry website links.

During the challenge: § Answer any questions that

arise. § Consider visiting the

classroom to observe challenge in process.

§ View the solution with coworkers and offer feedback.

After the challenge: § Evaluate students’

performance and the challenge itself.

§ Think about best ways to publicize your company’s involvement.

§ Consider your next steps in applying the approach or solution presented by the students.

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Employer Workplace Challenge Fact SheetIn a workplace challenge, small groups of students (four to six per team) are engaged in solving a real-world problem or a challenge issued by an employer. The challenge is identified by the employer in consultation with the work-based learning coordinator and a classroom teacher. The structure of the challenge is based upon effective project-based learning approaches, enhanced by a focus on the targeted career pathway and an authentic problem or issue faced by an employer partner. Students work as a team to identify possible solutions. They then create and deliver a presentation on their solutions to the employer. Designed to meet specific learning outcomes, workplace challenges are educationally rich, are tied to the curriculum, and help students connect what they’re learning in school with the workplace. Why are workplace challenges important for students?

§ Provide exposure to potential careers and jobs. § Help develop problem solving and research skills. § Help develop teamwork and presentation skills. § Provide a context for learning and foster an understanding of how academic concepts are

applied in a real-world setting. § Inform career planning.


§ Exposes potential future workers to your company and shows them some of the required skills and education needed for success in your industry.

§ The solution uncovers fresh approaches and potential solutions to a problem or issue you are facing.



§ Determine who will participate in the workplace challenge and have them connect with the work-based learning coordinator to address scheduling, planning and logistics.

§ Distribute the Employer Workplace Challenge Tip Sheet to interested employees. § Consider any impacts on company policy.

Resources


Program Level: All Grades. Employer/Student Ratio: 1-2 employees to 4-6 students. Duration: 6-8 weeks (periodic contact) Frequency: One time Location: School/Workplace Costs: Staff time Special Considerations: Employee selection. Company volunteer policies and practices.

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Workplace Challenge Research Activity Complete the following research assignment as part of your preparation for the upcoming workplace challenge. This research will be the basis for in-class discussion and presentations prior to the day Student name: Workplace challenge company: Company’s web address: Company’s physical address: Company’s mission statement: What is the company’s primary business? What departments exist within the company? What companies do you think are in competition with the workplace challenge company? After researching the company, what are some questions that you will ask to address the challenge? Based on your research, what do you think you will like most about the workplace challenge? Based on your research, what is your biggest concern about the workplace challenge? If you could come away from the workplace challenge having learned one thing, what would that be? Anything else you learned while doing your research that you’d like to share with your teacher or the class?


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Workplace Challenge Student Reflection Now that the workplace challenge is over, take some time reflect on what you learned and how the experience might inform your college and career plans in the future. Student Name: School: Challenge Company: Challenge Date Range: What aspects of the workplace challenge were interesting? Which were not? Why? What did you like about the workplace challenge? What would you change? Would you consider a career in the challenge host’s field? Why or why not?

What was the most memorable aspect of the workplace challenge? Why?

What did you learn about the challenge host’s company and its employees? Please explain. What knowledge and skills are you learning in school that are likely to be used at the host company’s workplace? Please explain.

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What knowledge or skills do you need to strengthen to be successful at a workplace like the challenge host’s? Please explain.

Would you recommend that other students take part in a workplace challenge? Explain.

Anything else you’d like to say about the workplace challenge?


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Internship Guide

Internship Fact Sheet

WBL Coordinator Checklist Student Checklist Teacher Tip Sheet Employer Tip Sheet Employer Fact Sheet Fact Sheet #71: Internship Programs Under the Fair Labor Standards Act

Required Documents

Pre-Internship Site Visit Form Internship Host Application CTE Internship Application Internship Timesheet Internship Mid-Term Worksite Visit Form WBL Training Plan and Evaluation Tool WBL Training Plan and Evaluation Tool Guide Internship Supervisor Handbook


Internship Student Research Activity Intern Orientation to the Workplace Internship Student Reflection Sample High School Intern Positions by Industry Learning Objectives by Industry

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Internship Fact Sheet Internship An Internship is a highly structured, time-limited, Career Preparation activity in which students are placed at a worksite to participate in and observe work first hand.

Internships provide students the opportunity to learn by doing real work and being productively engaged in the workplace. They may provide the opportunity to work in teams, work on a project, or rotate through a number of departments and job functions.

Internships are designed to: § Promote hands-on experience in a field of interest. § Provide productive value for the employer. § Provide exposure to a wide range of careers and jobs within the industry. § Offer opportunities to develop, practice and demonstrate employability skills. § Build occupational knowledge. § Create awareness of the education needed to be successful in the industry.

Internships are structured to: § Enhance workplace knowledge and career awareness. § Help build the skills required for specific occupations. § Expose students to a wide spectrum of workplace activities. § Support key academic concepts, as well as technical and occupational skills development.

Internships are supported by: § Student preparation in the classroom. § Internship design with the employer partner. § Employer host orientation and ongoing troubleshooting. § Multiple opportunities for reflection on the experience, both verbally and in writing. § Employer assessment of skills acquisition.

Internships are connected to: § Classroom learning. § Individual career development/training plans. § A sequence of educational, training and workplace activities. § The student’s next steps.

Internships take place for a minimum of 60 hours with more hours being optimal. They may be paid or unpaid, depending on whether the student is performing productive work for the employer and other factors.1 Internships are one activity in the continuum of authentic work-based experiences provided to all students engaged in career-related programs or course of study in New York City Schools.

1 See USDOL Internship Factsheet #71 http://www.dol.gov/whd/regs/compliance/whdfs71.htm

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Internship Support Materials Checklists, Tip Sheets and Fact Sheets

§ Coordinator Internship Checklist § Student Internship Checklist § Teacher Internship Tip Sheet § Employer Internship Tip Sheet § Employer Internship Fact Sheet § Fact Sheet #71: Internship Programs Under the Fair Labor Standards Act


§ Pre-Internship Site Visit Form § Internship Host Application § CTE Internship Application § Internship Timesheet § Internship Mid-Term Worksite Visit Form § WBL Training Plan and Evaluation Tool § Internship Supervisor Handbook § WBL Travel and Media Consent Form, if

necessary. § Employability Skills Profile § CTE ISP Student Internship Application (CTE

ISP Program only) Implementation Tools

§ Internship Student Research Activity § Intern Orientation to the Workplace § Internship Student Reflection § Sample High School Intern Positions by

Industry § Learning Objectives by Industry

Tips for Success Quality Internships include structured activity before, during and after the experience. Pay attention to these tips to ensure meaningful experiences that result in enriched learning. § Engage in proper planning and preparation. § Address safety, legal and logistical details. § Communicate with all parties. § Maximize learning potential. § Focus on skills acquisition. § Connect to the classroom. § Provide support for students and

supervisors. § Promote student reflection. Sustaining and growing Internships and all other work-based learning activities depend on maintaining positive relationships with the employers who are providing opportunities. These employers should be treated as valued customers and partners with frequent check-ins to address participation needs as they arise.

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Coordinator Internship Checklist Quick tips for work-based learning coordinators1 to ensure successful internships.

Before the Internship r Review the Fact Sheet and required documents/forms. r Meet with teachers and discuss how they can help with student

selection, internship design, reflection activities and support the classroom connection. Share the Teacher Tip Sheet.

r Maintain regular communications with teachers. r Design and develop the internship with the employer. r Establish a schedule for student interviews with the employer. r Debrief following the interviews. r Have the employer sign the worksite agreement. r Identify interested students and review resumes. r Select and refer qualified students matched to employer

specifications. r Schedule student interviews with employer, and confirm placement

details by providing employer and student with offer letter. r Conduct a mandatory site visit to address key legal or safety issues. r Prepare internship hosts by providing an orientation and

determining the preferred frequency and method of contact. r Prepare students by sharing the student tip sheet and developing

specific learning objectives for their work-based learning plan.

During the Internship r If possible, meet with the student and worksite supervisor at the

workplace and observe workplace activities. Finalize training plan and make appointments for any future visits.

r Assist the worksite supervisor in completing the Employer Evaluation of student performance at the mid-point and completion of the internship.

r Facilitate learning by coordinating opportunities for students to reflect on their internships in the classroom and regularly assess progress using evaluations.

r Monitor student timesheets and payroll processes and resolve any issues that may arise.

After the Internship r Conduct follow-up activities by reviewing the completed evaluations with the student. r Help students update their Employability Skills Profile and think about any next steps they

would like to take to further their career goals. r Provide avenues for feedback on the effectiveness of the internship and make recommendations

for adjustments in the future. r Coordinate opportunities for student reflection with teachers to help students make the

connection between this internship, classroom learning and next steps. r Document the experience and provide reports to school leadership and employer partners. 1In New York State, this includes certified work-based learning coordinators and others who facilitate, arrange and support work-based learning activities for students.

Sample Internship Timeline

Three months in advance: § Develop and design the

internship. § Confirm student availability

and schedule with appropriate stakeholders.

§ Get signed worksite agreement.

Two months in advance: § Review resumes. § Schedule student interviews. § Process results. § Confirm placement details. § Conduct a site visit.

One month in advance: § Prepare internship hosts. § Prepare students. § Prepare teachers.

One week in advance: § Confirm details with all

parties.

On the start date: § Check in with student and

employer.

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Student Internship ChecklistInternships can give you valuable experience in the workplace. It is a really exciting time because you get a preview of what your life could be like working at a job in an area of interest to you.

You’ll meet many new people and learn a lot, so pay close attention and think about the possibility of this being a job for you one day.

Have you done all that you can to prepare for your internship? r Think about the kind of internship you might like to

have. Once you’ve asked around about what’s available, decide on the one that fits best for you and apply for it.

r Turn in all required forms and complete any other assignments.

r Create a resume’ and prepare for your interview. r Practice your “elevator pitch” introduction (who you

are, why you’re interested in the internship, what you are studying in school and what your career goals are).

r Do some research. Find out what you can about the company and the position.

r Have questions for the employer ready. r Map out the location and leave early enough to ensure you arrive 10 minutes before the

interview. Plan out what you are going to wear for the important first meeting. r Once you have a placement confirmed, CONGRATULATIONS! learn all you can about the

company and what will be expected of you.

Have you thought about what you can do to make your internship a big success? r Talk to a teacher or coordinator about what your learning goals are. Think about what you want

to learn, the skills you’d like to develop, and work with your worksite supervisor to improve them. Include these in your WBL Training Plan.

r Go to the orientation and any other trainings that your worksite supervisor requests of you. r Make sure you understand your duties and complete all assigned tasks. r Ask questions if something is unclear! r Talk to your coordinator, teachers and parents/guardians about how it’s going at your

internship. r Track your hours and submit your timesheet (on time) to be paid! r Consider keeping a daily journal about what you are learning and experiencing.

When your internship is over, how will you keep moving your career forward? r Participate in ongoing self-reflection activities and classroom assignments. What were you able

to accomplish and what did you learn through this experience? r Send a thank-you letter to your worksite supervisor and ask if you can use him/her as a

reference on your resume’ or connect on LinkedIn. r Update your resume’ based on new skills and experiences gained and record the experience in

your Employability Skills Profile. r Think about what you would like to do next to move your career plans forward.

Getting Ready for Your First Day § Map out employer location and plan to

get there 10 minutes early

§ Dress professionally

§ Bring your ID and any other forms that you need

§ Know the name of your supervisor and who to ask for when you get there

§ Relax and smile!

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Teacher Internship Tip Sheet Note: If you’re coordinating an Internship, have a look at the Coordinator Internship Checklist.

Internships are designed to: § Promote hands-on experience in a field of interest. § Provide productive value for the employer. § Provide exposure to a wide range of careers and jobs

within the industry. § Offer opportunities to develop, practice and

demonstrate employability skills. § Build occupational knowledge. § Create awareness of the education needed to be

successful in the industry.

Before the Internship r Give the work-based learning coordinator1 information about students who are ready for an

internship. Talk about how you can best support students in reflection and other activities. r Review the Internship Fact Sheet with the work-based learning coordinator and decide who will

facilitate each activity. r Help match students to specific internship opportunities based on their skills and interests and

the employer’s needs. r Help students prepare for the interview, including their “elevator pitch” and how to dress. r Have students research the employer and identify career options or pathways that are of interest. r Work with the student to define their learning objectives and create their WBL Training Plan. r Let students know how they will be evaluated on their performance. r Explore what concepts in the classroom might be demonstrated in the workplace. r Distribute and collect all required forms.

During the Internship r Work with the work-based learning coordinator to document learning objectives. r Design and coordinate concurrent learning activities in the classroom. r Provide opportunities for students to reflect on their internships in the classroom, both verbally

and in writing.

After the Internship r Review completed evaluations with students. Discuss and record next steps. r Work with the work-based learning coordinator to finalize documentation of student learning.

Together, assess the effectiveness of the internship and make recommendations for adjustments. r Provide opportunities for students to reflect on their internships or showcase their work

through presentations or demonstrations.

Go Deeper r Guide students through a comparison of the culture and style of the workplace with others they

have observed, including behavioral and communication expectations.


Did You Know?

Internships can support classroom curriculum and allow for students to see and apply practical applications of key academic concepts.

Students who participate in internships while in High School pay more attention in class, enjoy higher graduation rates and better employment outcomes later in life.

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Employer Internship Tip Sheet Internship Through an internship, NYC high-school students are placed at a worksite for a defined period of time to participate in and observe work first hand.

Internships provide a direct benefit to the employer and give students the opportunity to learn by doing real work and being productively engaged in the workplace. Interns may work individually, in teams, work on a project, or rotate through a number of departments and job functions.

Tips When hosting an intern or launching an Internship program at your company, keep the following success factors in mind.

Before the Internship q Contact your work-based learning coordinator to discuss hosting an intern. If/when you decide

to move forward, interview and select or hire the student intern. q Work with the work-based learning coordinator to develop and design the internship. q Determine who supervises and guides the intern. q Review the informational packet provided by the intern’s school. q Meet with the coordinator and the intern to finalize learning plans and agree on an ongoing

communication strategy. q Inform other staff that an intern will be at the workplace.

During the Internship q Provide a workplace orientation for the intern. q Consider ways the intern can develop employability skills (ask the coordinator for a copy of the

list) and be exposed to a range of careers in your industry. q Identify opportunities that will support the intern’s academic, occupational and employability

skill development and assist the intern in working toward learning objectives. q Think about ways you can serve as both a coach and supervisor. q Communicate successes and opportunities to the coordinator that can be used to enhance the

value of classroom connections. q Use the WBL Training Plan and Evaluation to assess the intern’s performance at a mid-point

and completion of the internship. Discuss it with the intern and the coordinator.

After the Internship q Hold a debriefing session internally at the company, review the effectiveness of the Internship

program and make suggestions for improvement.

Resources § Review the Employer Participation Options Fact Sheet to learn more about how to get the

most out of your partnership with the NYC Department of Education.

Did You Know?

Student interns are learning about your industry and are considering how they might prepare for and their career. Students who participate in internships while in High School enjoy higher graduation rates and better employment outcomes later in life.

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Employer Internship Fact Sheet Through an internship, NYC high school students are placed at a worksite for a defined period of time to participate in and observe work first hand.

Internships provide a direct benefit to the employer and give students the opportunity to learn by doing real work and being productively engaged in the workplace. Interns may work individually, in teams, work on a project or rotate through a number of departments and job functions.

Why is an Internship important for students?

§ Every young person needs a first job, and for many, an internship provides that opportunity. § An internship provides exposure to a wide range of careers and jobs within the industry and

a chance to explore a field of interest. § Students who participate in an internship experience higher graduation rates and better

employment outcomes later in life. § Helps develop occupational knowledge and the ability to perform successfully in the

workplace. § Offers an opportunity to develop, practice and demonstrate new skills and to learn what

education and skills are needed to be successful in the industry. § Gives students a chance to develop adult and team relationships.

What are the benefits to my company? § Introduces potential future workers to job opportunities with your company. § Exposes students to the skill needs, educational requirements and career opportunities in

your industry. § Brings new energy and a fresh perspective to your workplace. § Shows your employees that you are committed to supporting education and helps them

understand how to communicate with the next generation of workers. § Provides opportunities for existing workers to develop supervisory skills. § Promotes an understanding of the role and contributions of your business in the

community. § Offers a public relations benefit.

What do I need to do next? § Contact your work-based learning coordinator and work with him/her to design the

internship. § Arrange for a presentation to your employees. § Consider any impacts on company policy.

Resources § Distribute the Employer Internship Tip Sheet to interested employees. § Review the Employer Participation Options Fact Sheet to learn more about how to get the


Program Level: 11th grade or higher Employer/Student Ratio: 1:1 (maximum 1:5) Duration: 6-8 weeks, 60 or more hours Location: Workplace Costs: Wages (often subsidized) Special Considerations: Internships may be paid or unpaid, depending on whether the student is performing productive work for the employer and other factors.

See USDOL Internship Factsheet #71 http://www.dol.gov/whd/regs/compliance/whdfs71.htm

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U.S. Department of Labor Wage and Hour Division

(April 2010)

Fact Sheet #71: Internship Programs Under The Fair Labor Standards Act This fact sheet provides general information to help determine whether interns must be paid the minimum wage and overtime under the Fair Labor Standards Act for the services that they provide to “for-profit” private sector employers. Background The Fair Labor Standards Act (FLSA) defines the term “employ” very broadly as including to “suffer or permit to work.” Covered and non-exempt individuals who are “suffered or permitted” to work must be compensated under the law for the services they perform for an employer. Internships in the “for-profit” private sector will most often be viewed as employment, unless the test described below relating to trainees is met. Interns in the “for-profit” private sector who qualify as employees rather than trainees typically must be paid at least the minimum wage and overtime compensation for hours worked over forty in a workweek. The Test For Unpaid Interns There are some circumstances under which individuals who participate in “for-profit” private sector internships or training programs may do so without compensation. The Supreme Court has held that the term "suffer or permit to work" cannot be interpreted so as to make a person whose work serves only his or her own interest an employee of another who provides aid or instruction. This may apply to interns who receive training for their own educational benefit if the training meets certain criteria. The determination of whether an internship or training program meets this exclusion depends upon all of the facts and circumstances of each such program. The following six criteria must be applied when making this determination:

1. The internship, even though it includes actual operation of the facilities of the employer, is similar to

training which would be given in an educational environment;

2. The internship experience is for the benefit of the intern;

3. The intern does not displace regular employees, but works under close supervision of existing staff;

4. The employer that provides the training derives no immediate advantage from the activities of the intern;

and on occasion its operations may actually be impeded;

5. The intern is not necessarily entitled to a job at the conclusion of the internship; and

6. The employer and the intern understand that the intern is not entitled to wages for the time spent in the

internship.

If all of the factors listed above are met, an employment relationship does not exist under the FLSA, and the Act’s minimum wage and overtime provisions do not apply to the intern. This exclusion from the definition of employment is necessarily quite narrow because the FLSA’s definition of “employ” is very broad. Some of the most commonly discussed factors for “for-profit” private sector internship programs are considered below.

FS 71179

Similar To An Education Environment And The Primary Beneficiary Of The Activity In general, the more an internship program is structured around a classroom or academic experience as opposed to the employer’s actual operations, the more likely the internship will be viewed as an extension of the individual’s educational experience (this often occurs where a college or university exercises oversight over the internship program and provides educational credit). The more the internship provides the individual with skills that can be used in multiple employment settings, as opposed to skills particular to one employer’s operation, the more likely the intern would be viewed as receiving training. Under these circumstances the intern does not perform the routine work of the business on a regular and recurring basis, and the business is not dependent upon the work of the intern. On the other hand, if the interns are engaged in the operations of the employer or are performing productive work (for example, filing, performing other clerical work, or assisting customers), then the fact that they may be receiving some benefits in the form of a new skill or improved work habits will not exclude them from the FLSA’s minimum wage and overtime requirements because the employer benefits from the interns’ work. Displacement And Supervision Issues If an employer uses interns as substitutes for regular workers or to augment its existing workforce during specific time periods, these interns should be paid at least the minimum wage and overtime compensation for hours worked over forty in a workweek. If the employer would have hired additional employees or required existing staff to work additional hours had the interns not performed the work, then the interns will be viewed as employees and entitled compensation under the FLSA. Conversely, if the employer is providing job shadowing opportunities that allow an intern to learn certain functions under the close and constant supervision of regular employees, but the intern performs no or minimal work, the activity is more likely to be viewed as a bona fide education experience. On the other hand, if the intern receives the same level of supervision as the employer’s regular workforce, this would suggest an employment relationship, rather than training. Job Entitlement The internship should be of a fixed duration, established prior to the outset of the internship. Further, unpaid internships generally should not be used by the employer as a trial period for individuals seeking employment at the conclusion of the internship period. If an intern is placed with the employer for a trial period with the expectation that he or she will then be hired on a permanent basis, that individual generally would be considered an employee under the FLSA. Where to Obtain Additional Information This publication is for general information and is not to be considered in the same light as official statements of position contained in the regulations. For additional information, visit our Wage and Hour Division Website: http://www.wagehour.dol.gov and/or call our toll-free information and helpline, available 8 a.m. to 5 p.m. in your time zone, 1-866-4USWAGE (1-866-487-9243). U.S. Department of Labor Frances Perkins Building 200 Constitution Avenue, NW Washington, DC 20210

1-866-4-USWAGE TTY: 1-866-487-9243

Contact Us

The FLSA makes a special exception under certain circumstances for individuals who volunteer to perform services for a state or local government agency and for individuals who volunteer for humanitarian purposes for private non-profit food banks. WHD also recognizes an exception for individuals who volunteer their time, freely and without anticipation of compensation for religious, charitable, civic, or humanitarian purposes to non-profit organizations. Unpaid internships in the public sector and for non-profit charitable organizations, where the intern volunteers without expectation of compensation, are generally permissible. WHD is reviewing the need for additional guidance on internships in the public and non-profit sectors.

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http://www.dol.gov/whd/

http://www.dol.gov/whd/contact_us.htm




Pre-Internship Site Visit Form General Information Date of visit: _____________________________________________________________________ Coordinator: _____________________________________________________________________ School or organization: _____________________________________________________________ Employer/site name: _______________________________________________________________ Site contact: ______________________________________________________________________ How many interns can the site host? ___________________________________________________ Industry area of Internship: __________________________________________________________ Focus area with industry of Internship (ie: business-sales) ___________________________________ *Name of participating student(s): _____________________________________________________ *Participating School(s): _____________________________________________________________ (Note TBD if students and schools not yet selected.) Work Location and Safety

1) Where will the interns work? ___________________________________________________

2) Will a work station be provided? Yes ___ No ___

a. If so, where will the work station be? ______________________________________

3) Will tools/equipment be provided? ______________________________________________

4) Is the site safe? Yes ___ No ___

5) Is the site clean? Yes ___ No ___

6) Is there a procedure for clocking in? Yes ___ No ___

7) Will the student need an ID? Yes ___ No ___

8) What is the dress code for the site? ______________________________________________

9) Is the bathroom accessible by the intern? Yes ___ No ___

10) Is there a breakroom? Yes ___ No ___

11) Is there a place for the student to keep their belongings? Yes ___ No ___

12) What are the safety procedures? ________________________________________________

13) Are there any areas that are off limits? Yes ___ No ___ (If Yes, please explain)

_________________________________________________________________________

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14) Will there be any travel involved during the internship? Yes ___ No ___

a. If so to where? ______________________________________________________

b. What transportation will the student have to any offsite areas? __________________

15) Are the work site accommodations suitable? Yes ___ No ___

Supervisor Information Where will the supervisor be located in approximation to the intern?

1) Site supervisor contact info

Name: ________________________ Telephone: __________ Email:__________________

2) Please list additional supervisors the intern may be working with if different than above:

Name: _________________________ Telephone: ___________ Email:_________________

Name: _________________________ Telephone: ___________ Email: _________________

3) If the site contact listed at top is not in the office who is in charge?

Name: _________________________ Telephone: ___________ Email: _________________

Job Description

1) Has a job description been submitted by the employer (or approved by employer)? __________

2) Does the supervisor agree to the job description? Yes ___ No___ Host Orientation/Training (Please update if occurs after the site visit)

1) Has the host received an orientation or training? Yes ___ No ___

2) Has the host been provided with a handbook and attachments? Yes ___ No ___ Additional Comments

As a duly authorized representative of the NYC Department of Education, or an authorized representative of an approved partner organization of the NYC Department of Education, I affirm that I have visited the internship worksite and that the Host Supervisor, and/or Worksite Representative has signed the Internship Host Agreement. _____________________________________________ _________________ Signature – WBL Coordinator/Authorized Representative Date Adapted from materials developed by the NYC Department of Education

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CTEInternshipHostApplication,p.1

THENEWYORKCITYDEPARTMENTOFEDUCATIONOfficeofPostsecondaryReadiness,Work-BasedLearningResourceCenter

[email protected]/718.935.5820

Career and Technical Education (CTE) – Internship Host Application Thank you for your interest in working with our career and technical education students.

This application is pending availability of funding.

2017-2018ProgramDates:September2017–August2018

Company/Organization Name

Representative

Title

Phone

Email Address

Address (Number & Street)

City, State & Zip Code

School Partner (full name of school)

School Contact (who invited you to host interns?)

How many interns would you like to host?

What departments are interested in hosting interns? (IT, finance, HR, workshop/garage, etc.)

What is the industry of your organization?

Advocacy & Human Services Automotive Transportation Business, Finance & Prof Serv

Construction & Sustainability Culinary Arts Education

Engineering Government Healthcare

Hospitality & Tourism IT Healthcare IT Software

Law and Law Enforcement Media and Design Other:

Is your organization in the private sector (for profit) or public sector (non-profit/government)? Select one.

Please check one Public Private

Public Notice of Nondiscrimination It is the policy of the New York City Department of Education to provide equal educational opportunities without regard to actual or perceived race, color, religion, creed, ethnicity, national origin, alienage, citizenship status, disability, sexual orientation, gender (sex) or weight and to maintain an environment free of harassment on the basis of any of these grounds, including sexual harassment or retaliation.

184




Participant Requirements Student interns are employees of the New York City Department of Education (DOE), and are required to obtain clearance from the NYC Department of Education’s HR Department before starting work. As a representative of an internship host organization, participating in the NYC Department of Education’s CTE Internship Program (administered by the Work-Based Learning Resource Center), I agree to abide by the following requirements. 1) To confirm that students have appropriate clearance to work from the NYC Department of Education Work-

Based Learning Resource Center (WBLRC) before allowing them to start. (Students will receive a confirmation email from the [email protected], the email of the WBLRC.)

2) To provide an internship for students that conforms in length and time to the WBLRC Payroll Calendar published by the NYC Department of Education and in quantity to the number of hours allotted by the school for each student’s placement.

3) To establish a process for supervisors to track student time and attendance and signing off on bi-weekly time sheets (hours not to exceed the stated program maximum hours).

4) To provide a safe, healthy and hazard-free environment in which interns will work. Worksites must be in commercially zoned workspaces, not in private residences, and the host organization must own or lease the space, or have a legal agreement for use of the space during hours that the intern is scheduled to work there. Students may not work from home and cannot travel in a personal privately owned car during the internship.

5) To adhere to all federal, state and local regulations regarding the employment of minors. 6) To abide by the NYC Department of Education non-discrimination policy (see page 1) in selecting students

for internships and assigning tasks. 7) To assign one or more responsible adults whose responsibilities include completing and signing a student

learning/training plan (to be provided by the CTE Program), supervising students, assessing student progress, addressing problems students may encounter during the internship and communicating with NYC Department of Education staff about it, collaborating to design job-specific tasks and facilitating work-based training projects.

8) To provide students with work experience commensurate with students’ capabilities. This experience should enable students to prepare for employment; assignments may be modified as the internship helps students augment and enhance their skillset.

9) To provide supplies, equipment, services and transportation necessary for assigned activities and tasks. 10) To submit an evaluation report for each student at least once during the internship. 11) To permit visits by NYC Department of Education personnel for purposes of interviewing and observing

students during their assignments, and interviewing worksite supervisors. Additional Requirements for Companies Paying Student Wages: Initial

Here If applicable, please initial to confirm agreement to the following items:

12) To provide coverage for the students under the company's Worker Compensation Policy. 13) To pay students no less than the prevailing minimum wage, after the first two weeks of the student's work

experience. 14) To deduct the prevailing FICA rate from student's pay, and to submit the amount required with the company's

regular tax filings. 15) To provide no later than February 1, a W-2 form to each student for wages paid by the company. Please consider sharing costs for student wages with the NYC Department of Education. If your organization has funds available, it allows us to connect more students with these valuable experiences. Signature: By signing these pages, I state that I have read, understood and agree to the above participant requirements:

Signature – Host Organization Representative Date

Host Organization Representative Name (please print) Title

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Please use this section to let us know how an intern would contribute to your team. Host Company Name: Job 1 Number of Interns requested for this position:

Job Title:

Job Description:

Skills desired:

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FALL 2017

CTE Internship Application

Parent Consent, Placement InformationAll information should be typed, except signatures. All fields must be complete; form must be printed, signed, in ink, by parent or guardian, intern, WBL Coordinator, Site Supervisor, and Site Monitor, scanned and emailed to [email protected].

STUDENT INFORMATIONFirst Name: Middle Initial: Last Name:School: Grade: Expected Graduation:CTE Field of Study: OSIS # Gender:Email: SSN: Date of Birth:Home Phone: Cellphone:

ADDRESS (please include floor or apartment #)Number & Street: Apt. #Borough: State: Zip Code:

Parent or GuardianFirst Name: Last Name:Relationship to Student: Parent Phone:

Emergency Contact (if different from Parent or Guardian listed above)First Name: Last Name:Relationship to Student: Phone:Mobile: Email:

Internship Parameters Total Number of Internship Hours Budgeted

Start Date: End Date: Projected Hours/Week:School Providing Credit (yes/no): Notes:

Internship Provider InformationCompany Name:Worksite Address:Borough: State: Zip Code:Industry/Sector:

Internship SupervisorFirst Name: Last Name:Phone: Extension:Fax: Email:

Job Description and InformationJob Title:Job Description:

THE NEW YORK CITY DEPARTMENT OF EDUCATION

131 Livingston Street, Brooklyn, NY 11201718.935.5820 / [email protected]

Office of Postsecondary Readiness

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Paid/Unpaid Internship Acknowledgement (Student MUST initial one)INITIAL ONE BOX - REQUIRED REQUIRED - ONE BOX

MUST BE INITIALEDI am applying for a paid internship (requires that you are authorized to work in the U.S. & receive clearance before starting)

I prefer to participate in this program as an unpaid intern (no clearance required from the Work-Based LearningResource Center)

SIGN HERE - REQUIREDStudent Signature Date

1. To committ to a noninterrupted internship; 3. To dress professionally while at the worksite;2. To maintain excellent attendance and punctuality at 4. To complete tasks assigned by my worksite supervisorthe worksite, and to call my work site supervisor if I am and complete all WBL projects;going to be late or absent; 5. To keep my own personal folder that contains copies

of my timesheets, WBL projects, task planners, and updated resume.

Signature and Acknowledgement of Applicant (REQUIRED for all students):By signing, both student and parent acknowledge that you understand, have accepted, and will comply with, the following HR regulations for paid internships:

I/my child will not work without receiving formal clearance from the Work-Based Learning Resource Center.I/my child will not start work before the official start date given in the formal clearance notification.

I certify that the information given by me in this application is true and complete. I acknowledge that failure to give complete information can result in termination or denial of employment.

Signature - Student Date Print Name - Student

To be Completed by the Parent or Guardian (REQUIRED for all students under 18 years of age):I, the parent or guardian of the student named above, agree to allow my son/daughter to participate in the New York City Department of Education CTE Internship Program. I understand that my son/daughter may receive training and work-based learning experiences outside of the school building. This consent is valid from the summer before the student enters 10th grade until the student graduates from high school. If applicable, a consent needs to be signed for summer and a separate consent needs to be signed for the school year.

Parent/Guardian Signature DateOnce signed, scanned and emailed and/or faxed copies of this document are considered acceptable.

OPTIONAL - Consent to Photograph, Film, or Videotape a Student for Non-Profit Use (e.g. educational, public service, or health awareness purposes)I hereby consent to the participation in interviews, the use of quotes, and taking of photographs, movies or videosof the student named above by the Work-Based Learning Resource Center (WBLRC). I grant to the WBLRC the rightto edit, use, and re-use said products for non-profit purposes, including use in print, on the internet, and all otherforms of media. I hereby release the New York City Department of Education and its agents and employees from all claims, demands, and liabilities whatsoever in connection with the above.

SIGN HERE - OPTIONALSignature of Student Date

SIGN HERE - OPTIONALSignature of Parent/Guardian (required if student is under 18 years old) Date

Only those students who attend NYC Department of Education schools are permitted to participate in this program.Students who have graduated or withdrawn from high school are not eligible.

Signature - WBL Coordinator/Authorized Representative Print Name - WBL Coordinator/Authorized Representative

School/Program Date

As an intern, working under the auspices of the Work-Based Learning Resource Center, I agree to the terms above and the following:

DOE Confirmation

Student Agreement

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Please submit this timesheet to: Office of Postsecondary Readiness Work-Based Learning Resource Center

Updated: Sept. 4, 2015 Copy 1: Payroll Coordinator, Copy 2:: Supervisor, Copy 3: Intern

INTERNSHIP TIME SHEET This serves as the official record of days and hours worked. Schools should keep a copy on file for seven (7) years, subject to audit.

Pay Period Ending:

Intern Last Name: School:

Intern First Name: CTE Field of Study:

Supervisor: Host Organization:

Worksite Address:

Week 1 Week 2

Date Time in Time out Lunch Hours

worked To be paid by WBLRC

To be paid by Other Date Time in Time out Lunch

Hours worked

Paid by WBLRC

To be paid by Other

Total: Total:

Total Hours to be Paid by DOE: Total Hours to be Paid by (circle one): Host Org Program School

Certification: I certify that the information and claims on this time sheet are true and correct.

Student Signature Supervisor Signature Notes: Hour Limits: When school is in session, students are limited to 15 hours of work per week through this program. When school is not in session, students can work a maximum of 30 hours per week. (Please see the CTE Internship Payroll calendar to see which pay periods allow extra hours). Lunch Breaks: After 5 hours worked, students must take at least ½ hour unpaid lunch break. In the “Lunch” Column please put in the amount of time taken i.e. ½ hour; 1 hour. In the “Hours Worked” Column please subtract the time taken for lunch from total hours worked for that day.

Private Sector Host Companies (for profit): After the first two weeks, for profit companies are expected to pay the intern for one-half the hours worked. Public Sector Host Companies (non-profit and government): If your organization has funds to support students, we invite you to pay one-half the students wages. This allows more students to benefit from internship experiences.

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Internship Mid-Term Worksite Visit Report

(To be completed by WBL Coordinator)

Date of Visit:

Worksite (Name/Location):

WBL Coordinator:

Intern Name(s):

Intern Supervisor(s):

Coordinator Observations: YES NO Comments: (please include any feedback provided to interns)

Are there any health or safety concerns?

Is Intern appropriately dressed for assigned tasks?

Does Intern communicate professionally with staff and/or interns?

Does Intern exhibit enthusiasm for his/her responsibilities?

Intern Performance

Is Intern able to observe/practice skills related to his/her CTE Track?

Is Intern working towards his/her Training Plan goals?

Does Intern wish new Training Plan goals be assigned?

Supervisor Feedback:

Has Supervisor signed Intern’s Training Plan?

Are there any new goals Supervisor would like added to Training Plan?

Is Supervisor satisfied with quality of work Intern is providing?

Has Intern’s attendance and promptness proven satisfactory thus far?

Any additional issues needing attention?

General Feedback for School Coordinators

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WBL Training Plan - Data Sheet This Work-Based Learning Training Plan and Evaluation combines skill development learning objectives, academic enhancements and personal development goals with an assessment of the student/young adult’s employability skills demonstrated through the experience. The evaluation gauges a youth’s progress towards readiness for a successful transition into the world of work. It reflects important skills, attitudes, and values that are essential for success in the workplace.

Enter information about the participating student, the work-based learning coordinator, the worksite supervisor and details about the Work-Based Learning experience.

Student

Name Age

Phone Email

School/Organization Grade Level Pathway

School/Org Contact Phone Email

Work-Based Learning Coordinator/Teacher

Name

Organization/School_____________________________

Address

Phone

Worksite Supervisor

Name

Organization/Company

Address

Title

City, State ZIP ___________________________

Email __________________________________

Title _________________________________

Industry Sector __________________________

City, State ZIP __________________________

Phone Email Preferred Form of Contact __________

Job/Internship Type ______________________________

Title Schedule _______________________________

Start Date End Date

Duties :

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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WBL Training Plan - Learning Objectives

Student/Young Adult Date(s) Established _____________ Date(s) Evaluated _________

Develop learning objectives that are specific to the particular job or Internship. Work together to identify reasonable and measurable learning objectives based on academic enrichment or career development potential through the job or Internship, as well as personal development objectives tied to youth development principles.

Academic Enrichment and Career Development Learning Objectives (Academic Content/Technical Skills)

These objectives are related to workplace opportunities that enhance academic learning as well as the student/young adult’s career interests. The student/young adult, worksite supervisor, and coordinator determine what learning opportunities are available and appropriate and set learning objectives together.

Learning Objective

Results: (Complete at completion of internship or work experience)

Personal/Youth Development Learning Objectives (Employability/Interpersonal Skills)

These objectives are related to workplace or program opportunities to address personal and youth development learning objectives. The student/young adult, worksite supervisor, and coordinator determine what learning opportunities are available and appropriate and set learning objectives together.

Learning Objective

Results: (Complete at completion of the internship or work experience)

Student Signature ____________________________________________ Date ___________________________________

WBL Coordinator/Teacher Signature ____________________________ Date ___________________________________

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Worksite Supervisor Agreement As a Supervisor, working in conjunction with the Work Based Learning Resource Center of the DOE, I agree to the

following:

1. To allow only those students who have been cleared by the WBLRC to begin interning at the host site.

2. To verify with the school's WBL Coordinator or authorized representative each intern's start date and end date.

3. To verify with the school's WBL Coordinator or authorized representative the total number of hours to be worked by

each student, and not to exceed those hours.

4. To keep, maintain, and submit to the school's WBL Coordinator or authorized representative attendance records

and/or signed timesheets for students on a timely basis according to the WBL week and pay schedule.

Worksite Supervisor Signature __________________________________ Date___________________________________

Evaluation Key

Not Exposed: Intern was not provided the opportunity to achieve this objective or demonstrate the skill.

Training Level: Preparing to become work ready, but has difficulty completing tasks without prompting and repeated help. Does not readily request help. Does not attempt task before asking for or receiving assistance.

Improving Towards Entry Level: More work ready. Has difficulty completing some tasks. May attempt task before asking for help. Needs prompting or assistance.

Entry Level: Meets and demonstrates the skills at a level equal to what is expected of any employee in a similar position. Completes tasks and work projects with and without help. Improves work using team or supervisor feedback. Meets quality standards.

Exceeds Entry Level: Demonstrates mastery of skills at a level above what is expected of any employee in a similar position. Uses information generated personally and by others to improve work quality. Identifies problems before they arise and makes adjustments accordingly. Exceeds work expectations for quality and attends to detail in the development of projects and assignments.

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Worksite Supervisor Evaluation Mid-point Evaluation Final Evaluation

Establish specific occupational skills linked to the student’s course of study that may be developed and demonstrated during the experience and enter below. Worksite supervisor completes the evaluation at the midpoint and completion of the experience.

Student Name Supervisor __________________________________

Core Employability Skills Not Exposed Training Level

Improving Towards

Entry Level

At Entry Level

Exceeds Entry Level

Personal Mindset Needs minimal supervision to complete tasks. � � � � �Maintains focus on tasks despite internal (e.g., emotional) and/or external distractions. � � � � �

Adapts approach in response to new conditions or others’ actions. � � � � �Planning for Success

Manages time to complete tasks on schedule � � � � �Social Awareness

Recognizes the consequences of one’s actions. � � � � �Balances own needs with the needs of others. � � � � �

Collaboration � � � � �Helps team members complete tasks, as needed. � � � � �

Problem Solving Identifies alternative ideas/processes that are more effective than the ones previously used/suggested. � � � � �

+ Plus Professional AttitudeBrings energy and enthusiasm to the work. � � � � �Takes responsibility for his or her actions and does not blame others. � � � � �

Occupational Skills (Enter at least three from the training plan) � � � � � � � � � � � � � � � � � � � � � � � � �

Comments on Student’s Talents and Abilities:

Time Frame: From _________________ To ________________ Total Hours ___________________________________ Next Step Recommendations:

Student Signature ____________________________________________ Date ___________________________________

WBL Coordinator/Teacher Signature ____________________________ Date ___________________________________

Worksite Supervisor Signature __________________________________ Date___________________________________ 198




Work-Based Learning Training Plan and Evaluation Guide The NYC Department of Education has developed a Work-Based Learning planning and assessment tool to support Work Experience, Internships and other appropriate Work-Based Learning activities. The Work-Based Learning Training Plan and Evaluation combines skill development learning objectives, academic enhancements and personal development goals with an assessment of the student’s employability skills demonstrated through the experience. The evaluation gauges a student’s progress towards readiness for a successful transition into the world of work. It reflects important skills, attitudes, and values that are essential for success in the workplace. The tool has five components:

Data Sheet The who, what, where and when of the experience—student information, employer information, experience description and details, school or organization information, work-based learning coordinator contact information, and other details. Enter the information and share with all parties.

Academic Enrichment and Career Development Learning Objectives A set of key learning objectives centered on academics and personal growth and development. Developed with the work-based learning coordinator and/or teacher and student. Shared with the worksite supervisor and assessed by the coordinator, teacher or supervisor and discussed with the student. Core Employability Skills Evaluation An assessment of core employability and job-specific skills demonstrated through the experience. Assessed by the worksite supervisor at the midpoint and at completion of the Internship or work experience. Occupational Skills Assessment A set of key additional skill-development learning objectives centered on expanding career knowledge and occupational skills development specific to the experience. Developed with the student/young adult, worksite supervisor and coordinator and entered into the Worksite Supervisor Evaluation Sheet. Assessed by the worksite supervisor. Note: Sample Learning Objectives are provided in the implementation tools section of the Internship Guide in the NYC DOE WBL Toolkit.) Worksite Supervisor Agreement A set activities and commitments for the worksite supervisor to sign and date.

WBL Coordinators, Teachers, Students and Worksite Supervisors develop the plan together prior to the internship or work experience, and use it to document student skill development and learning gains at the mid-point and end of the WBL experience.

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Worksite Supervisor Evaluation

Worksite Supervisors are asked to assess student performance at the mid-point and conclusion of the internship on the following skills. The evaluation legend is provided below.

Top Ten Employability Skills1

Personal Mindset 1. Needs minimal supervision to

complete tasks. 2. Maintains focus on tasks despite

internal (e.g., emotional) and/or external distractions.

3. Adapts approach in response to new conditions or others’ actions.

Planning for Success 4. Manages time to complete tasks

on schedule. Social Awareness 5. Recognizes the consequences of

one’s actions. 6. Balances own needs with the

needs of others.

Collaboration 7. Helps team members complete

tasks, as needed. Problem Solving 8. Identifies alternative

ideas/processes that are more effective than the ones previously used/suggested.

+ Plus Professional Attitude 9. Brings energy and enthusiasm to

the work. 10. Takes responsibility for his or her

actions and does not blame others. 1 MHA Labs Skill Building Blocks, http://mhalabs.org/skill-building-blocks/ , used with permission.

Evaluation Legend Not Exposed: Intern was not provided the opportunity to achieve this objective or demonstrate the skill.

Training Level: Preparing to become work ready, but has difficulty completing tasks without prompting and repeated help. Does not readily request help. Does not attempt task before asking for or receiving assistance.

Improving Towards Entry Level: More work ready. Has difficulty completing some tasks. May attempt task before asking for help. Needs prompting or assistance.

Entry Level: Meets and demonstrates the skills at a level equal to what is expected of any employee in a similar position. Completes tasks and work projects with and without help. Improves work using team or supervisor feedback. Meets quality standards.

Exceeds Entry Level: Demonstrates mastery of skills at a level above what is expected of any employee in a similar position. Uses information generated personally and by others to improve work quality. Identifies problems before they arise and makes adjustments accordingly. Exceeds work expectations for quality and attends to detail in the development of projects and assignments.

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Sample Learning Objectives and Occupationally Specific Skills Academic, Career and Personal Development Learning objectives can be developed around the following topics and skill areas. Also see the sample learning objectives for the student’s career pathway in the implementation tools section of the Internship Guide in this toolkit.

Academic Enrichment Topics ü Written communications ü Reading for knowledge ü Applying mathematics and analyzing data ü Applying/using STEM concepts: science,

technology, engineering and mathematics ü Basic computer skills

Career Development Topics ü Knowledge and awareness of potential careers ü Industry sector history and projections ü Educational requirements of specific jobs

Personal Development Learning Objective Topics

ü Leadership ü Creative thinking/innovation ü Project management ü Self-management ü Comfort with diversity

Internship Specific Skills Specific occupational skills that may be learned and demonstrated through the experience to be included in the evaluation. See Sample Learning Objectives in the Internship Guide and consider including some of the following skills: Occupational/Technical Skills

ü Occupational-specific skills ü Industry-sector skills ü Industry-wide skills ü Tools and systems operation

General Business Skills ü Customer service skills ü Telephone skills ü Planning and organizing ü Scheduling and coordinating ü Selecting and using computer applications

Sample Occupational Skills Learning Objectives

Technical / Academic Skills & Content

Related Job Tasks Evidence or Outcomes

Knife Skills Food Preparation

Knife skills such as small dice and julienne

Proper use and storage of a knife Scaling of pastry ingredients

Safety and Sanitation Hand Washing, Cleaning Equipment,

Sanitizing and Temperature Points

Proper food handling techniques Keeping self and customers safe

Basic Pastry Techniques Cakes, Pies, Cookies, Breads, Pastries Properly prepared foods and baked goods

Employability / Interpersonal Skills Related Job Tasks Evidence or Outcomes Responsibility and Self-Management Managing schedules for work and

personal life. Managing Money

Timeliness, punctuality and attendance

Creative Thinking Multi-taking a job task list Able to manage multiple tasks over a period of time

Participates as a Member of a Team Working well with fellow employees Successfully Completing of jobs on time according to chef's expectations.

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Internship Supervisor Handbook

Employer Internship Fact Sheet

Employer Tip Sheet Employer Fact Sheet Intern Orientation to the Workplace What Every Supervisor Should Know Four Steps to Training Interns

FAQs Work-Based Learning Activity Evaluation Attachments:

Timesheet Copy of the Intern’s Training Plan and Evaluation WBL Training Plan and Evaluation Guide

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Employer Internship Fact Sheet Through an internship, NYC high school students are placed at a worksite for a defined period of time to participate in and observe work first hand.

Internships provide a direct benefit to the employer and give students the opportunity to learn by doing real work and being productively engaged in the workplace. Interns may work individually, in teams, work on a project or rotate through a number of departments and job functions.

Why is an Internship important for students? § Every young person needs a first job, and for many, an internship provides that opportunity. § An internship provides exposure to a wide range of careers and jobs within the industry and

a chance to explore a field of interest. § Students who participate in an internship experience higher graduation rates and better

employment outcomes later in life. § Helps develop occupational knowledge and the ability to perform successfully in the

workplace. § Offers an opportunity to develop, practice and demonstrate new skills and to learn what

education and skills are needed to be successful in the industry. § Gives students a chance to develop adult and team relationships.

What are the benefits to my company? § Introduces potential future workers to job opportunities with your company. § Exposes students to the skill needs, educational requirements and career opportunities in

your industry. § Brings new energy and a fresh perspective to your workplace. § Shows your employees that you are committed to supporting education and helps them

understand how to communicate with the next generation of workers. § Provides opportunities for existing workers to develop supervisory skills. § Promotes an understanding of the role and contributions of your business in the

community. § Offers a public relations benefit.

What do I need to do next? § Contact your work-based learning coordinator and work with him/her to design the

internship. § Arrange for a presentation to your employees. § Consider any impacts on company policy.

Resources § Distribute the Employer Internship Tip Sheet to interested employees. § Review the Employer Participation Options Fact Sheet to learn more about how to get the


Program Level: 11th grade or higher Employer/Student Ratio: 1:1 (maximum 1:5) Duration: 6-8 weeks, 60 or more hours Location: Workplace Costs: Wages (often subsidized) Special Considerations: Internships may be paid or unpaid, depending on whether the student is performing productive work for the employer and other factors.

See USDOL Internship Factsheet #71 http://www.dol.gov/whd/regs/compliance/whdfs71.htm

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Employer Internship Tip Sheet Internship Through an internship, NYC high-school students are placed at a worksite for a defined period of time to participate in and observe work first hand.

Internships provide a direct benefit to the employer and give students the opportunity to learn by doing real work and being productively engaged in the workplace. Interns may work individually, in teams, work on a project, or rotate through a number of departments and job functions.

Tips When hosting an intern or launching an Internship program at your company, keep the following success factors in mind.

Before the Internship q Contact your work-based learning coordinator to discuss hosting an intern. If/when you decide

to move forward, interview and select or hire the student intern. q Work with the work-based learning coordinator to develop and design the internship. q Determine who supervises and guides the intern. q Review the informational packet provided by the intern’s school. q Meet with the coordinator and the intern to finalize learning plans and agree on an ongoing

communication strategy. q Inform other staff that an intern will be at the workplace.

During the Internship q Provide a workplace orientation for the intern. q Consider ways the intern can develop employability skills (ask the coordinator for a copy of the

list) and be exposed to a range of careers in your industry. q Identify opportunities that will support the intern’s academic, occupational and employability

skill development and assist the intern in working toward learning objectives. q Think about ways you can serve as both a coach and supervisor. q Communicate successes and opportunities to the coordinator that can be used to enhance the

value of classroom connections. q Use the WBL Training Plan and Evaluation to assess the intern’s performance at a mid-point


After the Internship q Hold a debriefing session internally at the company, review the effectiveness of the Internship

program and make suggestions for improvement.



Did You Know?

Student interns are learning about your industry and are considering how they might prepare for and their career.

Students who participate in internships while in High School enjoy higher graduation rates and better employment outcomes later in life.

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Intern Orientation to the Workplace

Thank you for providing internships to our students! This internship will help prepare them for college and career success, and it starts today. Orientation day is critical for the interns as it helps set the standards for the rest of the internship. Assume the interns have no knowledge of your working environment. Go above and beyond in explaining the following items and periodically check for understanding. Here is a checklist of items to cover during your internship orientation:

General Orientation Checklist: Discuss the use of mobile devices and company property (i.e. proper internet usage). Explain the protocol for reporting a completed task.

Present an overview of company products and services. Interns should have previously done research. Point out organizational structure and functions of various departments.

Discuss skills the intern wants to develop during the internship.


During the Intern Orientation, Give Emphasis to: Reception area and administrative support staff that may be points of contact for the interns. Kitchen/Break area and proper protocols (i.e. washing dishes, storing food, consuming food,

shared utensils or food containers).

Emergency exits. Point out all emergency exits and the fact that elevators may not be operational during an emergency. Be sure to follow the most practical emergency exit to the location outside where the intern should meet with coworkers during an emergency.

Copy room. Point out proper protocols to be used in the copy room (i.e. copy codes for projects, disposal and recycling).

Internship supervisor desk or office area. Intern’s desk or office area. Point out protocol for eating, recycling, trash, desk cleanliness, etc.

Conference rooms. Point out how to reserve and use conference rooms and protocols for leaving the room after use.

Be sure to introduce the intern to as many staff as possible, making introductions, including the person’s role in the company. Point out proper methods to communicate with office staff and people to contact or report to when you are away from the office. Always have a second and third point of contact for interns.

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The Work and Learning Process

What Every Worksite Supervisor Should Know There are many ways to supervise people and get a job done. There are many ways to teach people new skills. Supervising a learning-rich task requires a supervisor who is more of a coach than a boss. Supervisors must ask themselves the following eight questions:

§ What work needs doing that is of value to the organization? Make sure that the project and its tasks have some real benefit to the company. People know when they are doing make-work. Real goals foster real effort. Real accomplishments foster and raise higher self-esteem.

§ How will student workers be directed to do the task? The key here is to offer advice rather than answers. That advice usually comes in the form of a question, which facilitates the youth and young adult to arrive at his/her own conclusions. As an expert, we want to share all of our knowledge in our particular discipline. However, the best way for young people to learn is through exploration. This does not mean that answers are never given. However, in most cases, there are multiple options, multiple solutions, and multiple answers. The responsibility is to coach the youth and young adults to find solutions…not give a solution.

§ What should the young workers learn? In addition to learning the skills they need to accomplish the project at hand, youth and young adults are learning skills that are applicable to a broad range of jobs. Encourage young people to think about what other ways they might use the skills they are practicing at the moment. Ask young people to tell each other and supervisors what skills they think they are learning.

§ How will they best learn it? We know from research that people learn best in an authentic context, that is, they learn skills by using the skills, and by reflecting on what they have done. As youth and young adult workers progress through their work, have them reflect on their work and learning in a journal, in group discussions, and on their own.

§ What is the supervisor’s role in this process? There are at least two roles: the overseer and the coach. The overseer makes sure that the work gets done, and the young people understand the consequences if it does not. It is important that both the supervisor and the youth and young adult agree on clearly articulated expectations. The second role is much more complex, and one that we suggest is a critical element to the success of both the supervisor’s and young person’s work experience. In the role of coach, adults encourage young people through the process of what they are doing and encourage young people through the process of what they are doing and learning. The coach prods young workers to learn from and improve their performance. The coach asks questions to encourage young people to think about possible solutions rather than giving answers. If you give them answers, they will learn not to find their own. If you give them thoughtful questions, they will learn to seek and find the information they need to produce solutions. Adapted from Work-Based Learning: Learning to Work; Working to Learn; Learning to Learn,

Strumpf, Center for Strategic Change

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Four Steps to Training Interns

1. Preparation § Develop a training plan listing the tasks and skills required for the job § Decide when and how training will be accomplished § Decide who will conduct the training

2. Telling and Showing

§ Describe what should be done § Demonstrate how to do the task § Ask questions, check for understanding

3. Practice

§ Allow intern to do the task § Correct errors § Ask interns to describe what they are doing

4. Performance

§ Allow interns to work on their own § Designate someone to go to for help § Check frequently for progress § Ask questions § Provide feedback on performance

Suggestions for Helping Interns Improve

§ Express concerns verbally to intern. Discuss specifically what is causing concern and develop

a plan for the intern to improve on their actions. Inform student of next step in improvement plan.

§ Develop a written improvement plan with the student. Communicate any concerns and improvement plan with (Network Intermediary’s contact). Inform student of next step in improvement plan.

§ Meet with intern to evaluate intern’s progress on improvement plan. Discuss possibility of termination and modify the improvement plan.

§ Evaluate lack of progress on improvement plan, and move to termination

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Frequently Asked Questions

§ Who is the supervisor’s first point of contact in this internship program? (contact from Network Intermediary)

§ Can the intern travel in a company vehicle?

Yes, the intern is permitted to travel under supervision in a company vehicle during work hours. He or she cannot travel in a private vehicle with an employee of the company.

§ How does the supervisor deal with tardiness and/or disciplinary issues?

The supervisor should follow the list of suggestions on page 3 and also get in touch with (contact from Network Intermediary).

§ What happens if the intern cannot report to work due to illness or other valid reasons?

The intern is expected to communicate with the supervisor in advance. The intern may also let the (contact from Network Intermediary) know, who will then inform the supervisor.

§ Are there any guidelines as to what specific tasks interns are not allowed to do on the

worksite? Please see Legal Guide to Labor Laws and Safety.

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Work-Based Learning Activity Evaluation

� Host/Volunteer � WBL Coordinator � Teacher

Work-Based Learning Activity Type _______________________ Date(s) ____________

Employer Partner ___________________________

School/Organization _________________________ Industry/Career Pathway ______________________

# of Students ____________

Please rate your experience by circling a number that best describes your level of agreement with each statement.

4=Strongly Agree; 3=Agree; 2=Disagree; 1=Strongly Disagree

I understood the purpose of the activity and my role in it prior to the experience. 4 3 2 1

The experience was valuable and worth my time and effort. 4 3 2 1

I felt supported in making the experience a success. 4 3 2 1

I would participate in this or another NYC DOE activity in the future. 4 3 2 1

Comments:

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Internship Student Research Activity Complete the following research assignment as part of your preparation for the upcoming internship. Student name: Company where you will do your internship: Company’s web address: Company’s physical address: Company’s mission statement: What is the company’s primary business? In which department (if there is more than one) will you intern? What can you learn about that department (or if no specific department, what have you learned about the company overall)? What companies do you think are in competition with your internship company? After researching your company, what are some questions that you will ask during your internship? Based on your research, what do you think you will like most about your internship experience? Why? Based on your research, what is your biggest concern about your internship experience? Why? If you could complete your internship having learned one thing, what would that be? Why? What else did you learn while doing your research that you’d like to share with your teacher or the class? Look up the directions for how to get to your internship (from school, from your home, walking, public transportation, driving). Print out the directions so that you can take them with you. Have you printed the directions? How long will it take you to travel each way to and from your internship?


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Intern Orientation to the Workplace

Thank you for providing internships to our students! This internship will help prepare them for college and career success, and it starts today. Orientation day is critical for the interns as it helps set the standards for the rest of the internship. Assume the interns have no knowledge of your working environment. Go above and beyond in explaining the following items and periodically check for understanding. Here is a checklist of items to cover during your internship orientation:

General Orientation Checklist: Discuss the use of mobile devices and company property (i.e. proper internet usage).

Explain the protocol for reporting a completed task.

Present an overview of company products and services. Interns should have previously done research. Point out organizational structure and functions of various departments.

Discuss skills the intern wants to develop during the internship.


During the Intern Orientation, Give Emphasis to: Reception area and administrative support staff that may be points of contact for the interns.

Kitchen/Break area and proper protocols (i.e. washing dishes, storing food, consuming food, shared utensils or food containers).

Emergency exits. Point out all emergency exits and the fact that elevators may not be operational during an emergency. Be sure to follow the most practical emergency exit to the location outside where the intern should meet with coworkers during an emergency.

Copy room. Point out proper protocols to be used in the copy room (i.e. copy codes for projects, disposal and recycling).

Internship supervisor desk or office area.

Intern’s desk or office area. Point out protocol for eating, recycling, trash, desk cleanliness, etc.

Conference rooms. Point out how to reserve and use conference rooms and protocols for leaving the room after use.

Be sure to introduce the intern to as many staff as possible, making introductions, including the person’s role in the company. Point out proper methods to communicate with office staff and people to contact or report to when you are away from the office. Always have a second and third point of contact for interns.

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Internship Student Reflection Now that you have completed an internship, take some time reflect on what you experienced and how the internship might affect your college and career plans in the future. This worksheet will be used in class. Student name:

School:

Name of supervisor:

Beginning and end dates of internship:

Company/Organization of internship:

Email address for internship supervisor:

What aspects of the internship were interesting? Which were not? Why?

What did you like about the workplace? What would you change? Why?

Would you consider a career in this field? Why or why not?

What was the most memorable aspect of your internship experience? Why?

What did you learn about the company and its employees? Please explain.

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How did the people at the workplace treat one another? Please explain

What technology did you use while interning at the worksite? List what you used, and for what purpose.

If you wanted to work as a professional in the workplace where you interned, what would the job title be? What might you do to prepare in the next five years, both in high school and college?

What knowledge and skills are you learning in school that will be used on the job? Please explain.

What knowledge or skills do you need to strengthen to be successful on the job? Please explain.

Would you recommend other students intern with this company in the future? Circle and explain. Yes No

Would you recommend other students intern with this supervisor in the future? Circle and explain. Yes No


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Sample High School Intern Positions – Architecture and Engineering AutoCAD Intern Responsibilities:

§ Practice sketches and create designs using AutoCAD. § Find and give a final count of fixtures on blue prints. § Assist colleagues and supervisor with document control throughout the various stages of

design development and close-out. § Assist in development of project designs and proposals. § Assist senior staff in communicating with third-party entities to complete project. § Draft routine reports and correspondence to be reviewed by supervisor. § Assist in accurately calculating and checking dimensions and allowances. § Accompany supervisors and colleagues on occasional visits to project and customer sites. § Research safety procedures for drawings.

Qualifications/Requirements: § Strong knowledge and experience with AutoCAD. § Proficient with Microsoft Office, primarily Excel. § Able to follow detailed instructions. § Effective written and oral communication skills. § Ability to work independently and as part of a team. § Creativity with good problem-solving skills. § Strong organizational skills and ability to work under deadlines. § Strong interest in design and development. § Strong mathematical aptitude with ability to apply concepts such as fractions, percentages,

ratios and proportions. § Willingness or interest in learning to read blueprints.

Robotics Intern Responsibilities:

§ Assemble machine and/or subassemblies according to prints, process sheets, and/or relevant electronic documentation.

§ Install new robotic systems in stationary positions or on tracks. § Under instruction, modify computer-controlled robot movements, document robotics test

procedures and results. § Align, fit, or assemble component parts using hand tools, power tools, fixtures, templates or

microscopes. § Install, program, or repair programmable robots or peripheral equipment. § Assist with sensor selection and integration. § Assist with change-over of equipment, components, and tooling. § Troubleshoot robotic systems, using knowledge of microprocessors, programmable

controllers, electronics, circuit analysis, mechanics, sensor or feedback systems, hydraulics, or pneumatics.

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§ Update and procure electrical schematics and wiring diagrams. § Maintain inventories of production supplies such as sensors and cables.

Qualifications/Requirements:

§ Knowledge or experience in robotics, mechanical or electrical fields and PLC programs. § Basic knowledge of programming and solid understanding of mathematical concepts. § Ability to understand, anticipate and follow direction while exercising maturity of judgment. § Excellent verbal and written communication skills. § Ability to work independently as well as in a team environment. § Strong attention to detail and accuracy. § Good time-management skills. § Ability to keep work area clean and organized. § Familiarity with OSHA health safety programs.

Adapted from material created by the NYC Labor Market Information Service, CUNY Graduate Center.

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Sample High School Intern Positions – Auto and Transportation Diesel Mechanic Intern Responsibilities:

§ Assist senior technicians in determining vehicle condition by conducting inspections and diagnostic tests.

§ Correct vehicle deficiencies by removing, repairing, adjusting, overhauling, assembling, disassembling, and replacing major assemblies, sub-assemblies, components, parts, or systems.

§ Maintain vehicle records by annotating services and repairs. § Maintain vehicle appearance by cleaning, washing, and painting. § Keep shop equipment operating by following operating instructions. § Troubleshoot breakdowns if needed. § Assist in maintaining diesel equipment operation by completing inspections and preventive

maintenance requirements. § Support containing costs by using warranty and evaluating service and parts options.


§ Solid technical understanding of diesel equipment operation. § Basic knowledge of how to use an array of complex computers and diagnostics. § Basic knowledge and understanding of mathematical concepts. § Strong hand-eye coordination and attention to detail. § Dependability and thoroughness. § Excellent oral and written communication skills. § Knowledge of DOT inspections and preventative maintenance is a plus. § Bilingual skills a plus. § Automotive Service Excellence (ASE) certifications preferred but not required. § Ability to walk or stand for long periods of time, twist, kneel, push, stoop, climb ladders, as

well as lift and carry up to 100 lbs. Bus Mechanic Intern Responsibilities:

§ Under supervision, perform inspection, diagnosis and repair of electrical, hydraulic, suspension, brake and air systems on buses and equipment.

§ Under supervision, perform repairs and assigned preventive maintenance services. § Learn and utilize vehicle computer electronics systems to interpret failure modes to initiate

or assign repairs. § Conduct safety checks on buses, including but not limited to HVAC electrical and engine

controls. § Assist senior technicians in completing project work. § Maintain a clean and safe work area in compliance with Corporate/OSHA standards and

perform all work in accordance with established safety procedures.

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Qualifications/Requirements: § Solid technical understanding of bus inspection and diagnosis. § Basic knowledge of how to use an array of complex computer electronics systems. § Strong hand-eye coordination and attention to detail. § Good judgement and decision-making skills. § Excellent oral and written communication skills. § Familiarity with OSHA safety rules/regulations. § Automotive Service Excellence (ASE) certifications preferred but not required. § Ability to walk or stand for long periods of time, twist, kneel, push, stoop, climb ladders, as

well as lift and carry up to 100 lbs.

Auto Mechanic Intern Responsibilities:

§ Examine vehicles to determine extent of damage and malfunctions. § Under supervision, repair, reline, replace, and adjust brakes. § Perform routine and scheduled maintenance services such as oil changes, lubrications, and

tune-ups. § Under supervision, tear down, repair, and rebuild faulty assemblies such as power systems,

steering systems, and linkages. § Repair or replace parts such as pistons, rods, gears, valves, and bearings. § Rewire ignition systems, and lights. § Repair or replace shock absorbers. § Replace and adjust headlights. § Follow checklist to ensure all important parts are examined, including belts, hoses, steering

systems, spark plugs, brake and fuel systems, wheel bearings, and other potentially troublesome areas.

§ Assist in testing and adjusting repaired systems to meet manufacturers’ performance. § Disassemble units and inspect parts for wear, using micrometers, calipers, and gauges. § Maintain cleanliness of work area.


§ Some experience with mechanical automotive, including domestic and foreign cars, vans, and trucks.

§ Basic computer skills to enter work performed. § Basic knowledge and understanding of mathematical concepts. § Ability to read electrical diagrams for electrical diagnostic. § Strong hand-eye coordination and attention to detail. § Excellent oral and written communication skills. § Familiarity with OSHA safety rules/regulations. § Automotive Service Excellence (ASE) certifications preferred but not required. § Ability to walk or stand for long periods of time, twist, kneel, push, stoop, climb ladders, as

well as lift and carry up to 100 lbs.

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Logistics/Supply Chain Intern Responsibilities:

§ File orders, purchase orders, invoices, and all other supply chain documents. § Data entry work order and new item information into computer system. § Upload daily sales to accounting system. § Enter purchase orders into accounting system. § Assist with monthly replenishment orders for retail stores and wholesale customers. § Maintain and update customer and product database. § Document and keep track of customer quality claims. § Maintain a well-organized and clearly-labeled physical inventory of component parts and

materials. § Under instruction, receive and stock component parts with appropriate protection.


§ Strong organizational skills and ability to multitask. § Strong communication and problem-solving skills, able to work under deadlines and

coordinate with different departments. § Excellent customer service skills. § Able to work independently as well as part of a team. § Bilingual skills a plus. § Basic to intermediate knowledge of Microsoft Excel. § Good numerical and computer literacy skills. § Excellent attention to detail, able to maintain high level data entry accuracy.


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Sample High School Intern Positions – Business and Finance Human Resources Responsibilities:

§ Prepare job postings for available positions. § Schedule phone screens and interviews. § Send out assessment/skill testing. § Keep payroll data up to date in HRIS database. § Calculate salary for employee positions. § Compile salary list for different departments. § Keep track of staff’s hours for payroll. § Export and submit hours to manager for payroll. § Draft and send out HR-related memos. § Support in planning employee engagement activities.


§ Ability to communicate effectively at all levels. § Ability to work in a team environment. § Detail oriented with strong organizational skills. § Strong written and verbal communication skills. § Ability to multitask and maintain confidentiality. § Positive, ability to work in a fast-paced environment. § Proficient in Microsoft Excel, PowerPoint, Outlook, and Word. § Familiarity with Google applications/tools.

Administrative Assistant Intern Responsibilities:

§ Answer phones and give information to callers or route call to appropriate person, take complete and detailed messages.

§ Greet visitors, ascertain nature of business and conduct visitors to appropriate person. § Compose letters, emails and presentation materials from verbal direction. § Organize paperwork, files and maintains correspondence and other records. § Make copies of correspondence or other printed matter. § Maintain calendar and contact list. § Schedule appointments for conference room. § Support in arranging travel schedule and reservations. § Prepare expense reports, maintain office files and order supplies as needed. § Perform other related duties and responsibilities as required


§ Ability to multi-task. § Ability to work independently § Excellent verbal and written skills. § Excellent organizational and interpersonal service skills. § Effective telephone and in-person communication skills.

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§ Demonstrate cultural competence with diverse clients, staff and visitors. § Ability to take initiative, prioritize and follow through on different tasks. § Excellent professionalism and tact, consistently positive. § Strong computer and software skills including Microsoft Excel, PowerPoint, Word, and

Outlook, some knowledge of QuickBooks. Reference Accounting Intern Responsibilities:

§ Assist with compiling and reviewing budget reports with financial analyst. § Help review financial statement from annual report and business plans. § Help gather documents in preparation for the annual audit. § Assist Accounts Payable Specialist with purchasing and receiving cycle. § Assist with preparation of account reconciliations. § Input receipt data into company’s accounting software, keep track of company expenses. § Under guidance, create/draft contract and loan agreements. § Scan and maintain files, including weekly filing of accounts payable documentations and

vendor contracts. § Assist in documentation preparation, such as documenting procedures and drafting

presentations. Qualifications/Requirements:

§ Some coursework or knowledge in accounting, finance, or related fields. § Attention to detail and good organizational skills. § Excellent verbal, written communication skills and interpersonal skills. § Ability to work independently in a fast-paced environment. § Proficiency with Microsoft Office—Excel, Word, and PowerPoint. § Good computer skills, familiarity with accounting software preferred. § Demonstrate interests in the finance and accounting area

Sales, Marketing and Special Events Intern Responsibilities:

§ Assist in developing and posting social media content (Facebook, LinkedIn, Twitter, Google+, Instagram, Pinterest).

§ Data entry of email addresses. § Maintain monthly email newsletter list. § Send follow-up emails. § Assist in creation of sales and marketing materials, such as sell-sheets, pitch materials and

fliers. § Assist the sales team in managing Salesforce accounts. § Assist in marketing events and marketing and advertising promotional activities.


§ Strong verbal and written communication skills.

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§ Good planning and organizational skills. § Ability to work independently in a team environment. § Excellent interpersonal and follow-up skills. § Familiar and comfortable using digital and social media platforms such as Facebook, Twitter,

Instagram and WordPress. § Proficiency in Microsoft Word, Excel, Gmail, Dropbox required. § Proficiency in Photoshop, InDesign and PowerPoint preferred.

Reference Reference Adapted from material created by the NYC Labor Market Information Service, CUNY Graduate Center.

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Sample High School Intern Positions – Construction and Sustainability Carpentry Intern Responsibilities:

§ Assist journeyman carpenter with a variety of carpentry related tasks (sanding, painting and patching, installation, demolition).

§ Help install foundations, walls, floors, ceilings, and roofs using materials such as wood, steel, metal, concrete, plastics and composites of multiple materials.

§ Measure, cut and shape wood, metal, plastics and fiberglass. § Report concerns and questions to journeyman carpenter. § Hold plumb bobs, sighting rods, or other equipment to aid in establishing reference points

and lines. § Keep a clean work area. § Assist journeyman in gathering tools and materials. § Assist in the layout of work. § Select tools, equipment and/or materials from storage and help transport to worksite. § Erect scaffolding and ladders for assembling structures above ground levels.


§ Must know how to use different types of carpentry tools. § Can read basic blueprints. § Has basic math skills: addition, subtraction, multiplication, and division of whole numbers,

fractions and decimals. § Knowledge of the occupational hazards and safety precautions of the construction trade. § Manual dexterity. § Physical ability: able to lift and carry items weighting up to 50 pounds. § Position requires extensive walking, bending, kneeling and climbing on ladders. § Able to follow detailed instructions. § Eagerness and willingness to learn and receive instruction/direction.

Construction Helper/Parts Runner Responsibilities:

§ Assist journeymen, foremen and construction workers on site and maintain a safe worksite. § Load and unload materials to be used in construction. § Distribute tools and materials to workers around the jobsite. § Take tool request and make runs to shop. § Assist in the building and taking down of scaffolding. § Maintain the cleanliness of the shop and worksite. § Keep all floor-mounted power tools wiped down (drill press, grinders, parts washer). § Keep ground free of tire hazards such as nails and welding rods. § Manage and organize tools and construction site materials. § Assist with basic construction activities when needed. § Handle hazardous materials and spills in yard immediately. § Practice workplace safety rules.

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§ Experience with basic hand and power tools. § Familiarity with blueprints and measuring tape. § Great listening and communication skills. § Strong organizational skills. § Must have reliable transportation and be punctual. § Ability to pass a drug test. § Physical requirements: ability to work in high-heat environments; good hand/eye

coordination and manual dexterity; and lift and carry up to 70 pounds. Welder Helper Responsibilities:

§ Help set up equipment and furnish hand tools, materials and supplies to the mechanics. § Prepare the materials needed by the welders. § Cut and clamp pieces in position. § Lift, move and hold work pieces to a table, or into position as directed. § Use clamps, pry bars, hammer or wedges during welding process. § Put together stainless steel parts per documentation. § Assist in welding and finishing activities, including welding along vertical or overhead lines as

needed. § Calculate distances and accurate measurements. § Maintain a clean, organized workspace. § Practice workplace safety rules.


§ Basic hand and power tool training or experience: drill motors, cutoff saws, grinders, belt sanders.

§ Knowledge of how to read blueprints and use a measuring tape. § Basic knowledge of MIG and TIG welding processes, preferred. § Good knowledge of mechanical and electrical equipment § Experience with sheet metal preferred § Great listening and communication skills § A teachable attitude, and willingness to follow the instructions of project lead § Able to pass a color vision assessment to ensure ability to perform the essential functions of

the job by adequately discerning different colors. § Physical requirements: ability to work in high-heat environments; good hand/eye

coordination and manual dexterity; and lift and carry up to 70 pounds. HVAC Installation Helper Responsibilities:

§ Perform basic technical tasks related to assisting in HVAC installation. § Help set up equipment and furnish hand tools, materials and supplies to the mechanics. § Work alongside sales, customer service and dispatch to keep track of ongoing projects.

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§ Maintain a clean, organized job site and a well-inventoried truck. § Help diagnose HVAC system problems. § Calculate distances and accurate measurements. § Stay up-to-date on knowledge of multiple brands of residential HVAC equipment. § Practice workplace safety rules. § Communicate technical information about installation to nontechnical clients in a clear

manner. § Troubleshoot installation problems if needed.


§ Basic knowledge of low-voltage wiring. § Basic technical and duct work fabrication skills preferred. § Good knowledge of mechanical and electrical equipment. § Willingness to be trained in the installation of HVAC units. § Great customer service, listening and communication skills. § Self-motivated, reliable and able to work independently. § A teachable attitude and willingness to follow the instructions of project lead. § Physical requirements: ability to stand, kneel, or crouch for long periods; ability to work in

high-heat environments; good hand/eye coordination and manual dexterity; ability to climb ladders; and lift and carry up to 70 pounds.

Plumber’s Helper Responsibilities:

§ Assist lead plumber in installing, inspecting and maintaining plumbing for new construction, water and sanitary units, as well as heating and sprinkler systems.

§ Measure, cut, thread and assemble new pipe, placing the assembled pipe in hangers or other supports.

§ Cut or drill holes in walls or floors to accommodate the passage of pipes. § Cut pipe and lift up to fitters. § Use hand tools to fit or assist in fitting valves, couplings or assemblies to tanks, pumps or

systems. § Mount brackets and hangers on walls and ceilings to hold pipes, and set sleeves or inserts to

provide support for pipes. § Excavate and grade ditches. § Disassemble and remove damaged or worn pipe.


§ Experience with basic hand and power tools. § Knowledge of residential and commercial plumbing. § Ability to read blueprints. § Great listening and communication skills. § Strong organizational skills. § Must be a team player.

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§ Physical requirements: ability to work in high-heat environments; good hand/eye coordination and manual dexterity; and lift and carry up to 70 pounds.

§ Familiarity with OSHA 10 certification preferred. Adapted from material created by the NYC Labor Market Information Service, CUNY Graduate Center.

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Sample High School Intern Positions – Culinary and Hospitality Cook Assistant Intern Responsibilities:

§ Assist cook or chef with preparation of cold and hot food items for all events. § Assist with service of food for buffets and plated meals. § Assist in clean-up—washing dishes, cleaning kitchen, sweeping, mopping, etc. § Help catering staff with set-up and loading of plates, glasses, etc. § Set up and tear down of buffet equipment and linens when necessary. § Update inventory of food and kitchen materials. § Help maintain required records, including temperature log, refrigeration log and sanitation

schedule. § Inspect kitchen equipment for proper functioning and safety, notify maintenance

immediately of repair needs. Qualifications/Requirements:

§ Previous experience or coursework on food service required. § Familiarity with kitchen tools and equipment. § Ability to work in a fast-paced kitchen environment. § Ability to take direction and follow instructions. § Ability to meet physical demands, including extended periods of standing and walking

throughout the working time; able to lift and carry 25–50 pounds, push/pull to 50 pounds. § Professional work ethic and effective communication skills. § Ability to work independently and resourcefully.

Note: Depending on the position and employer, some positions may require additional certifications and qualifications, such as Food Service Sanitation Certification, NYC Food Handlers stamped photo license, and compliance with all established food handling procedures, including those of Department of Health and Department for the Aging (if applicable).

Reference Host/Hostess Intern Responsibilities:

§ Provide arriving guests with a prompt, gracious greeting and seat them comfortably with menus.

§ Take reservations by phone and in person, providing helpful, accurate responses to inquires. § Ensure that tables are clean and set before seating guests. § Assist in maintaining seating charts for station rotations. § Assist in managing the wait list during high volume to accurately set guest expectations. § Assist in managing online and take-out food orders. § Tidy the service podium, keeping it organized and maintain a supply of inventory. § Perform all necessary set-up side work as assigned.

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§ Clear, effective written and verbal English communication skills. § Knowledge of the proper etiquette and service standards. § Ability to work positively in a fast-paced environment. § Excellent customer service and interpersonal skills. § Self-motivation and good organizational skills. § Ability to take directions and work in a team environment. § Ability to solve problems and work calmly and effectively under pressure. § Maintain a professional appearance and manner at all times. § Basic math skills and intermediate computer skills, including familiarity with OpenTable

online reservation platform. Reference Guest Services Agent Intern Responsibilities:

§ Meet, greet and direct guests in a courteous and professional manner. § Escort guests to their rooms and show room amenities, offering room tour and hotel outlet

information under standard operation procedure. § Assist in managing requests from guests—room service requests, dinner reservations, etc. § Properly record and follow through on all guest wake-up call requests. § Deliver guests’ packages, faxes, extra keys, amenities, newspapers and other items as

requested by guests or hotel management. § Provide information about hotel services, outlet operating hours and standard amenities. § Answer calls professionally and assist callers with directions or instructions. § Offer assistance with valet parking ticket number, name, room number. § Monitor lobby traffic/CCTVs for suspicious activity; address when necessary. § Keep communal areas tidy.


§ Excellent customer service skills in a professional setting—being reliable, courteous, friendly, amiable and proactive.

§ Exceptional interpersonal skills, ability to address conflict in a calm and professional manner. § Ability to multitask using computers and phone systems. § Good decision-making skills; flexible and able to accept and adapt to change. § Ability to work independently and in a team environment. § Ability to prioritize work, being responsive to service needs. § Eager to learn and take on additional responsibility. § Ability to take and incorporate constructive criticism. § Fluent in the English language; second language is a plus.

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§ Must be able to sit, stand, reach, bend and stoop for extended periods of time; may be required to lift up to 30 pounds.

Reference Event Planning Intern Responsibilities:

§ Assist with event logistics, including set-up and breakdown at various events; assemble supplies and equipment used at all events.

§ Assist with event load-ins and load-outs. § Coordinate event logistics such as floor plan and event schedules. § Responsible for preparing and collating documents, brochures, flyers, etc. § Coordinate marketing and advertising materials. § Assist in conducting site visits at potential event venues. § Place orders under direction. § Prepare invoices for special event pledges. § Assist in generating special event solicitation letters. § Address invitation envelopes from mailing lists. § Stuff, seal, stamp and mail special event solicitation letters and invitations.


§ Strong written and oral communication skills. § Ability to work independently and collaboratively in a fast-paced environment. § Strong organizational and time-management skills. § Proficient with Microsoft Word and Excel. § Attention to detail. § Excellent interpersonal and customer relations skills. § Ability to take initiative and multi-task. § Ability to handle sensitive information confidentially.

Reference Reference Adapted from material created by the NYC Labor Market Information Service, CUNY Graduate Center.

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Sample High School Intern Positions – IT Desktop/Computer Support A+ Intern Responsibilities:

§ Install and perform minor repairs to hardware, software, or peripheral equipment, following design or installation specifications.

§ Set up equipment for employee use, performing or ensuring proper installation of cables, operating systems or appropriate software.

§ Monitor and prioritize incoming requests. § Escalate cases in an efficient manner as needed. § Log all activities and case updates in a timely and detailed manner. § Formulate service support efforts based on customer schedule needs. § Maintain courteous rapport and friendly customer relations, communicate and collaborate

with all level of staff. Qualifications/Requirements:

§ Coursework and experience gained towards obtaining CompTIA A+ certification. § Experience with software support, troubleshooting, system imaging, hardware break-fix

support and development. § Excellent customer service skills. § Strong analytical and problem-solving skills. § Ability to multi-task effectively and prioritize workload. § Strong organizational, communication and collaboration skills. § Ability to work independently and in a team environment.

Computer Network Support Intern Responsibilities:

§ Configure and define parameters for installation or testing of local area network (LAN), wide area network (WAN), hubs, routers, switches, controllers, multiplexers, or related networking equipment.

§ Under supervision, install and configure a wide range of network and data communication software and hardware.

§ Assist in testing and deploying various network-related procedures. § Troubleshoot network or connectivity problems for users or user groups if needed. § Set up user accounts, permissions and passwords. § Maintain up-to-date network and system documentation. § Maintain network equipment for service replacements or upgrades as detailed with vendor

maintenance agreements § Participate in the evaluation of new connectivity products and technologies


§ Coursework and experience gained towards obtaining CompTIA Network+ certification. § Hands-on experience in networking, routing and switching.

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§ Ability to read and understand schematic diagrams, technical manuals and documentation. § Ability to learn and apply new technology. § Strong oral and written communication skills. § Excellent customer service skills. § Strong analytical and problem-solving skills. § Must be able to move and lift up to 25 lbs of equipment such as switches and routers.

Web Design Intern Responsibilities:

§ Work with web designers gathering content for current projects. § Assist in the design of WordPress website using tools such as Sketch, Photoshop, and

Illustrator. § Assist in building and coding out WordPress themes. § Assist in editing website design and content pages. § Learn to design and code HTML/CSS static landing pages. § Collaborate with other designers, engineers and product managers on the marketing and

product definition process. § Brainstorm creative ideas for web design.


§ Proficient in Adobe Photoshop, Illustrator, InDesign. § Familiarity with WordPress, CSS and basic JavaScript/jQuery skills. § Ability to communicate effectively with other team members. § Strong attention to detail and desire for quality. § Creativity and willingness to take initiatives. § Ability to work in a fast-paced environment and meet deadlines. § Strong interests in visual and UI/UX design.


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Sample High School Intern Positions – Media, Technology and Design AV Support Technician Intern Responsibilities:

§ Test daily functionality of AV and integrated conference rooms. § Perform routine testing and problem diagnosis for projectors, microphones, speakers,

amplifiers and LCD/Plasma displayers. § Help set up or breakdown onsite meetings that require use of AV infrastructure (audio,

video conferencing, webcasting, visual display or projection and control system (AMX, Crestron) operations.

§ Assist with client and customer help desk ticketing system to track end user requests. § Coordinate with customer staff to document AV and basic infrastructure requirements for

any new conference room or media design. § Ensure all conferencing spaces are presentable for use. § Troubleshoot AV/V problems as needed.


§ Knowledge of basic signal flow for audio, video and control. § Experience with AV control, videoconferencing, and web conferencing. § Basic computer skills. § Effective communication and interaction with employees, clients and colleagues. § Work effectively with all levels of the organization. § Ability to multitask with changing priorities. § Good customer service skills. § Strong organizational skills and excellent attention to detail. § Must be able to lift and/or move up to 50 pounds, be able to climb ladders up to 20 feet tall

and be able to work in small and/or uneven surfaces. Digital Advertising Sales Intern Responsibilities:

§ Assist with creation, maintenance and execution of marketing and sales materials, such as artwork and images, social media, video assets, one sheets and PowerPoint slides.

§ Enter advertiser contract information into in-house contract management system. § Support digital sales planners by entering deal information. § Send campaign screenshots/proof of campaign launch to agencies. § Assist in scheduling sales events. § Assist in booking and monitoring active campaigns. § Assist in preparing end-of-month billing for finance. § Perform other administrative tasks as required, i.e. answer phones, handle appointments,

arrange conference calls, etc. Qualifications/Requirements:

§ Exceptional attention to detail and ability to follow through. § Fluency with Microsoft Word, Excel, PowerPoint, and Outlook. § Strong analytical and problem-solving skills.

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§ Ability to multitask and stay focused in a fast-paced, deadline-driven and team-oriented environment.

§ Ability to work independently and take initiative. § Strong communication and interpersonal skills, both verbal and written. § Basic understanding of digital advertising, online display, affiliate and search advertising, and

social media. Production Assistant Intern Responsibilities:

§ Assist DP/cinematographer with camera and gear equipment, including setting up and breaking down equipment.

§ Assist sound recorder and gaffer with production requests. § Perform testing on equipment to determine technical quality of recording, audio and

lighting. § Assist in the selection, security, operation and maintenance of equipment utilized in shooting

and editing. § Assist in editing and assembling final visual/audio program material, such as integrating

music, dialogue, graphics and effects, creating rough and final cuts, etc. § Maintain an archive for video, still and audio content using Adobe Photoshop Lightroom. § Answer field phone calls and communicate messages in a clear and organized manner. § Other administrative work as assigned.


§ Basic understanding of video editing and experience with digital technology and editing software packages, especially Adobe Suite of editing products, including Premier Pro, Photoshop and Illustrator.

§ Attention to detail and strong organizational skills. § Ability to identify and manage priority requests, calls and meetings. § Strong problem-solving skills. § Enthusiastic and energetic team player. § Excellent communication skills, both written and oral. § Creativity and strong visual sensibility. § Strong interest in film and television production. § Must be able to lift up to 50 lbs, bend, stretch, stand for extended periods of time, climb

stairs, reach, twist, sit, walk and/or run.

Junior Graphic Designer Intern Responsibilities:

§ Resize imagery for various social channels and ad placements, prepare file for web upload. § Research and pull stock photography under instruction. § Update old collateral to new brand standards. § Assist in creating digital artwork for brands on social media, web, and real-world products,

such as logos, direct mail pieces, branded promotional items, posters, flyers, etc. § Assist in creating effective social media graphics and digital illustration under direction, such

as banner ads, videos, GIFs, etc.

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§ Propose and brainstorm new and innovative ideas to engage target audiences via social media content and digital marketing.

§ Coordinate and support client relationship management if needed. § Other administrative work as assigned.


§ Efficiency in software such as Adobe Photoshop, InDesign and Illustrator. § Excellent communication skills and ability to conceive and express ideas independently. § Understanding of current visual/graphic principles and trends. § Strong work ethic with good attention to detail. § Ability to organize time in a fast-paced environment; strict adherence to deadlines. § Creativity and strong visual sensibility. § Strong interest in graphic design, digital marketing and social media. § Might require own computer.


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Learning Objectives – Cook Assistant Intern

Technical/Academic Skills and Content


Prepare food of all types, including meats, vegetables, desserts and other food and

beverage products

Follow exact recipe specifications, including

quantities, seasoning, cooking, tasting, and carving

Prepared food tastes and looks exactly as expected

Practices good safety and sanitation

Hand washing, cleans, sanitizes and maintains

equipment

Food is handled properly Customers are kept safe from

food-borne illness

Record keeping Help maintain required kitchen records (temperature log,

refrigeration log and sanitation schedule, etc.)

Accurate records and updated inventory of food and kitchen

materials

Employability/

Interpersonal Skills Related Job Tasks Evidence or Outcomes

Collaboration Complete tasks as they have been assigned or agreed upon

by the group

Help team members complete tasks, as needed

Work with chef, other cooks, and catering staff to cook, prepare and deliver orders

Help catering staff set up and

load plates, glasses, etc. Physical strength and stamina Ability to stand and walk for

extended amounts of time; able to lift and carry 25–50 pounds,

push/pull to 50 pounds

Able to function in a hot environment, stand for long hours, handle heavy kitchen

equipment Written and verbal

communication Ability to speak, read and comprehend instructions,

converse comfortably with co-workers and customers Able to gauge others’

understanding of the message

Communicate effectively with chef and other cooking staff

Successfully take direction

and follow instructions


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Learning Objectives – Desktop/Computer Support Intern



Hardware and software installation

Install and perform minor repairs to hardware, software

or peripheral equipment, following design or installation

specifications

Service logs of all activities, case updates and asset records for all serviced

devices

Customer Service Formulate service support efforts based on customer

needs Respond to customer questions

and technical problems

Customers feel they’ve had their questions answered and

problems solved

Microsoft operating systems Desktop troubleshooting of Windows 7/XP environments

and Microsoft Office Suite

Successful installation and troubleshooting of Microsoft

Office Suite products and operating systems

Employability/


Collaboration Help team members complete tasks as needed

Complete tasks as they’ve been assigned or agreed upon by the

group

Communicate and collaborate with all levels of

staff Accomplished assigned task

and passed questions or work to other staff where

appropriate Problem Solving Gather and organize relevant

information about a problem from multiple sources

Generate potential solutions to a problem, seeking and

leveraging diverse perspectives

IT and software problems are resolved quickly and

successfully

Verbal communication Organize information that serves the purpose of the

message, context, and audience Seek input to gauge others’


Maintain courteous rapport and friendly customer

relations Clearly communicate potential solutions to

customers Adapted from material created by the NYC Labor Market Information Service, CUNY Graduate Center.

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Learning Objectives – Digital Advertising Sales Intern



Sales Help create sales and marketing materials (logos, social media,

and PowerPoint slides)

Help manage sales relationships

The creation of useful marketing material and the

professional handling of sales relationships

Data Entry Enter sales information into database

Enter advertiser contract information into in-house

contract management system

Sales and contract information is correctly and

efficiently entered into appropriate databases

Scheduling Assist in scheduling sales events

Assist in booking and

monitoring active campaigns

All scheduling and bookings are competed on a timely

basis

Employability/


Social awareness Provide feedback in a manner that is sensitive to the feelings

and situations of others

Develop and implement strategies for navigating in different cultures/contexts

Team members in design process find it easy to work

with team member

Maintain good customer relations with diverse

customer base Collaboration Help team members complete

tasks as needed

Seek to obtain resolution of disagreements/conflicts to

achieve a common goal

Works well with other team members and clients during

sales process

Successful negotiation of sales contracts

Verbal communication Organize information that serves the purpose of the

message, context and audience

Seek input to gauge others’ understanding of the message

Clear and transparent communication of specifics

within sales contracts

Seek client comprehension during sales contract process


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Learning Objectives - Guest Service Agent Intern



Customer Service Assist and respond to guests, make reservations, schedule

appointments, issue room keys

Respond to guest questions or complaints and answer telephone inquiries in a

professional manner

Reliable, courteous service to customers

Guests feel attended to, have their questions answered and

have an overall good experience

Taking payments from guests Handle cash, present statements to guests, collect

payments from departing guests

Complete daily shift paperwork

and balance cash drawer

Invoices and statements are accurate, payments are correctly collected and charged, cash drawer is

balanced

Scheduling Manage customer schedules and appointments

Schedule wake-up calls,

appointments, cleaning services

Scheduling is done on a timely basis

Guest appointments are kept and wake-up calls received

Employability/


Social awareness Take into consideration the feelings and situations of others

Respectfully navigate different

cultures and contexts

Professional responses toward customers and guests

Good guest and customer

relationships Problem solving Develop potential solutions to

a problem, seeking and leveraging diverse perspectives

Quickly generate potential solutions to guest concerns,

questions or complaints

Verbal communication Communicate information to the customer in an appropriate

and effective way

Gauge others’ understanding of the message

Customers/guests understand verbal communication


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Learning Objectives – Junior Graphic Designer Intern



Adobe Suite Use Adobe Suite to create digital artwork for brands on social media, web and real-world products (direct mail

pieces, branded promotional items, posters, flyers, etc.)

Use of Adobe Suite to create visually appealing content,

graphics and images

Social media Use various social media platforms to promote products, conduct consumer research and

connect with customers

Maintain diverse social media accounts that are utilized for product promotion, research

and customer relations Web design Work with web designers to

create web-based design deliverables such as concept sketches and digital layouts

Help edit content to streamline

website

Assist with creating websites that have clear and creative messaging and advertising

schemes

Employability/


Social awareness Takes into consideration the feelings and situations of others

Provide feedback in a manner that’s sensitive to the feelings


Team members find it easy to work with team member

Able to give and take

constructive feedback on project ideas

Creativity Willingness to take initiative

Contribute to brainstorming sessions

Visually creative and developmentally innovative

design work

Verbal communication Adjust communication strategies to the purpose of the message, context and audience

Seek input to gauge others’


Production of website materials that’s focused on

appropriate audience

Seek feedback from fellow designers on website design

and layout


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Learning Objectives – Web Design Intern



HTML/CSS Design and code HTML/CSS static landing pages

Clean and visually appealing websites constructed using

HTML/CSS

Adobe Suite Use Adobe Suite to design website ready content, graphics

and images

Use of Adobe Suite to create visually appealing content,

graphics and images

Content editing Work with web designers on gathering content for current

projects

Help edit content to streamline website

Create websites with clear and creative messaging and

advertising schemes

Employability/


Social awareness Takes into consideration the feeling and situations of others

Balances own needs with the

needs of others

Provide feedback in a manner that’s sensitive to the feelings


Team members in design process find it easy to work

with team member

Able to give and take constructive feedback on

project ideas

Creativity Willingness to take initiative

Contribute to brainstorming sessions

Visually creative and developmentally innovative

website design

Verbal communication Use and adjust communication strategies as needed based on the purpose of the message,

context and audience


Production of website materials that’s focused on

appropriate audience

Seek feedback from fellow designers on website design

and layout Adapted from material created by the NYC Labor Market Information Service, CUNY Graduate Center.

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Learning Objectives – Accounting Intern



General ledger Scan and maintain files, including weekly filing of accounts payable

documentations and vendor contracts

Help gather documents in

preparation for the annual audit

Support efforts to maintain general ledger by organizing accounting documents and

paperwork

Data entry Input financial data into company’s accounting software

Keep track of company expenses

Financial and accounting data is organized and easily

accessible upon request

Document drafting (Microsoft Word, Excel and

PowerPoint)

Assist in documentation preparation, such as documenting

procedures and drafting presentations

Under guidance, create/draft contract and loan agreement

Help draft content for and format financial

documents, reports and presentations

Employability/


Personal mindset Require minimal supervision to complete tasks

Accomplish tasks without having to be reminded

Planning for success Manage time to complete tasks on schedule

Break goals into actionable steps

Accounting deadlines are met and paperwork is filed

on time

Large tasks (like annual audit) are worked on daily

Verbal communication Ask questions to deepen and/or clarify one’s understanding when

listening to others

Organize information that serves the purpose of the message,


Communicate questions and answers about

accounting and financial procedures

Clearly communicate

financial documentation needs with other employees

and departments Adapted from material created by the NYC Labor Market Information Service, CUNY Graduate Center.

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Learning Objectives – Bus Mechanic Intern



Repair Repair electrical, hydraulic, suspension, brake and air systems

and equipment

Perform service calls for basic emergency breakdowns

Successful repair of mechanical issues

Successful troubleshooting

of basic repair problems

Electrical systems Basic knowledge of an array of complex computer electronics

systems

Clear understanding of electrical systems and their

functions Occupational health and

safety Familiarity with OSHA safety

rules/regulations

Maintain a clean and safe work area and perform all work in

accordance with established safety procedures

Successful compliance with corporate/OSHA safety

standards

Employability/


Problem solving Consider all potential parts and related causes

Evaluate the advantages and

disadvantages associated with each potential solution identified for a

problem

Critical diagnosis of problems or breakdowns

Explain advantages and disadvantages associated

with potential solutions to customers

Physical strength and stamina

Ability to walk or stand for long periods of time, twist, kneel, push, stoop and lift/carry up to 100 lbs.

Not let physical demands impact effectiveness or

performance Verbal communication Organize information that serves

the purpose of the message, context and audience




relations

Clearly communicate problems and potential

solutions to customers in plain language


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Learning Objectives – Carpentry Trainee Intern or Apprentice



Carpentry Sanding, painting and patching, as well as installation and demolition

Measure, cut and shape wood

Assist journeyman carpenter with a variety of carpentry-

related tasks

Hand tools Basic hand and power tool experience: table saw, router, miter

saws, belt sanders

Help set up equipment and furnish hand tools, materials and supplies

to the journeyman

Proper use and maintenance of hand tools

Supply journeyman with

proper tools

Occupational health and safety



Successful compliance with corporate/OSHA safety

standards

Employability/


Personal mindset Needs minimal supervision to complete tasks

Avoids actions that have produced

undesirable consequences or results in the past

Able to follow detailed instructions and complete working in a timely fashion

Willingness to learn and

receive instruction Physical strength and stamina Extensive walking, bending and

kneeling; good hand/eye coordination and manual dexterity;

can lift/carry up to 50 lbs

Doesn’t let physical demands affect performance

Verbal communication Organize information that serves the purpose of the message,



Maintain courteous rapport and good customer relations

Communicate with all levels of staff, customers, clients

and management


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Learning Objectives – Human Resources Intern



Planning Help plan and organize employee engagement activities

Help plan and execute events and

workshops for new hires and current employees

Employees are engaged in and have a general

knowledge of company policy and procedures

Screening Prepare job postings for available positions

Schedule phone screenings and

interviews for new hires

Provide quality potential new hires to hiring manager

Payroll Manage staff payroll

Submit hours to manager for payroll

Employees are paid on time and payroll records are

organized and clear

Employability/


Personal mindset

Adapt approach in response to new conditions or others’ actions

Follow rules/directions as required

by the task/situation

Maintain professional responses and interactions

with employees

Help employees understand company policy and

procedure Problem solving Gather and organize relevant

information about a problem from multiple sources

Help employees resolve problems and answer

questions

Direct employees to relevant resources available

to them Verbal communication Organize information that serves


Gauge others’ understanding of the

message

Maintain good relationships with employees

Clearly understand and

respond to employee needs and questions

Maintain confidentiality


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Learning Objectives – Logistics and Supply Chain Intern



Customer service Document and keep track of customer quality claims

Customer questions, concerns and feedback are organized, managed and

documented Basic accounting Properly document daily sales,

invoices and purchase orders

Basic accounting

Proper documentation of invoices, sales receipts and

purchase orders Data entry Enter work orders, new item

information and purchase orders into computer and accounting

systems

Purchasing orders, supply information and work orders are accurately

updated in computer system

Employability / Interpersonal Skills


Collaboration Complete tasks as they have been assigned or agreed upon by the

group

Coordinate logistics with different departments

Able to work independently and as part

of a team

Attention to detail Able to maintain high-level data entry accuracy

Careful numerical computation and

organizational skills

Accurate data entry, smooth delivery of replenishment

orders and careful documentation of purchase

orders and invoices Verbal communication Organize information that serves





relations

Clear communication of delivery timelines and

supply needs Adapted from material created by the NYC Labor Market Information Service, CUNY Graduate Center.

269




Learning Objectives – Welder Helper



MIG and TIG welding Experience or familiarity with MIG and TIG welding procedures

Correct applications of and proficiency in MIG or TIG

welding procedures Hand tools Basic hand and power tool

experience: drill motors, cutoff saws, grinders, belt sanders

Help set up equipment and furnish hand tools, materials and supplies

to the mechanics

Proper use and maintenance of hand tools

Supply mechanics and

welders with proper tools

Safe use of all tools and equipment

Occupational health and safety

Familiarity with OSHA safety rules/regulations



Successful compliance with Corporate/OSHA safety

standards

Employability/


Problem solving Consider all potential parts and related causes

Evaluate the advantages and

disadvantages associated with each potential solution identified for a

problem

Troubleshoot by understanding blueprints,

identifying issues and taking corrective actions

Physical strength and stamina

Ability to work in high heat environments; good hand/eye

coordination and manual dexterity; can lift/carry up to 70 lbs

Doesn’t let physical demands affect performance

Collaboration Complete tasks as they have been assigned or agreed upon by the

group

Help team members complete tasks, as needed

Know role with team and efficiently fulfill responsibilities

Other welders find it easy to

work with team member Adapted from material created by the NYC Labor Market Information Service, CUNY Graduate Center.

271




Work Experience Guide

Work Experience Fact Sheet WBL Coordinator Checklist Student Checklist Teacher Tip Sheet Employer Tip Sheet Employer Fact Sheet Implementation Tools

Work Experience Research Activity Work Experience Student Reflection

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Work Experience Fact Sheet Work Experience A Work Experience is a Career Preparation activity in which a student is at a worksite doing real work for pay. The student is held to the same expectations as all employees and is evaluated by the worksite supervisor based on workplace expectations and performance. Work experiences range from regular, paid employment in summer and/or year-round jobs to subsidized employment and learning-rich work experience. They include both found jobs and those arranged by the school or program. There are also a range of education and training linked work experience program types defined at the state and federal levels (See State and Federal Work Experience Fact Sheet). Work Experiences are designed to:

§ Promote hands-on, real-world experience in a field of interest. § Provide productive value for the employer. § Offer opportunities to develop, practice and demonstrate employability skills. § Build occupational knowledge. § Create awareness of the education needed to be successful in the industry.

Work Experiences are structured to:

§ Enable students to practice and prepare for work, potentially in an area of career interest. § Help students develop the Top 10 Core Employability Skills. § Build knowledge about the education and training needed for a particular job, career path

and advancement in the industry.

Work Experiences are supported by: § Classroom preparation, including research on the industry and participating businesses. § Employer orientation and support. § Opportunities to reflect upon the experience verbally and in writing.

Work Experiences are connected to:


Work experiences are one activity in the continuum of authentic work-based experiences provided to all students engaged in career-related programs or course of study in New York City schools.

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Work Experience Support Materials Checklists, Tip Sheets and Fact Sheets:

§ Coordinator Work Experience Checklist § Student Work Experience Checklist § Teacher Work Experience Tip Sheet § Employer Work Experience Tip Sheet § Employer Work Experience Fact Sheet


§ WBL Plan and Evaluation § WBL Travel and Media Consent Form, if necessary. § Employability Skills Profile


§ Work Experience Research Activity § Work Experience Student Reflection

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Coordinator Work Experience Checklist Quick tips for Work-Based Learning Coordinators1 to ensure a successful work experience. Before the Work Experience r Define the work experience program structure (time-frame,

expectations, host expectations, and staff support, for example). r Identify all interested teachers and help them plan for the work

experience activity. r Prepare teachers and encourage them to support and leverage

the work experience. Share the Teacher Tip Sheet. r Work with teachers to create a list of interested and qualified

students. r Select and refer appropriate candidates for interviews, matched

to employer/supervisor specifications. r Provide supervisor with Employer Work Experience Tip Sheet. r Determine the worksite supervisor’s preferred form and

frequency of contact. r Distribute and collect appropriate forms. r Identify learning objectives and complete the WBL Plan r Address any transportation or safety gear needs. During the Work Experience r If possible, meet with students and worksite supervisors at their

workplaces and observe workplace activities. Make sure these visits are pre-arranged with the host and don’t disrupt workflow.

r Regularly assess student progress and impact of the experience. After the Work Experience r Have the worksite supervisor complete the WSS Evaluation and review with the student. r Document the work experience. Get feedback from employers and teachers and summarize

result using the WBL Activity Evaluation. r Help students update their Resume’ and Employability Skills Profile and think about any next

steps they would like to take to further their career goals. r Work with teachers to coordinate “go deeper” activities to connect the work experience to the

classroom and their career goals. r Take pictures from the work experience and provide them to the company for use on their

website or newsletter. Ensure you have signed releases for all photos. r Publicize the work experience and the business that participated by placing a story in the local



Sample Work Experience Timeline

Beginning of the school year: Identify interested teachers and brainstorm business partners who could participate.

Two months in advance: Invite business partners to list opportunities.

One month in advance: Screen students to employer specifications and arrange for interviews with the employer.

One week in advance: Confirm selection and make sure the student has proper documentation.

During work experience: Visit worksite, if possible, and observe workplace activities. Provide support and address any issues that may arise. After work experience: Send thank-you notes to employers and supervisors and ensure student reflection activities take place.

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Student Work Experience Checklist A work experience gives you the opportunity to have a real job doing productive work with an employer. Through this experience, you will develop and have the chance to demonstrate professional and occupational skills by addressing a core business function. You’ll also be able to ask questions, practice professional behavior, learn and demonstrate new skills, and become more comfortable communicating with adults. Have you done all you can to prepare? r Fill out and turn in any required forms. r Meet with your teacher to discuss what you want to get out of the

work experience. These are your learning objectives. r Do some research on the host company and the job. Check out their website and learn as much

as you can about the company’s history, what they do and how it impacts your community. r Research the dress code at the workplace and do your best to mirror it. r Make sure you have transportation taken care of to and from the place of business. Have you thought about what you can do to make the work experience a big success? r Dress appropriately and arrive on time. r Make sure you understand your job assignment and tasks, and don’t be afraid to ask questions. r Follow through with the goals you set for yourself. r Work on your communication skills, including active listening. Always be respectful. r Observe and reflect how people act in the workplace. Put your electronics away until the end of

your shift each day. r Ask your supervisor if he or she would be willing to provide you with a reference after the job is

over. Thank them for the experience. When the work experience is over, how will you keep moving your career forward? r Reflect on the experience. Talk to your classmates and teachers and discuss your level of interest

in pursuing a career in that industry. r Participate in classroom activities that help you think about the value of the work experience. r Update your resume and Employability Skills Profile and think about next steps in moving your

career forward. r Send a follow-up email thanking the employer/supervisor for his or her time. r Ask your supervisor if you can use him/her as a reference. r Fill out the evaluation form. Be honest. That will help make future work experiences more

meaningful. r Share your experience with your peers on social media. Perhaps a blog post about the work

experience?


Have you… § Filled out the required forms? § Researched the host company? § Found out everything you can

about the job and what will be expected of you?

§ Decided what you’ll wear? § Arranged for transportation? § Met with your teacher to discuss

learning objectives? § Thought about how you’ll share

your experience on social media?

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Teacher Work Experience Tip Sheet Note: If you’re coordinating a work experience, have a look at the Coordinator Work Experience Checklist. Work Experiences are designed to:

§ Promote hands-on, real-world experience in a field of interest. § Provide productive value for the employer. § Offer opportunities to develop, practice and demonstrate

employability skills. § Build occupational knowledge. § Create awareness of the education needed to be successful in

the industry. Before the Work Experience r Review the Work Experience Fact Sheet and this tip sheet. r Assess how the work experience can support classroom activities

and help meet curriculum goals. r Identify learning objectives for the job with the student(s) and

record in the WBL Plan. excitement for the work experience. r Have students research the job, the host company and the careers it

offers. r Find out if certain dress or safety gear is required and communicate

any requirements to the student(s). r Distribute and collect any required forms. During the Work Experience r Design and coordinate concurrent learning activities in the classroom, so the work experience is

not an isolated activity but is connected to academic learning. r Provide opportunities for students to reflect on the experience in the classroom, both verbally

and in writing. After the Work Experience r Continue to provide reflection activities for students and help them make the connection

between what they’re learning and the workplace. r Help the student(s) update his or her Resume’ and Employability Skills Profile and think about

any next steps they would like to take to further their career goals. r Assess and document the impact and value of the work experience and discuss the completed

worksite supervisor evaluation with the student(s) r Work with the coordinator and utilize employer, teacher and student feedback to improve future

work experiences. (Use the WBL Activity Evaluation) Go Deeper r Make the work experience part of a project and have the student(s) prepare and deliver a

presentation to others at your school about the host company.


Before the Work Experience Set the student(s) up for success by having them: § Research the job. company and

industry of the employer. § Discuss how the work

experience can help them meet learning objectives.

After the Work Experience § Spark student reflection with an


learn from this job and what skills did you acquire?”

§ See if they want to find out more or further explore different jobs and careers in the employer’s industry.

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Employer Work Experience Tip Sheet Thanks for agreeing to hire one of our students and provide them with valuable work experience. As you think about how to best prepare for the experience, keep the following success factors in mind. Before the Work Experience r Work with the coordinator to develop a job

description. r Interview, select and hire the student. r Review the informational packet provided to you by

the coordinator. r Provide teacher with website link(s) about the job,

your company and industry to help students prepare for the work experience.

r Work with the teacher or coordinator to help define ways in which the work experience can align with and support the curriculum.

During the Work Experience r Provide a workplace orientation for the student. r Review the Top 10 Core Employability Skills document provided by the coordinator and

reinforce those concepts when possible. r Consider if there are opportunities for students to be exposed to a range of jobs in your

organization. q Identify opportunities that will support the student’s academic, occupational and employability

skill development and assist them in working toward learning objectives. q Think about ways you can serve as both a coach and supervisor. q Communicate successes and opportunities to the coordinator that can be used to enhance the

value of classroom connections. q Use the WBL Training Plan and Evaluation to assess the student’s performance at a mid-point


After the Work Experience r Provide feedback to the coordinator to improve future work experiences. r If you’re comfortable doing so, offer to stay in touch via email or LinkedIn. r Hold a debriefing session internally at the company to review the effectiveness of the work

experience program and make suggestions for improvement. r Consider how you might use the work experience to promote your company’s visibility in the

community. Go Deeper r Talk to the coordinator about being a guest speaker in the classroom, participating in a mock

interview or hosting students for job shadows and/or internships.

Did You Know?

While working at your company, students are learning about your industry and are considering how they might prepare for a career.

Some students are studying in the context of a career pathway and preparing for a career in in your industry.

Students who experience early employment while in High School enjoy higher graduation rates and better employment outcomes later in life.

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Employer Work Experience Fact SheetWork experiences offer students the opportunity to be at a worksite doing real work for pay. The experience can be regular, paid summer or year-round employment, or it may be learning-rich, subsidized employment. While delivering productive work for pay, students also work on developing and demonstrating professional and occupational skills, communicating effectively and being a productive part of the team. The student is held to the same expectations as all employees and is evaluated by the workplace supervisor based on workplace expectations and performance. Why are work experiences important for students?

§ Every young person needs a first job, and for many, participation in a work experience program provides that opportunity.

§ Work experiences expose students to potential careers and jobs and help build work-readiness skills and occupational knowledge.

§ They provide a context for learning and foster an understanding of how academic concepts are applied in a real-world setting.

§ They illustrate the education and training needed for entry into certain occupations and careers.

§ They let students know about your company’s processes and products/services and the role your business plays in the community.

What are the benefits to my company? § Students are engaged a core productive activity in your company § Exposes potential future workers to advanced job opportunities and careers with your

company, as well as the required skills and education to be successful in your industry. § Introduces students to one or more of your employees. § Helps your employees understand how to better communicate with the next generation of

workers. § Provides leadership development opportunities for your existing workforce

What do I need to do next? § Determine who will supervise the student during the experience and have that person

connect with the work-based learning coordinator or student to address scheduling, planning and logistics.

§ Arrange for a presentation to those employees who will participate in the work experience. § Distribute the Employer Work Experience Tip Sheet to identified supervisors. § Consider any impacts on company policy.


most out of your partnership with the New York City Department of Education.

Program Level: Usually 11th grade or higher. Employer/Student Ratio: 1:1 Duration: Varies, can be summertime or year-round Frequency: One time Location: Worksite Costs: Wages (often subsidized) Special Considerations: Supervisor selection. Labor laws and safety considerations. Impacts on personnel policies.

285




Work Experience Research Activity Complete the following research assignment as part of your preparation for the upcoming work experience. This research will be the basis for in-class discussion and presentations prior to the day Student name: Host company: Company’s web address: Company’s physical address: Company’s mission statement: What is the company’s primary business? What departments exist within the company? What companies do you think are in competition with the host company? After researching the company, what are some questions that you will ask your supervisor? Based on your research, what do you think you will like most about the work experience? Based on your research, what is your biggest concern about the work experience? If you could come away from the work experience having learned one thing, what would that be? Anything else you learned while doing your research that you’d like to share with your teacher or the class?


287




Work Experience Student Reflection Now that the work experience is over, take some time reflect on what you learned and how the experience might inform your college and career plans in the future. Student Name: School: Host Company: Work Date Range: What aspects of the work experience were interesting? Which were not? Why? What did you like about the work experience? What would you change? Would you consider a career in the host company’s field? Why or why not?

What was the most memorable aspect of the work experience? Why?

What did you learn about the host company and its employees? Please explain. What knowledge and skills are you learning in school that would likely be used at the host company? Please explain.

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What knowledge or skills do you need to strengthen to be successful at a workplace like the host company’s? Please explain.

Would you recommend that other students participate in a work experience? Explain.

Anything else you’d like to say about the work experience?


290




Universal WBL Tools

WBL Travel and Media Consent Form WBL Experience Activity Evaluation (adults) WBL Experience Activity Evaluation (Students) Elevator Pitch Factsheet Elevator Pitch Classroom Activity Developing Your Elevator Pitch Worksheet Writing A Resume Handout w/Samples Sample Resume for Students Employability Skills Profile

291




Work-Based Learning Travel and Media Consent Form

Parent/Guardian Consent to Travel Locally I hereby give my consent to the _________ program to include my child in educational field trips to the following locations during the program:

Date Site Address

By signing below, I affirm my consent for outside school travel. Student Name ________________________ Parent/Guardian Signature _____________________________Date ___________ Print Name ________________________Relationship to Student ______________ Parent/Guardian Consent to Photograph, Film, or Videotape a Student for Non-Profit Use I hereby consent to the participation in interviews, the use of quotes, and the taking of photographs, movies or videotapes by NYCDOE and School Staff. I also grant to the right to edit, use, and reuse said products for non-profit purposes including use in print, on the internet, and all other forms of media. I also hereby release the New York City Department of Education and its agents and employees from all claims, demands, and liabilities whatsoever in connection with the above. By signing below, I certify by consent to photograph, film, or videotape my student for non-profit use. Student Name ________________________ Parent/Guardian Signature _____________________________Date ___________ Print Name ________________________Relationship to Student _______________ Adapted from materials developed by the NYC Department of Education

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� Host/Volunteer � WBL Coordinator � Teacher




# of Students ____________

Please rate your experience by circling a number that best describes your level of agreement with each statement.

4=Strongly Agree; 3=Agree; 2=Disagree; 1=Strongly Disagree

I understood the purpose of the activity and my role in it prior to the experience. 4 3 2 1


I felt supported in making the experience a success. 4 3 2 1

I would participate in this or another NYC DOE activity in the future. 4 3 2 1

Comments:

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Student




# of Students ____________ Please answer all questions to the best of your ability. Rate your experience by circling a number below.

4=Strongly agree; 3=Agree; 2=Disagree; 1=Strongly disagree

I understood the purpose of the activity and what was expected of me ahead of time. 4 3 2 1


I felt supported by the adults involved with this activity. 4 3 2 1

This is a career pathway I would be interested in pursuing in the future, 4 3 2 1

I would like to participate in this or another work-based learning activity in the future 4 3 2 1

Comments or Ideas:

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The Elevator Pitch An elevator pitch elevator speech pitch" in regards to internship and job searching includes a 30 – 60 second overview of an individual's knowledge, skills, and accomplishments. The term comes from the time it takes to complete a normal elevator ride from the top to the bottom floor. An "elevator pitch" is an opportunity to get your point across in a timely manner; namely, who you are, what you've accomplished, and where you hope to go in the future.

Your elevator pitch should be a to the point, carefully planned and practiced message about your professional self that anyone will be able to understand in 60 seconds or less.

Elevator pitches can help you get your foot in the door with potential employers and helps you figure out how to market yourself by defining your skills and what makes your valuable.

Crafting your Elevator Pitch:

Your elevator pitch should include: § Who you are

o Name, school, what you are studying o Think about the most memorable thing you can say that will immediately make the

other person want to get to know you

§ Your Goals o Education Goals o Career goals

§ Your Experience

o “Last summer I worked with…”

§ Your skills and assets o What you offer / bring to a company o How you could benefit an organization

You Tube Resources: How to perfect the Elevator Pitch video from Howcast https://www.youtube.com/watch?v=y1Y02_oZP8U

Take a look at college student Jonathan Butler’s 30-second elevator speech! http://www.youtube.com/watch?v=uueccA2yOcs

Here’s a spin on the 30-second elevator pitch http://www.youtube.com/watch?v=AX17zJVt8WQ&feature=related

A student nails it in 30 seconds (and in an elevator!) http://www.youtube.com/watch?v=h86_LqgOLW8&feature=related Adapted from: Computer Science for All: Pathfinders Career Readiness Curriculum, NYC Department of Education, 2016-17 Developing a 30 Second Pitch, Scholars at Work, Workforce 1, 2012

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Classroom Activity

Crafting the Perfect Pitch Activity: Crafting the Perfect Pitch

1. Review the Elevator Pitch Fact Sheet

2. Distribute the Developing Your Elevator Pitch Worksheet

3. Discuss the questions listed on the worksheet

4. Have each student create a draft of their elevator pitch

5. Have students share their pitch with others and receive feedback in pairs or small groups

§ Discussion prompts: Does it cover all the key components of an elevator pitch?

o Quick Introduction o Goals o Experience o Skills and Assets

§ What was good about the pitch?

§ Was it concise? (30 seconds or less?)

§ Any suggestions to make it even better?)

6. Have students rewrite their pitch using the feedback received

7. Repeat steps 5 and 6

8. Have students save and practice their pitch Adapted from Computer Science for All: Pathfinders Career Readiness Curriculum, NYC Department of Education, 2016-17

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Developing your Elevator Pitch Think about: • Which of your previous activities (home, school), provided you with experience relevant to

what you hope to do in your career? • What courses have you taken that gave you an understanding of the industry you are

pursuing? • What experiences have you had through school or on your own that helped you learn about

careers in the industry? • What are your strongest skills? • What can you say yourself that will set you apart from other young people? In other words,

what makes you memorable or special? Remember:

Quick Introduction (name, school, major)

What you are Seeking (education, career goals)

Your Experience

(“last summer I volunteered with…”) (“Currently in school I am working on..”)

What you can Offer

(Your skills and how you would benefit an organization)

Tip: Keep it Simple and Short (30 seconds)

Example: Hello, My name is Nichole Jackson. I am currently a senior at Boys and Girls High School. I am looking for an entry level position in the transportation industry.

I am very outgoing, able to work independently and work well in situations where I am under pressure, as demonstrated in my last job as a cashier at a busy store. As a cashier, I was able to accurately handle money and interact positively with a lot of different people.

I am fluent in Spanish and have good attendance at school, which shows that I am dedicated. I am looking to pursue a career in the transportation and would like to start as a Ticket Agent. I know that my skills and experience will make me a great candidate for the job

Write Your Elevator Pitch: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Adapted from: Computer Science for All: Pathfinders Career Readiness Curriculum, NYC Department of Education, 2016-17 Developing a 30 Second Pitch, Scholars at Work, Workforce 1, 2012

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Writing a Resume

Review the sample resumes attached to this document. When you’ve analyzed them, it’s time to write your own. You can update your resume each semester during high school, and use it when you apply for any volunteer positions, when you apply for an internship, and when you apply for a job. You will want to include all of your relevant skills and experience. Follow the steps below to create your resume. Read through all of the steps before you get started. As you work, you may want to reference the sample resumes for ideas. Make sure that your resume meets or exceeds the assessment criteria provided at the end of Step 5 of this assignment sheet.

Step 1: Set Up Your Document An easy way to create a resume with good formatting is to use a Microsoft Word template that is designed for a resume. Your teacher can help you locate the template when you open Word on your computer. It’s important to save your resume on a flash drive or online platform, like an electronic portfolio that you can access. You will continue to add information to your resume each semester as you gain more experience and skills. When you send your resume to a business partner or interviewer, they may be receiving resumes from multiple candidates and you want to make it easy for them to keep organized. Save your resume document with a straight-forward file name like Name_School_Date.

Step 2: Organize the Content of Your Resume Your resume should include these sections:

§ Contact Information: Your name, mailing address, email address, and phone number should be listed at the top of the page. Use an appropriate email address—something businesslike and easy to understand, not [email protected].

§ Objective: Start your resume with an objective, which should include your career interests or skills you want to develop. Think about what type of job or internship you’re interested in pursuing. Your objective should give potential employers information about the type of work you want. Setting an objective will also help you focus on the best information to include in your resume.

§ Education: Give the name and location of your high school, what grade you’re in, your GPA, and relevant coursework, or courses that match your future goals.

§ Experience: List your work experience. Begin with any paid relevant work experience you have, and then list your volunteer work experience. List your work experience in chronological order, from most recent to least recent.

List the name of the employer, the city and state in which the employment occurred, your title while employed if you had one, and the dates of employment in a month and year format.

Under each job, use one or two bullets to describe your accomplishments during the job. Begin each bullet with an action-oriented word. For example, instead of “Was asked to create financial educational materials,” use “Created and distributed financial educational materials to community members.”

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§ Activities, Honors, Skills, Achievements, and Qualities: Following your work experience, include additional information that makes you a good candidate for a job or internship. Consider the following:

o List community service, extracurricular, athletic, or academic activities that say something relevant about you. For example, if you were on the football team, you are showing that you are willing to work hard, put in the practice, and be part of the team; most jobs would require these qualities in an employee.

o List honors or awards you have received. o List special skills that you have, such as speaking another language or being

proficient in computer programs, like Microsoft Excel or PowerPoint. o List specific finance or business-related achievements that show your commitment to

a career in finance, such as your work on your culminating project. o List personal qualities that make you stand out, such as being energetic, ambitious, or

compassionate.

Step 3: Set Up the Format of Your Resume Keep the length to one page. Two- and three-page resumes are standard for experienced job-seekers, but high school student resumes should be short.

Make the resume easy to read and visually appealing. Use a resume template, and keep to the standard fonts, colors, and font sizes. Always use bullet points to highlight your accomplishments.

If you are printing your resume, use standard 8.5” x 11” white paper.

If you are submitting your resume electronically, save your Word file as a PDF. This ensures that the formatting doesn’t look different on someone else’s computer.

Step 4: Focus on Clarity, Detail, and Language Be sure that the information you include is relevant to the internship or job for which you are applying. For example, if you are applying for an internship with an accountant, include experience that you’ve had working with numbers or financial records, such as volunteering in the business office of your local SPCA.

Be specific as you describe your responsibilities and accomplishments. For example, instead of writing “Used computer and cash register,” write, “Entry of information into computer database, as well as handling of customer payments.”

Use action words to describe your accomplishments. (Consult the list of action words at the end of this assignment sheet.) For example, instead of saying “Did tasks for lead bookkeeper,” say “Assisted lead bookkeeper with gathering and tallying of weekly expenses.” The word “did” doesn’t say much about you as a candidate, but the action word “assisted” shows that you are helpful, responsible, and able to follow directions. Action words say more about your abilities.

It is standard on resumes not to use complete sentences to describe your accomplishments. So, instead of using “I created a program,” use “Created a program.”

Write out numbers from one through nine; use numerals for 10 and up.

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Informal abbreviations, such as AKA, are inappropriate on a resume. However, it is acceptable to use abbreviations commonly used in the finance field. For example, instead of writing out Certified Public Accountant, it is acceptable to say CPA.

Step 5: Review Your Resume Check, and then double check, the spelling and grammar on your resume. When you submit your resume to a potential employer, it should be “squeaky clean.” A small oversight, such as a missed period or misspelled word, will stand out to the employer. Employers may see these errors as an indication that you don’t pay attention to detail.

Ask someone you trust to proofread your resume. Ideally, the person will have some experience creating resumes and can not only check for spelling and grammar errors but can also offer suggestions about how you present your accomplishments. You may wish to show the person this assignment sheet to use it as a guide to make sure that you’ve covered all of the important topics.

Make sure your resume meets or exceeds the following assessment criteria: c The resume includes relevant experiences and education. It communicates why you are a

great candidate for a volunteer position, internship, or job in the field.

c All information on the resume is accurate and complete. The email address is appropriate.

c Appropriate action words are used to describe accomplishments.

c The Microsoft Word template is used to design the resume effectively on one page. Sections are easy for the reader to identify, and all information is easy to follow.

c The completed resume is neat and uses proper spelling and grammar.

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Resume Tips

Format § Keep the length to one page.

§ Make the resume easy to read and visually appealing.

§ Use standard 8.5" x 11" white paper.

§ Use standard fonts, color, and font size.

§ Check spelling and grammar.

§ Type and proofread the final copy.

§ If submitting the resume electronically, save the Word file as a PDF.

Clarity § Use bullet points to highlight accomplishments.

§ Always include information that will highlight your skills and/or cause your resume to stand out from others.

§ Be sure to include only information pertinent to the job for which you are applying.

Detail § Describe specific responsibilities and highlight accomplishments.

§ Support all accomplishments with specific results. Try to quantify and qualify your accomplishments wherever possible.

Language § Use active language—words such as achieve, analyze, coordinate, direct, establish, evaluate,

identify, increase, lead, manage, negotiate, organize, prepare, promote, schedule, supervise, teach, train.

• Avoid using “I” statements. It is standard not to use complete sentences to describe accomplishments. So, instead of saying, “I created a program,” use “Created a program.”

§ Write out numbers from one through nine; use numerals for 10 and up.

§ Abbreviations are usually inappropriate.

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Resume Template

NAME Address

Telephone Number Professional Email Address

OBJECTIVE: • The objective should be a very concise and precise statement about the

position you are seeking; you may include the type of company where you would like to work.

• Your objective is optional!! An objective may eliminate you from some positions if it is too general.

EDUCATION: • List your high school, and cumulative GPA (if 80% or higher). Do not

list elementary or middle schools. • List courses relevant to the job to which you’re applying.

EXPERIENCE: • Begin with most recent position first and work backwards.

• Include company name with city and state, position title, description of duties, skills used, accomplishments/results, and dates of employment.

• Use action words in position descriptions. • Use past tense action words if describing a position held in the past.

ACHIEVEMENTS/ HONORS/AWARDS/ SCHOLARSHIPS:

• List name or title of achievement/honor/award/scholarship. • If desired, list date achieved, and/or how award was won (like academic

performance or commitment to community service.) ACTIVITIES/ LEADERSHIP/ COMMUNITY SERVICE:

• List organization and position/office held. • If desired, use bullet points to highlight key activities and

accomplishments. • If desired, use dates to note when you were involved in an activity.

COMPUTER SKILLS: • List software and hardware used and other relevant computer skills. SPECIAL SKILLS: • List if applicable – language fluency or other special abilities. (You can

label this section “Language Skills” if that is the only skill you list here.) INTERNATIONAL EXPERIENCE:

• List if applicable – study abroad, living abroad, or language fluency.

CERTIFICATIONS: • List if applicable – i.e. financial planning or real estate licensure.

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Cover Letter Template

A cover letter is a letter to include with your resume upon application to an employer. It is a letter to introduce you and your background to the employer. It is also a sales letter intended to convince the employer that you have something to offer that makes it worth his/her time to interview you. Be brief and specific. Make the reader want to read your resume. Date of letter Individual’s Name Title Company Street Address City, State, Zip Code Salutation: First Paragraph: Indicate why you are writing, the specific position or type of work you are applying for, and how you learned of the opening. Second Paragraph: Explain why you are interested in the position and the organization; indicate what you can do for the employer. Explain how your academic background makes you a qualified candidate for the position. If you have had relevant experience, point out specific achievements or unique qualifications. Emphasize skills or abilities you have that relate to the position for which you are applying. Third Paragraph: Refer the reader to your enclosed resume. Indicate that you desire a personal interview. Repeat your phone number and/or email in the letter and offer to provide any additional information that the person may need. Remember, close your letter with a statement which encourages a response. Sincerely, SIGNATURE Type your name Enclosure

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Verb List for Resumes and Cover Letters Management Skills Administered Assigned Chaired Consolidated Contracted Coordinated Delegated Developed Directed Evaluated Improved Increased Organized Oversaw Planned Prioritized Produced Recommended Reviewed Scheduled Strengthened Supervised

Communication Skills Addressed Arbitrated Arranged Authored Collaborated Convinced Corresponded Developed Directed Drafted Edited Enlisted Formulated Influenced Interpreted Lectured Mediated Moderated Negotiated Persuaded Promoted Publicized Reconciled Recruited Translated

Research Skills Clarified Collected Critiqued Diagnosed Evaluated Examined Extracted Identified Inspected Interpreted Interviewed Investigated Organized Reviewed Summarized Surveyed

Technical Skills Assembled Built Calculated Computed Designed Devised Engineered Maintained Operated Overhauled Programmed Remodeled Repaired Upgraded

Financial Skills Administered Allocated Analyzed Appraised Audited Balanced Budgeted Calculated Computed Developed Forecasted Managed Marketed Planned Projected Researched

Creative Skills Acted Conceptualized Created Customized Designed Directed Established

Fashioned Founded Illustrated Initiated Instituted Integrated Introduced

Originated Performed Planned Revitalized Shaped

Helping Skills Assessed Assisted Clarified Coached Counseled Demonstrated Diagnosed

Educated Expedited Facilitated Familiarized Guided Motivated Referred

Rehabilitated Represented

Detail Skills Approved Arranged Classified Collected Compiled Executed Generated

Implemented Inspected Monitored Operated Organized Prepared

Processed Purchased Recorded Screened Specified Tabulated Validated

Accomplishments Achieved Expanded Improved Pioneered Reduced Resolved Restored Transformed

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Student Resume Samples Review these sample student resumes and think about what makes an effective resume.

Diego E. Martinez

620 8th Avenue New York, NY 10018

212-555-0098 [email protected]

Objective

To procure a summer internship at an accountant’s office.

Education

New York City High School New York, NY

• Currently at the end of 10th grade.

• 3.0 GPA.

Paid Work Experience

Cashier (part-time)

MegaMart June 2016 to January 2017 New York, NY

• Worked in high-paced environment.

• Assisted manager in cash register auditing procedures.

• Entrusted with key to close store at night.

Volunteer Work Experience

New York Homeless Shelter November 2016 to present New York, NY

• Assist in organization of food during food drives.

• Perform clerical work, as assigned.

Extracurricular Activities

Treasurer, New York City High School Student Council September 2016 to present

Finance Achievements

Academy of Finance Student of the Year, 2017.

Designed and created a pamphlet to inform teens about a financial intermediary.

Relevant Skills

Mathematics: Outstanding accuracy with counting; highly proficient with calculators

Computers: First rate with spreadsheet applications; proficient with MS Word and Excel

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Jil lian Rose Hoff

96 #3 Sunny Way, Miami, Florida 33114 (305) 555-9990

[email protected] Objective

Seeking a summer position as a bookkeeper or bookkeeper’s assistant in the Miami area.

Education

Valley High School, Miami, Florida

• 4.0 GPA.

• Coursework includes AP Calculus, Principles of Finance, Principles of Accounting.


Miami ASPCA September 2015 to present

• Assist in feeding and cleaning of animals.

• Scan and organize files related to animal adoptions.

• Entry of information into computer database, as well as handling of customer payments.

Activities

• President, Valley High Robotics Club • Member, Florida Students’ Association for Business Students • Treasurer, Valley High Mandarin Language Club • Member, Valley High Girls’ Softball Team

Computer and Language Skills

MS Office (Word, Excel, PowerPoint, Outlook); Windows XP/Vista; HTML; QuickBooks

Conversational Mandarin

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Maya Jackson

723 Main St., Ventura, CA (805) 555-2233

[email protected] Objective

To procure an afterschool or summer internship in financial planning.

Education

King High School, Ventura, CA

• Currently in 10th grade; 3.05 GPA.

• Member of Academy of Finance.

• Coursework includes Principles of Finance, Financial Planning, and Financial Services.


Martin Center for Financial Planning June 2016 to August 2016

• Financial advisor internship.

• Created and distributed financial educational materials to community members.

• Assisted financial advisor in tracking client’s assets, as well as promoting bank accounts and retirement plans.

Athletic and Academic Activities

• Co-Captain, King High Girls’ Soccer Team • Member, Ventura Teen Long-Distance Running Club • Co-Chair, King High Debate Club

Awards and Honors

• High School Girls’ Soccer Championship for Ventura County, 2016 • Honorary Mention in Southern California High School Debates, 2016

Finance Achievements

• Designed and created a slideshow and brochure about the benefits of investing in stocks and bonds that was presented at a financial literacy fair.

• Developed basic accounting skills, including creating and analyzing financial statements.

Relevant Skills

Good listener; able to explain complex financial topics to general public.


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Sample Resume for High School Students NYC DOE Work-Based Learning Toolkit



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Sample Resume for High School Students NYC DOE Work-Based Learning Toolkit



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1

EMPLOYABILITY PROFILE

Student Name: Identification Number: School Name: Type of Work-based Learning Experience(s): Worksite Name/Location(s): Description of Experience(s)

EVALUATION GRADING SCALE: General Key Unsatisfactory (1) Needs Improvement (2) Meets Expectations (3) Exceeds Expectations (4)

Not yet demonstrating the skills required for the position and needs to have a formal plan for improving skills. Needs additional training.

Inconsistently demonstrates the skills needed for the position. Further development is needed.

Demonstrates the skills required for the position with rare exceptions, and shows initiative in improving skills.

Consistently demonstrates skills required for the position. Often exceeds expectations and has emerged as a leader that improves overall team.

PERFORMANCE SKILLS

PERFORMANCE EXPECTATIONS 1 2 3 4 COMMENTS: STUDENT WORK READINESS SKILLS

ATTENDANCE Understands work expectations for attendance and adheres to them. Notifies supervisor in advance in case of absence.

PUNCTUALITY Understands work expectations for punctuality. Arrives on time for work, takes and returns from breaks on time and calls supervisor prior to being late.

WORKPLACE APPEARANCE

Dresses appropriately for the position and duties. Practices personal hygiene appropriate for position and duties.

TAKES INITIATIVE Participates fully in task or project from initiation to completion. Initiates interactions with supervisor for the next task upon completion of previous one.

QUALITY OF WORK Gives best effort, evaluates own work and utilizes feedback to improve work performance. Strives to meet quality standards and provides optimal customer service.

KNOWLEDGE OF WORKPLACE

Demonstrates understanding of workplace policy and ethics.

RESPONSE TO SUPERVISION

Accepts direction, feedback and constructive criticism with positive attitude and uses information to improve work performance. Demonstrates flexibility when nature of work changes.

COMMUNICATION SKILLS

Gives full attention to what other people are saying, asks questions as appropriate and understands what was heard. Communicates concerns clearly and asks for assistance when needed.

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2

PERFORMANCE SKILLS

PERFORMANCE EXPECTATIONS 1 2 3 4 COMMENTS: STUDENT WORK READINESS SKILLS

SOLVES PROBLEMS and MAKES DECISIONS

Identifies the nature of the problem, evaluates various ways of solving the problem and selects the best alternative.

COOPERATES WITH OTHERS

Interacts and communicates with others in a friendly and courteous way. Shows respect for others’ ideas, opinions and racial and cultural diversity. Effectively works as a member of a team.

RESOLVES CONFLICT Identifies the source of conflict, suggests options to resolve it and helps parties reach a mutually satisfactory agreement.

OBSERVES CRITICALLY

Carefully attends to visual sources of information. Evaluates the information for accuracy, bias and usefulness. Develops a clear understanding of the information.

TAKES RESPONSIBILITY FOR

LEARNING

Identifies one’s strengths and weaknesses. Sets goals for learning. Identifies and pursues opportunities for learning. Monitors one’s progress toward achieving these goals.

READS WITH UNDERSTANDING

Reads print materials in a variety of formats (signs, books, instruction sheets, forms, charts, etc.) to locate, understand, apply and manage information they contain.

SOLVES PROBLEMS USING MATH

Works with mathematical information (numbers, symbols, etc.), procedures, and tools and applies skills to answer a question, solve a problem, verify the reasonableness of results, make a prediction or carry out a task that has mathematical dimensions.

HEALTH AND SAFETY Complies with health and safety rules for specific workplace.

TECHNOLOGY Uses job-related tools, technologies and materials appropriately.

ADDITIONAL INFORMATION

Based on your knowledge of this student, how would you rate his/her overall work performance?

OTHER WORK-RELATED (JOB SPECIFIC/TECHNICAL SKILLS); STRENGTHS and/or ACADEMIC ACHIEVEMENTS

Signature of reviewer: Print name: Title: Review date:

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EMPLOYABILITY PROFILE – RECORD OF COURSEWORK AND WORK-BASED LEARNING Student: School: School Personnel: Title: Career and Technical Education (CTE) Coursework

Year Comments # of Hours

Work-based Learning Experiences Year Comments # of Hours

Industry-based Assessments (if any) Year Comments Score

Total # of CTE Coursework hours Total # Work-based Learning Experience

hours Final Total # of hours (216 required hours which include at least 54 hours of work based-

learning)

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4

General Directions for Completing the New York State Education Department Employability Profile Model Form

EMPLOYABILITY PROFILE FORM

Document student demographic information.

Provide information on the student’s coursework and work-based learning experience(s) on which the rating of the student’s skills is based.

Document the type of instructional and work-based learning experience(s) in which the student engaged, including but not limited to, job shadowing, community service, volunteering, service learning, senior project(s) and/or school-based enterprise(s) and the location of these experiences. These may also include, but are not limited to, work-based learning experiences associated with Department approved programs including the Career Exploration Internship Program (CEIP); General Education Work Experience Program (GEWEP); Work Experience and Career Exploration Program (WECEP); and the Career and Technical Education Cooperative Work Experience Program (CO-OP).

Indicate the worksite name and location and briefly describe the experience (e.g., volunteered 3 hours a week to maintain the community garden).

EVAULATION GRADING SCALE: General Key

Use this scale to determine and document the skill level the student has demonstrated. The levels on the scale are 1 = Unsatisfactory, 2 = Needs Improvement, 3 = Meets Expectations and 4 = Exceeds Expectations. The criterion for each level of performance is described in the profile.

PERFORMANCE SKILLS and PERFORMANCE EXPECTATIONS

Using the Evaluation Grading Scale, rate the student on the 17 performance skills and corresponding performance expectations. Attainment of these performance skills and expectations, which are cross walked (figure 1) to specific commencement level CDOS learning standards, provide evidence of student attainment of the commencement level CDOS learning standards. This cross walk should be reviewed at least annually to inform the development of the transition components of the student’s individualized education program (i.e., student needs, post-secondary and annual goals, courses of study and activities necessary to facilitate the student’s movement from school to post-school activities) and to ensure the student has opportunities to demonstrate the commencement level CDOS learning standards.

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5

COMMENTS: STUDENT WORK READINESS SKILLS

Provide comments, as appropriate, relating to technical skills the student has learned during the work experience (e.g., operation of a job specific machine/tool) and additional detail about the student’s performance.

ADDITIONAL INFORMATION

In this section, use the Evaluation Grading Scale to rate the student’s overall work performance.

Comment on the student’s other achievements (e.g., job-specific and technical skills; other strengths and academic accomplishments) that are not already included in the documentation.

REVIEWER INFORMATION

The person completing the Employability Profile must be personally knowledgeable about the student’s skills (e.g., teacher, work experience coordinator, employer, job coach, or extracurricular club advisor etc.).

Indicate the name and title of the person completing the Employability Profile.

Indicate the date the Employability Profile was completed.

The form must include an original signature by the person completing the profile.

RECORD OF COURSEWORK AND WORK-BASED LEARNING

Identify the career and technical education coursework and/or work-based learning experiences, including the corresponding number of hours for each, which the student completed to earn the credential.

The student must complete 216 hours of combined coursework and work-basedlearning experiences, provided that the 216 hours must include a minimum of 54hours of documented school supervised work-based learning experiences.

A student may complete all of the 216 required hours through participation in work-based learning. These work-based learning experiences may, but are not requiredto, be completed in conjunction with the student’s career and technical educationcourse(s).

If appropriate, indicate if the student passed industry-based assessments.

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6

Crosswalk: Employability Profile Performance Skills/Expectations and Commencement Level CDOS Learning Standards Figure 1

EMPLOYABILITY PROFILE CDOS LEARNING STANDARDS PERFORMANCE

SKILLS

PERFORMANCE EXPECTATIONS CAREER DEVELOPMENT

STANDARD 1

INTEGRATED LEARNING

STANDARD 2

UNIVERSAL FOUNDATION SKILLS STANDARD 3a

Basic Skills Thinking Skills

Personal Qualities

Inter-personal

Skills

Technology Managing Info.

Managing Resources

Systems

ATTENDANCE Understands work expectations for attendance and adheres to them. Notifies supervisor in advance in case of absence.

PUNCTUALITY Understands work expectations for punctuality. Arrives on time for work, takes and returns from breaks on time and calls supervisor prior to being late.

WORKPLACE APPEARANCE

Dresses appropriately for the position and duties. Practices personal hygiene appropriate for position and duties.

TAKES INITIATIVE

Participates fully in task or project from initiation to completion. Initiates interactions with supervisor for the next task upon completion of previous one.

QUALITY OF WORK

Gives best effort, evaluates own work and utilizes feedback to improve work performance. Strives to meet quality standards and provides optimal customer service.

KNOWLEDGE OF WORKPLACE

Demonstrates understanding of workplace policy and ethics.

RESPONSE TO SUPERVISION

Accepts direction, feedback and constructive criticism with positive attitude and uses information to improve work performance. Demonstrates flexibility when nature of work changes.

COMMUNICATION SKILLS

Gives full attention to what other people are saying, asks questions as appropriate and understands what was heard. Communicates concerns clearly and asks for assistance when needed.

SOLVES PROBLEMS &

MAKES DECISIONS

Identifies the nature of the problem, evaluates various ways of solving the problem and selects the best alternative.

COOPERATES WITH OTHERS

Interacts and communicates with others in a friendly and courteous way. Shows respect for others’ ideas, opinions and racial and cultural diversity. Effectively works as a member of a team to accomplish a task.

RESOLVES CONFLICT

Identifies the source of conflict, suggests options to resolve it and helps parties reach a mutually satisfactory agreement.

OBSERVES CRITICALLY

Carefully attends to visual sources of information. Evaluates the information for accuracy, bias and usefulness. Develops a clear understanding of the information.

TAKES RESPONSIBILITY FOR LEARNING

Identifies one’s strengths and weaknesses. Sets goals for learning. Identifies and pursues opportunities for learning. Monitors one’s progress toward achieving

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7

EMPLOYABILITY PROFILE CDOS LEARNING STANDARDS PERFORMANCE

SKILLS PERFORMANCE EXPECTATIONS CAREER

DEVELOPMENT STANDARD 1

INTEGRATED LEARNING

STANDARD 2

UNIVERSAL FOUNDATION SKILLS STANDARD 3a

Basic Skills Thinking Skills

Personal Qualities

Inter-personal

Skills

Technology Managing Info.

Managing Resources

Systems

these goals.READS WITH

UNDERSTANDING

Reads print materials in a variety of formats (signs, books, instruction sheets, forms, charts, etc.) to locate, understand, apply and manage information they contain.

SOLVES PROBLEMS USING

MATH

Works with mathematical information (numbers, symbols, etc.), procedures and tools and applies skills to answer a question, solve a problem, verify the reasonableness of results, make a prediction or carry out a task that has mathematical dimensions.

HEALTH AND SAFETY

Complies with health and safety rules for specific workplace.

TECHNOLOGY Uses job-related tools, technologies and materials appropriately.

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The Work and Learning Process What Every Worksite Supervisor Should Know

There are many ways to supervise people and get a job done. There are many ways to teach people new skills. Supervising a learning-rich task requires a supervisor who is more of a coach than a boss. Supervisors must ask themselves the following eight questions:

§ What work needs doing that is of value to the organization? Make sure that the project and its tasks have some real benefit to the company. People know when they are doing make-work. Real goals foster real effort. Real accomplishments foster and raise higher self-esteem.

§ How will student workers be directed to do the task? The key here is to offer advice rather than answers. That advice usually comes in the form of a question, which facilitates the youth and young adult to arrive at his/her own conclusions. As an expert, we want to share all of our knowledge in our particular discipline. However, the best way for young people to learn is through exploration. This does not mean that answers are never given. However, in most cases, there are multiple options, multiple solutions, and multiple answers. The responsibility is to coach the youth and young adults to find solutions…not give a solution.

§ What should the young workers learn? In addition to learning the skills they need to accomplish the project at hand, youth and young adults are learning skills that are applicable to a broad range of jobs. Encourage young people to think about what other ways they might use the skills they are practicing at the moment. Ask young people to tell each other and supervisors what skills they think they are learning.

§ How will they best learn it? We know from research that people learn best in an authentic context, that is, they learn skills by using the skills, and by reflecting on what they have done. As youth and young adult workers progress through their work, have them reflect on their work and learning in a journal, in group discussions, and on their own.

§ What is the supervisor’s role in this process? There are at least two roles: the overseer and the coach. The overseer makes sure that the work gets done, and the young people understand the consequences if it does not. It is important that both the supervisor and the youth and young adult agree on clearly articulated expectations. The second role is much more complex, and one that we suggest is a critical element to the success of both the supervisor’s and young person’s work experience. In the role of coach, adults encourage young people through the process of what they are doing and encourage young people through the process of what they are doing and learning. The coach prods young workers to learn from and improve their performance. The coach asks questions to encourage young people to think about possible solutions rather than giving answers. If you give them answers, they will learn not to find their own. If you give them thoughtful questions, they will learn to seek and find the information they need to produce solutions. Adapted from Work-Based Learning: Learning to Work; Working to Learn; Learning to Learn,

Strumpf, Center for Strategic Change

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Program Fact Sheets

Employer Participation Options NY State and Federal Work Experience Fact Sheet WBL Coordinator Certification WBL Coordinator Competencies Industry Commissions Fact Sheet Industry Fact Sheets

Automotive and Transportation in New York City Business and Finance in New York City Construction and Sustainability, Architecture, Engineering and Robotics in New York City Culinary, Hospitality and Tourism in New York City Information Technology in New York City Media, Design and Technology in New York City

CTE Industry Scholars Program Fact Sheet Academic Credit FAQs Legal Guide to Labor Laws and Safety

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Employer Participation Options

Why Work-Based Learning? There are One Million middle skills jobs in New York City and 46% of New Yorkers lack the skills to fill them. These are occupations that require education after high school but not a four-year degree. By 2020, 65% of all jobs will require some postsecondary education or training. There are significant skills gaps facing New York City’s fastest-growing industries and this will only continue to grow without comprehensive interventions.1 Work-based learning activities that help students make informed choices, plan their educational pathway and provide actionable steps to take after high school are vital to student achievement and ultimately a positive connection to the labor force.

The NYC Department of Education’s approach in supporting students in career-related programs of study is the deliberate focus on the three facets of student achievement needed for success in the labor force: the acquisition of academic, technical and core employability skills. Regardless of industry, employers consistently underscore that students must have experience and mastery in all three areas, with a growing priority on the development of employability skills. Alongside efforts to enhance the rigor and effectiveness of classroom instruction, the approach requires new approaches to deliver authentic workplace experiences such as Career Days, Workplace Tours, Mock Interviews and Internships in partnership with employers. What are the benefits of my company’s participation? Partnering with the New York City schools offers an effective and appropriate vehicle for employers to help build and retain their future workforce. By opening their place of business to students and providing them with high-value Work-Based Learning opportunities, employers are able to expose students to their business and industry and benefit from productive student work. You can observe potential future employees in a “long-term interview” context and participate in shaping your future workforce by connecting with teachers and participating in the classroom. Students also provide access to a customer resource and a fresh point of view.

Your workplace benefits from a more productive and engaged workforce and by helping build leadership and supervisory skills among your current workers. Partnering with the Career Pathways effort provides a win-win opportunity for companies to support and develop highly skilled and productive employees. It also helps build awareness of your company’s role in the community and offers a public relations benefit. Why is this important for students, schools and my community?

§ It fast tracks students to their personal career goals. Students pursue their education focused on their long-term goals. They graduate with a high school diploma, direct workplace experience with partner employers and a firm foundation for entry into the workforce or future educational and training opportunities.

1 Adapted from the Career Month Site Coordinator Toolkit, NYC Department of Education, Office of Post-Secondary Readiness, January 2017

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§ It promotes better outcomes for schools and increases high school graduation and college completion rates. This approach helps schools deliver a 21st century education. The school structure provides multiple pathways for students, incentives for project-based and applied learning, and opportunities for cross-disciplinary integration in the classroom. It offers students the chance to explore a career path while preparing them to become contributing members of their community. And it expands the school’s awareness of the economy and increases educator knowledge of area businesses and jobs as well as an understanding of the challenges industry faces.

§ It strengthens communities. It helps align education, workforce and service systems to promote a strong economic future and build an engaged citizenry. It provides a robust local talent pipeline and helps the local economy grow and retain a workforce.

How can my company participate? There are many ways in which you can partner with us. While employer involvement in each of the following activities is critical to our success, employer partners are not expected to participate in all activities. Work-based learning coordinators or our intermediary partners work with you to help select the activities that make the most sense for your business. Here are some options to consider:

r Serve on an Industry Commission r Help us map the skills needed for high demand occupations in your industry r Provide Work-Based Learning opportunities for students. These may include: § Guest Speaker – A group of students listen to a presentation to learn about the speaker’s

organization, careers and industry and ask questions to help them consider whether they might like to pursue an opportunity in the industry.

§ Career Day – Business partners from a variety of companies come together at a school to share information about their company, their job and the education and skills required for success in careers in the industry.

§ Career Mentoring – A student is matched one-on-one or in small groups with an adult professional to explore potential careers and related educational issues.

§ Workplace Tour – Small groups of students visit a workplace, learn about the business, meet employees, ask questions and observe work in progress. Teachers also benefit from exposure to the workplace.

§ Informational Interview – A student formally interviews an employer partner about his or her industry, educational and career path and chosen profession.

§ Job Shadowing – A student is paired with an employee of a host company and follows that employee during much of a regular workday. A job shadow provides students the opportunity to experience the workplace, understand the various roles and duties of a particular occupation, learn about the business, connect with a working adult and observe work in progress.

§ Mock Interview – Students are paired one-on-one with a business partner who interviews each student as if he/she were being interviewed by an employer for a paid internship or job.

§ Workplace Challenge – Small groups of students (four to six per team) are engaged in a problem-solving exercise issued by an employer in consultation with a school teacher.

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§ Internship – A student has the opportunity to learn by doing real work and being productively engaged in the workplace. Students may work individually, in teams, work on a project, or rotate through a number of departments and job functions.

§ Work Experience – An opportunity for a student to develop and demonstrate professional and occupational skills by addressing a core business function and doing productive work with an employer.

We make it easy for you to get involved. We offer strategies and support to limit the burden on employers and increase the educational value of these experiences for students. All workplace experiences are highly structured and supported by staff. While the full range of authentic work-based learning experiences is provided to every student, employer partners provide those opportunities that are a good fit with their business. Call or email us today:

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State and Federal Fact Sheet Work Experience

New York State Education Department Work Experience Programs Cooperative Career & Technical Education Work Experience Program(CO-OP) The Cooperative Career & Technical Education Work Experience Program is a work-based learning program for students age 16 and above, consisting of 150 to 600 hours of paid, supervised Work Experience, supported by related instruction in a specific career and technical discipline. Students may earn ½ to 2 units of credit towards a CTE sequence, depending upon the specific sequence. This program must be registered with the New York State Education Department, and must be coordinated by a CTE teacher who possesses an extension as a Diversified Co-op Coordinator or as a Coordinator of Work-Based Learning Programs for Career Development. General Education Work Experience Program (GEWEP) The General Education Work Experience Program is a Work-Based Learning option for non-CTE students, age 16 and above. The program consists of 150-600 hours of paid, supervised work experience, supported by the equivalent of at least one classroom period per week of related instruction. Students typically earn ½ to 2 units of high school credit. This program must be registered with the New York State Education Department; it may be coordinated by any teacher or guidance counselor certified at the secondary level who possesses an extension as Coordinator of Work-Based Learning Programs for Career Exploration. Work Experience and Career Exploration Program (WECEP) The Work Experience and Career Exploration Program (WECEP) is a Work-Based Learning initiative sponsored by the U.S. Department of Labor and the New York State Education Department. It’s similar in design and operation to the General Education Work Experience Program, but designed specifically for at-risk youth ages 14-15, who typically earn ½ to 1 unit of high school credit. This program must be registered with the New York State Education Department; it may be coordinated by any teacher or guidance counselor certified at the secondary level who possesses an extension as Coordinator of Work-Based Learning Program.

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U.S. Department of Labor From the Workforce Innovation and Opportunity Act Final Rule 681.600 What are work experiences? (a) Work experiences are a planned, structured learning experience that takes place in a workplace for a limited period of time. Work experience may be paid or unpaid, as appropriate. A work experience may take place in the private for-profit sector, the non-profit sector, or the public sector. Labor standards apply in any work experience where an employee/employer relationship, as defined by the Fair Labor Standards Act or applicable State law, exists. Consistent with § 680.840 of this chapter, funds provided for work experiences may not be used to directly or indirectly aid in the filling of a job opening that is vacant because the former occupant is on strike, or is being locked out in the course of a labor dispute, or the filling of which is otherwise an issue in a labor dispute involving a work stoppage. Work experiences provide the youth participant with opportunities for career exploration and skill development. (b) Work experiences must include academic and occupational education. The educational component may occur concurrently or sequentially with the work experience. Further academic and occupational education may occur inside or outside the work site. (c) The types of work experiences include the following categories:

(1) Summer employment opportunities and other employment opportunities available throughout the school year; (2) Pre-apprenticeship programs; (3) Internships and job shadowing; and (4) On the job training (OJT) as defined in WIOA sec 3(44) and 680.700 of Final Rule

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Work-Based Learning Coordinator Certification Fact Sheet New York State Certification Extension Requirements (e) Coordinator of Work-Based Learning Programs for Career Awareness #8981

1) The extension shall authorize the candidate to coordinate work-based learning programs for career awareness, such as programs providing extended shadowing experiences, the

§ General Education Work Experience Program (GEWEP) § Work Experience Career Exploration Program (WECEP)

2) The candidate shall meet the requirements in each of the following paragraphs: (i) The candidate shall hold a valid provisional, permanent, initial or professional certificate for classroom teaching service or counseling. (ii) The candidate shall complete a program registered pursuant to section 52.2 1(b)(4)(vi) of this Title, or its equivalent consisting of a total of six semester hours of coursework that includes study in coordinating, and evaluating work-based learning experiences and programs. (iii) The candidate shall have completed 300 clock hours of work experience outside of classroom teaching.

This extension may be granted to any educator holding a current New York State teaching certificate.

(f) Coordinator of Work-Based Learning Programs for Career Development #8982 1) The extension shall authorize the candidate to coordinate work-based learning programs for career development, such as:

§ Cooperative Career and Technical Education Work Experience Program (CO-OP) § Career Exploration Internship Program (CEIP) § Programs of Youth-Run Enterprises § Internship & Youth Apprenticeship/Pre-Apprenticeship Programs § General Education Work Experience Program (GEWEP) § Work Experience Career Exploration Program (WECEP) §

2) The candidate shall meet the requirements in each of the following subparagraphs: (i) The candidate shall hold a valid provisional, permanent, initial or professional certificate for classroom teaching service authorizing instruction in career and technical education. (ii) The candidate shall complete a program registered pursuant to section 52.2 1(b)(4)(vi) of this Title, or its equivalent consisting of a total of six semester hours of coursework that includes study in coordinating, and evaluating work-based learning experiences and programs. (iii) The candidate shall have completed 600 clock hours of work experience outside of teaching in the classroom teaching service. This extension may be obtained by any teacher who possesses a certification in career and technical education at grades 7-12.

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Where to go to complete the coursework for Work-Based Learning Coordinator Four colleges/universities offer the coursework or the work-based learning certifications and are the only places where staff can take the coursework in the state.

1. Buffalo State College Instructors: Susan Gubing ([email protected] 631-979-6452) Suzanne Zewan ([email protected]) Courses: CTE 450/550 and CTE 455/555.

2. City University New York

3. Hofstra University

Instructor Susan Gubing ([email protected] 631-979-6452) Courses: SED 211 and 212

4. SUNY Oswego

Courses: 465/565 and 466/566 A Coordinator of Work-Based Learning is required to hold the Coordinator of Work-Based Learning Programs for Career Development #8982 in order to supervise students who are participating in off-site internships and for program approval. For more information, visit the link below Adapted from the Work Experience Coordinators Association website. https://sites.google.com/site/wecanys/website-builder/wbl-certification

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Work-Based Learning Coordinator Competencies

#1 Programs and Certification I am competent that I possess the knowledge and skills of the various Work-based Learning programs and the certification required to supervise a quality program.

Indicators: Able to use critical thinking skills to determine the best program options from the four NYS approved registered programs along with CDOS Commencement Credential and other forms of Work-based Learning activities. Program assessment will be validated via the program's annual report which includes data, surveys and future strategies for improvement and growth. #2 Work-based Learning Coordinator’s Role in Career Pathways and Readiness I am competent that I possess the knowledge and skills to determine the impact and role Work-based Learning Programs play in relation to career choices, graduation requirements, special designed programs and career pathways.

Indicators: Able to guide students to the proper pathway for college and career readiness. Knowledgeable of NYS Department of Education latest policies as it pertains to Work-based Learning programs. #3 Work-based Learning Coordinator I am competent that I possess the knowledge and skills needed to be a 21st century Work-based Learning Coordinator.

Indicators: In order to establish employer interest in our programs, I am able to use networking skills to persuade employers to become trainers, guest speakers and advisory board members. My resources include business card, elevator pitch, brochures, media presentations, LinkedIn and other social media presence.

#4 Advisory Board I am competent that I possess the knowledge and skills to create and sustain a school business advisory board.

Indicators: For a successful advisory board which meets frequently, I am able to identify potential members from the business, government, alumni, student, associations, unions, communities. Resources I have available are: Links to corporations and all above mentioned groups, sample communications, structure and strategy on how to operate a board for the school.

#5 Marketing of Program I am competent that I possess the knowledge and skills to educate students, parents and employers about the benefits of Work-based Learning.

Indicators: Able to create the marketing materials and use tools such as technology, websites and social media to educate my audiences for the positive outcome of enrollment in the school's Work-based Learning program.

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#6 Career Counseling I am competent that I possess the knowledge and skills to career counsel my students, define career clusters, and create student career plans? Furthermore, aware of the changing 21st century workforce needs to best guide my students to successful careers.

Indicators: Able to find career solutions for students using "Career DNA," ONET, and social media. Frequently update personal knowledge of labor market trends, economic development, and counseling techniques. #7 Student Preparation for Training I am competent that I possess the knowledge and skills to prepare my Work-based Learning students for placement and training?

Indicators: Able to create and deliver employability skills training in anticipation of presenting students to employers for career exploration or career development needs. Furthermore, able to apply creative skills towards Work-based Learning activities such as virtual internships and textbooks, classroom simulations, authentic industry project learning activities. #8 Job Coaching Skills I am competent that I possess the knowledge and job coaching skills to motivate and direct students to train successfully with individuals from other generations.

Indicators: Students are given opportunities to develop the following skills 21st Century Skills: flexibility, adaptable, time management, work independently, self-directed learner, interact and work effectively in diverse teams, manage products, produce results, demonstrate leadership and be responsible to others. Furthermore, knowledge of generational differences will be shared with employers, parents, students and teachers. #9 Training and Placement I am competent that I possess the knowledge and skills to place and supervise my students at their Work-based Learning training sites in alignment with the 21st Century Skills.

Indicators: For proper program management I am able to create business forms such as enrollment, memorandum of agreement, training plan, and employability skills profile. Furthermore, able to educate my students as to teamwork and collaboration activities which occur at the job site. #10 Labor Law and Safety Training Measures I am competent that I possess the knowledge and skills to interpret and apply the NYS and US Government Labor Laws for Minors.

Indicators: For the safety of my students and employers. able to apply the child labor laws and OSHA standards such as hours of work, hazardous occupations, use of tools and equipment, sexual harassment, and violence in the workplace. The role of a Work-Based Learning Coordinator includes: Educator, Job Coach, Sales Person, Event Planner, Advisory Board Facilitator. See https://sites.google.com/site/wblcompetencies/home Adapted from materials provided by Susan Gubing, Career Smarts. Used with permission,

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Industry Commissions Fact Sheet

In the fall of 2013, after extensive engagement with private sector stakeholders and CTE schools, the Office of Postsecondary Readiness established a new industry engagement initiative to strengthen our collaboration with industry partners in key fields. The Industry Engagement (IE) Team was instituted specifically with the objective of developing and managing strategic partnerships between schools and industry across eight high growth verticals. The IE Team recruits and manages key employer and postsecondary partners through an industry commission structure that brings partners and school professionals together to increase communication, knowledge and collaboration between industry and schools to strengthen the quality of Career and Technical Education (CTE) college and career pathways.

Specifically, the commissions’ role is to articulate industry specific benchmarks and expectations for students who want to enter the field, support curriculum development, contribute human resources for an array of student facing engagement activities ranging from mentoring, hosting interns, guest speakers, supporting student competitions, and student scholarships. Commissions also serve as a hub for postsecondary institutions to connect with CTE programs to develop and deliver strong articulations from high school to postsecondary training.

Our industry commissions feed into our citywide CTE Advisory Council. Angel Pineiro, SVP, Asi Systems and Merrill Pond, SVP, Partnership for New York City, lead the Council. Since 2014, the industry engagement team has launched commissions in the following eight industry verticals.

§ Automotive/Transportation Chair: Edward Gazzillo (Vice President: Greater New York Automobile Dealer Association)

§ Construction and Sustainability Chair: Nicole Bertran (Vice President: Edward J. Malloy Initiative for Construction Skills)

§ Culinary, Hospitality and Tourism Co-Chair: Philip DeMaiolo (Executive Chef: Lighthouse, Pier Sixty) Co-Chair: Dena Libner (NYC & Company)

§ Healthcare Chair: Gabrielle Kersaint, MSPH (Executive Director: Brooklyn, Queens, Long Island Area Health Education Center)

§ Information Technology Chair: Angel Pinero (Senior VP Services: Asi System Integration)

§ Media Technology and Design Chair: Annette Benson (President: AnGen Services) Vice Chair: Jack Powers (Director: International Informatics Institute)

§ Engineering, Architecture and Robotics Chair: Denise Richardson (Executive Director: General Contractors Association of New York)

§ Business/Finance Chair: Melanie Mortimer (Executive Director: Securities Industry and Financial Markets Association: SIFMA)

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Each commission meets quarterly and focuses on delivering tangible results to the schools and programs in their respective sectors. For automotive/transportation, “deliverables” include teacher externships and greater student participation in industry-sponsored competitions. For healthcare, the top priority is helping schools/programs revamp curriculum to reflect current industry benchmarks. The IE team has consistently delivered positive outcomes in:

1. Recruiting and developing relationships with high-level partners for all eight-industry verticals

2. Building school level capacity for developing and maintaining strong partners and advisory boards

3. Facilitating access to numerous work-based learning opportunities including job shadows, mock interviews and internships

4. Successfully launching and scaling teacher externships with industry partners

5. Facilitating articulation agreements with postsecondary institutions including CUNY, New York Institute of Technology, Monroe College, and Institute for Culinary Education, etc.

For Additional Information Please Email: [email protected]

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NYC CTE Industry Scholars Program The CTE Industry Scholars Program supports Career and Technical Education (CTE) high school students in advancing their post-secondary education and career aspirations through valuable work-based learning activities. The program is comprised of industry-specific internships and a variety of career activities aimed at helping CTE students apply their skills in authentic industry settings while gaining real-world work experience.

Internship Program: A competitive paid internship hosted by industry partner organizations.

Career Exploration Activities: Students benefit from meeting industry leaders on career days, touring in-demand employer facilities, practicing for interviews, and participating in jobs skills and work readiness trainings. These activities are open to all CTE students, regardless if they participate in the Internship Program.

Connect Promising Students with Exciting Career Opportunities Through the CTE Industry Scholars Program, students:

§ Apply their skills in a relevant workplace setting. § Are an asset in helping with real business needs. § Gain work experience and knowledge that will set them apart. § Learn more about their chosen industry and gain exposure to the available jobs. § Figure out what they want to do after school and in the future.

Help Us Create a City-Wide Network of CTE Talent To connect CTE students with internships at leading industry organizations, we need the help of CTE schools and communities to:

§ Spread the word about the program to CTE students. § Identify students who may be a good fit for the program. § Generate excitement around the program and encourage CTE students to apply. § Help organize Career Exploration Activities at CTE schools.

Internship Details Students are placed with a leading industry organization related to the student’s CTE track. Internships last 6 weeks in the spring, summer or fall and pay $11 an hour All CTE students are welcome to apply. Priority is given to graduating high school seniors in the fall and spring, and rising seniors in the summer.

Internships are available in the following industries: § Automotive and Transportation § Business and Finance § Construction and Engineering § Culinary § Hospitality and Tourism § Information Technology § Media, Technology, and Design

For more information please contact: Stacey Pellegrino, Director, Grant Associates [email protected] 646.791.2384

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Frequently Asked Questions (FAQ)

Off-Site Courses: Internships and Service-Learning

Current as of April 8, 2014 1

The purpose of this FAQ document is to assist NYCDOE high schools in understanding and effectively

implementing policy clarifications regarding off-site courses, including internships and service-learning.1 This FAQ

document supplements existing resources on graduation requirements and policies for awarding high school

course credit. Refer to the High School Academic Policy Reference Guide for additional information.

Internships and service-learning are among the many alternative delivery mechanisms for high school courses.

Other delivery mechanisms include blended and online courses. For support implementing alternative course

delivery mechanisms, contact your network’s academic policy point.

Click the links below to find answers in the following areas:

Definitions

Policies

Implementation Considerations

Resources

DEFINITIONS

1. What is the definition of a credit-bearing course?

According to New York State Commissioner’s Regulations, all credit-bearing courses must:

address high school commencement-level standards

meet instructional time requirements (minimum of 180 minutes per week throughout the

semester/school year, or the equivalent of 54 hours per credit), and

be taught by a teacher with a New York State secondary certification in the course’s subject area

2. What are commencement-level learning standards?

The New York State Education Department has commencement-level learning standards in the following

subject areas:

English Language Arts

Social Studies

Mathematics

Science

Technology

The Arts (including visual arts, music, dance and theatre)

Languages Other Than English

Health

1 The policies and guidance provided in this document do not apply to physical education courses. For support implementing

off-site physical education courses, contact the Office of School Wellness Programs.

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http://schools.nyc.gov/NR/rdonlyres/27BF8558-B895-407A-8F3F-78B1B69F030A/0/AcpolicyHighSchoolAcademicPolicyReferenceGuide.pdf

http://intranet.nycboe.net/NR/rdonlyres/8014B94F-DFB7-4E48-855A-66C7DCC6EF5B/0/Acpolicyblendedonlinefaq.pdf

http://intranet.nycboe.net/NR/rdonlyres/B790E18C-6F67-4FD2-89FA-E3A83CADE046/0/Acpolicypoints.xlsx

http://www.p12.nysed.gov/ciai/standards.html

http://schools.nyc.gov/Academics/FitnessandHealth/default.htm




Physical Education

Family and Consumer Sciences

Career Development and Occupational Studies

See the New York State Education Department website for specific standards in each subject area.

3. What course components can be included in the 180 minutes per week (54 hours per credit) of required

instruction?

Learning experiences that take place outside the traditional classroom and school day may be considered

as inclusive of the 180 minutes of instruction per week throughout the school year, or the equivalent of 54

hours per credit, including:

online learning experiences; and/or

learning experiences that take place inside and/or outside the classroom or school building in non-

virtual settings, such as structured work experiences designed to address New York State

commencement-level learning standards as a component of a course.

For courses incorporating off-site components, schools should maintain documentation evidencing that

courses provide students the opportunity for 180 minutes per week of instruction, or the equivalent.

Schools may use and adapt the Unit of Study Evaluation Form.

Provided they meet the criteria for credit-bearing courses outlined above, the following delivery

mechanisms are permitted in addition to traditional classroom courses:

Blended/online learning

Internships

Service-learning

Refer to the information throughout this document for specific requirements for internships and service-

learning. For additional information on blended and online courses, see the Blended and Online Courses

FAQ.

4. What is the definition of an internship?

Internships provide students the opportunity to connect knowledge and skills learned in the classroom to

structured, authentic work environments outside the classroom. Internships are often used to help

students develop career skills and competencies they can transport to the workplace or postsecondary

educational experiences.

5. What is the definition of service-learning?

Service-learning is a teaching and learning strategy that integrates meaningful community service with

classroom curriculum, allowing students to connect academic studies with real-life solutions to strengthen

communities. Students identify community needs, apply their skills and studies to research solutions and

plan service activities, implement the activities, and evaluate and reflect on the experiences and

outcomes. For additional service-learning resources and opportunities, see the NYCDOE website.

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http://www.p12.nysed.gov/ciai/standards.html

http://intranet.nycboe.net/NR/rdonlyres/343FC0FD-9202-4389-9C53-50DB8392CC33/0/Acpolicysampleforms.docx



http://schools.nyc.gov/community/sis/servicelearning/default.htm




POLICIES

6. What are the requirements for credit-bearing internships and service-learning courses?

Beginning in the 2012-13 school year, internships and service-learning courses that bear credit should:

align to New York State commencement-level standards;

include a classroom/seminar/workshop component in addition to learning time spent in an

educational internship or structured service activities;

have a syllabus that clearly outlines the standards addressed, how student learning is assessed, and

expectations for students in both the classroom and internship or service components of the

course; and

be overseen by a subject-certified teacher, in collaboration with a supervisor at the student’s

internship site or service-learning site, if applicable.

7. How much time should be spent in the classroom/seminar/workshop component, at the site, and in

other course components?

The 180 minutes per week (54 hours per credit) of required instruction may include the

classroom/seminar/workshop component, time spent at the internship or service-learning site, and other

course components. There is no required minimum for the amount of time spent in the

classroom/seminar/workshop component; this component should provide sufficient time for meaningful

teacher-student interaction. The distribution of instructional time among various course components

should be clearly documented; see question 22.

8. What activities should be included in the classroom/seminar/workshop components of internships and

service-learning courses?

Schools may determine the structure and content of the classroom/seminar/workshop component,

including the instructional time provided. Expectations for all course components should be clearly

outlined in the course syllabus. Examples of activities that might occur in the

classroom/seminar/workshop component include instruction, reflecting on off-site learning experiences,

providing feedback on student progress, assessing student mastery of course outcomes, and connecting

off-site learning experiences to academic skills and knowledge learned in the classroom.

9. What are the responsibilities of the subject-certified teacher overseeing an internship or service-

learning course?

The subject-certified teacher overseeing an internship or service-learning course is responsible for

overseeing the syllabus, monitoring and assessing student progress, overseeing the

classroom/seminar/workshop component, and awarding the course grade. Teachers do not need to

accompany students to off-site course components, but they should work closely with individuals at the

site to monitor student performance and the alignment of off-site activities to the expectations defined in

the course syllabus.

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10. What other individuals may support or interact with students completing an internship or service-

learning course?

In addition to the subject-certified teacher, other individuals at the school may support the internship or

service-learning experiences of students, such as school internship coordinators who manage program

logistics. Additionally, students may interact with various personnel at the internship or service-learning

site. None of these individuals replace the subject-certified NYCDOE teacher overseeing the course as

described in question 9.

11. Can outside instructors, such as college professors, guest lecturers, and other professionals, provide

instruction during the classroom/seminar/workshop component?

Other individuals may supplement the learning experiences provided in the course, but the subject-

certified teacher is ultimately responsible for overseeing the syllabus, monitoring and assessing student

progress, overseeing the classroom/seminar/workshop component, and awarding the course grade.

Please note: non-NYCDOE individuals who regularly interact with students at NYCDOE sites must be

fingerprinted; see question 27.

12. Can the school’s internship/service-learning coordinator teach or oversee an internship or service-

learning course?

The internship/service-learning coordinator can teach or oversee the course if he or she is certified in the

subject area of the course. In some cases, the individual coordinating the internship/service logistics may

also be the subject-certified teacher overseeing the course. In other cases, these may be different

individuals. In all cases, internships and service-learning courses must be overseen by a subject-certified

teacher in addition to any other faculty and staff involved in the program.

13. How should student learning be assessed in internships and service-learning courses?

The subject-certified teacher overseeing the internship or service-learning course should design

assessments that align with the standards and learning outcomes outlined in the syllabus. As in other

courses, assessments may include projects, exams, portfolios, and other measures of student mastery.

14. How should internships and service-learning courses be graded?

As for any course, schools may establish grading policies at the school, department, grade, or course level.

Determinations of passing or failing should be based on student mastery of the learning standards and

competencies addressed in the course. The subject-certified teacher overseeing an internship or service-

learning course is responsible for assessing student mastery and awarding the final course grade; the

course grade may be informed by consultation with individuals at the internship or service-learning site.

Grading policies should be documented prior to the commencement of a course and be clear to students,

families, and staff. For additional information on grading policies, see the memo on high school grading

policies.

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http://intranet.nycboe.net/NR/rdonlyres/1ED4A647-E596-403E-B37A-ED441D684BF0/0/AcpolicyHSgradingpolicy.pdf

http://intranet.nycboe.net/NR/rdonlyres/1ED4A647-E596-403E-B37A-ED441D684BF0/0/AcpolicyHSgradingpolicy.pdf




15. How do these policies apply to internships offered by Career and Technical Education (CTE) schools and

programs?

Specific policies and structures exist for students participating in CTE programs and other State-approved

programs; see information from the NYCDOE website and the New York State Education Department

website.

16. Can students receive credit for paid internships?

Any internship that meets the requirements outlined in question 6 may bear credit, regardless of whether

the experience is paid or unpaid.

17. Should credit-bearing internships and service-learning courses be awarded core credit or elective

credit?

Given the specific New York State graduation requirements in core subject areas, internships and service-

learning courses are often offered for elective credit. It is possible to design an internship or service-

learning course that aligns with New York State commencement-level learning standards for core courses

required for graduation. Schools should thoughtfully evaluate the extent to which these courses are of

comparable scope and rigor to the traditional sequence used to fulfill graduation requirements.

18. What if students participate in internships or service-learning experiences which do not meet one or

more of the requirements in question 6, but are nonetheless valuable parts of students’ academic

experiences?

Internships and service-learning experiences that do not fulfill one or more of the criteria in question 6

may be offered as non-credit bearing courses. These experiences may be integral to students’ academic

experiences despite not bearing credit.

19. Can students receive credit for an internship experience completed on-site at the school, such as

assisting with office tasks?

Students can receive credit for the internship if it addresses New York State commencement-level

learning standards, provides a minimum of 180 minutes per week of instruction (or the equivalent of 54

hours per credit), and is overseen by a subject-certified teacher as described in this document. These

requirements apply to internships completed both off-site and on-site. The experience must include a

classroom/seminar/workshop component in addition to learning time spent in the internship. In addition,

the course should have a syllabus that clearly outlines the standards addressed, how student learning is

assessed, and expectations for students in both the classroom and internship components of the course.

20. Can students receive credit for independently participating in a program at another educational setting

or cultural institution, such as an after-school seminar at a museum?

The principal may evaluate independent educational activities and award transfer credit if the work is

consistent with New York State commencement-level learning standards and is of comparable scope and

quality to that which would have been done in the school awarding the credit.

349

http://schools.nyc.gov/ChoicesEnrollment/CTE/default.htm

http://www.p12.nysed.gov/cte/

http://www.p12.nysed.gov/cte/




21. Are there graduation requirements related to community service?

While there are no high school graduation requirements related to community service, service

opportunities can be a valuable part of students’ academic experiences. See Service in Schools and NYC

Service for additional information about citywide service initiatives.

22. What documentation should schools maintain while designing and offering internships and service-

learning courses?

Schools should maintain systems and structures such as accreditation committees for regularly evaluating

all new and existing courses, including internships and service-learning. Schools may use and adapt the

Accreditation Committee Course Proposal/Review Form and Unit of Study Evaluation Form to document

the alignment of internships and service-learning courses to the policies described above, including the

180 minutes per week (54 hours per credit) of required instruction.

IMPLEMENTATION CONSIDERATIONS FOR OFF-SITE COURSES

The following considerations apply to internships and service-learning courses:

23. How should schools monitor student attendance for internships and service-learning courses?

Beginning in the 2012-13 school year, schools adopting learning models that include off-site components

during the school day must:

establish protocols for teachers to document student attendance during off-site and/or virtual

coursework;

record student attendance in ATS. When a student is present at an off-site location, schools enter

reason code 72 in ATS in CIND for daily or AM or PM attendance, or in PACH for period attendance,

as appropriate; and

document the school’s protocols for tracking and documenting student attendance at off-site

and/or virtual locations in the school’s Attendance Plan (as part of the Consolidated Plan).

24. How many students can a teacher oversee in an internship or service-learning course?

All contractual class-size limits apply to internships and service-learning courses. Teachers may oversee no

more than 34 students in any internship or service-learning course, even if students are off-site for parts

of the course, subject to the exceptions set forth in the collective bargaining agreement.

25. How should schools determine whether off-site environments are suitable for students?

Principals or their designees are responsible for the evaluation, through in-person examinations and

interviews, of the following:

the state of the facilities where the off-site credit-bearing instruction or program is being offered to

assess the suitability of the site for students; and

350

http://schools.nyc.gov/community/sis/aboutus/default.htm

http://www.nycservice.org/about

http://www.nycservice.org/about





the instructors and other personnel who will be working with students at the off-site location to

assess whether these persons are an appropriate fit for a role involving interaction with students.

26. Should NYCDOE teachers accompany students to off-site locations?

No. NYCDOE teachers do not need to accompany students to, or remain with students at, off-site

locations. Schools must verify that students participating in course activities at off-site locations are

supervised at all times by the personnel at the site.

27. Should individuals interacting with students at off-site locations be fingerprinted?

Non-NYCDOE instructors and personnel are not fingerprinted by the NYCDOE if they are providing

educational services to NYCDOE students at off-site locations. Non-NYCDOE instructors and other

personnel from off-site programs must be fingerprinted if they regularly are at a NYCDOE site. Principals

may want to consider this in their assessment of the suitability of the site.

28. What considerations apply regarding the cost of off-site courses?

Schools must pay for any costs associated with credit-bearing instruction or programs, including off-site

courses. As in any other course, the school must provide students with the needed materials to complete

the course. Schools must also arrange for student transportation between the site and the school; see

question 31.

29. How should schools determine student readiness to participate in internships, service-learning, and

other off-site learning experiences?

In determining whether to approve student participation in a course, the principal should consider

whether students would benefit from such a program and could successfully perform the required tasks

of a particular off-site or online course. For example, schools may wish to consider the extent to which

participating students have developed the skills and knowledge necessary to interact professionally with

individuals at the organization providing the internship.

30. What considerations apply for the participation of students with disabilities in internships, service-

learning courses, and other off-site learning experiences?

Students with disabilities should have full access to internships, service-learning courses, and other off-

site learning experiences to the maximum extent appropriate. The school’s IEP team should ensure that

all relevant sections of the student’s IEP (e.g., transition activities and goals, annual goals) reflect such

participation and include the necessary goals and supports to be provided in order to maximize the

student’s success. Please note that the student’s IEP recommendations, including related services and

transportation, must continue to be implemented, regardless of student attendance to off-site programs.

See question 31 for more information about transportation.

31. How should schools arrange for student transportation to off-site learning experiences?

Principals must accommodate students’ needs for transportation to and from the school and the site. In

351




many cases, transportation to and from the site may be accommodated through the use of student

Metrocards. High schools should contact the Office of Pupil Transportation (OPT) if additional Metrocards

are needed to support the program. Metrocards to be used for off-site courses should only be requested

for participating students and should be returned to OPT in the event a student stops participating in the

program.

For students with IEPs specifying the need for transportation and who need transportation to participate

in the program, schools may contact OPT to request transportation during the school day provided that

buses are used after they complete their morning runs and return to their assigned school to start their

afternoon runs on time. For further assistance, schools may contact their network’s transportation point.

32. What should schools do if a student is involuntarily dismissed from an internship or service-learning

experience?

If a student is prevented from completing an alternative credit-bearing program for any reason other than

voluntary withdrawal (e.g., the program discharges the student for misconduct, or the organization stops

providing internship opportunities), the school must provide an alternative mechanism allowing the

student to earn the credit he/she would have otherwise earned by completing the internship or service-

learning experience.

33. What documentation should schools maintain for students completing off-site activities as part of

credit-bearing courses?

Schools should use the Off-Site Coursework Agreement Form to establish student and parent

expectations for off-site coursework.

34. How should internships and service-learning courses be coded in STARS?

These courses should be coded in the same way as traditional classroom courses. Beginning with the

2012-13 school year, schools should use new STARS standardized course codes for all courses. Schools

should use a specific indicator in STARS to identify internship courses. For support, schools can contact

their network’s data/applications specialist.

RESOURCES

High School Academic Policy Reference Guide http://schools.nyc.gov/NR/rdonlyres/27BF8558-B895-407A-8F3F-78B1B69F030A/0/AcpolicyHighSchoolAcademicPolicyReferenceGuide.pdf

Academic Policy Resources Intranet Page http://intranet.nycboe.net/Accountability/APR/GradRequirements.htm

Sample Form for Documenting Course Evaluation and Approval

352

http://intranet.nycboe.net/SchoolSupport/NetworksResources/CfnContacts/contacts.htm?roleid=TRANSP

http://authoringportal.nycboe.net/NR/rdonlyres/343FC0FD-9202-4389-9C53-50DB8392CC33/0/Acpolicysampleforms.docx

http://intranet.nycboe.net/SchoolSupport/NetworksResources/CfnContacts/contacts.htm?roleid=DATAAP



http://intranet.nycboe.net/Accountability/APR/GradRequirements.htm





Service in Schools


New Standardized STARS Course Codes FAQ http://schools.nyc.gov/NR/rdonlyres/D7AA35E1-BF55-442A-9181-708A87642ACB/0/AcpolicycodeFAQ.pdf

353




http://schools.nyc.gov/NR/rdonlyres/D7AA35E1-BF55-442A-9181-708A87642ACB/0/AcpolicycodeFAQ.pdf

For Educators , Employers , Students

W O R K -B AS E D L E AR N I N G P R O G R AM S I N S I D E T H I S I S S U E :

Criteria for State

Approved Programs

2

Employment

Certificates

2

NYS Hours and Days

of Employment Laws

3

Worker’s

Compensation and

Disability Insurance

3

Illegal Employment 4

Minimum Wage Law 4

Labor Laws and CTE

Programs

5

Definition of Student

Learner

6

Federal Hazardous

Occupations

7

Exemptions from US

DOL Hazardous Occu-

pations

8

NYS Prohibitive Occu-

pations

9

Safety Training 10

Specific Safety

Training

11

Sexual Harassment 12

Violence in the

Workplace

13

NYS Driving Laws 14

Contact Information 15

Students at their work-based learning work sites.

Legal Guide to Labor Laws and Safety

Work-based learning - what is it?

A work-based learning program focuses on providing students with experiences at a worksite based on

career and educational plans that connect the work-place to school-based learning.

Keys to a successful work-based

learning program:

Registered with State Education Department

Certified work-based learning coordinator to

operate the program

Why is this important?

Different work-based learning programs are

available to all students ages 14+

Program must follow the Federal and New York

State labor laws to protect the students (most

students involved are minors—under the age of

18)

School District

In compliance with NYS Educa-

tion Department regulations

Community awareness and

prestige

Improved district graduation

rate

Improved district academic

achievement scores

Employers

In compliance with federal and

state laws for employing minors

Students may train in more

occupations and work longer

daily hours

Students prepared for the train-

ing position

Employers provided with neces-

sary legal documents before

training starts

Students

Credit granted for work-based

learning experience

Pre-employment instruction is

provided prior to training

Student is workforce ready

upon successful completion of

the program

Students is knowledgeable

about their rights

Work-based learning experi-

ence is a “door opener to

college or further employment

Parents

Coordinator provides safe

and legal environment for

child to train

Child may achieve a national

certification

Many career options open

for the child

Child’s maturation process

increased

Coordinator

Knowledgeable about ca-

reers, employment skills,

forms, placement tech-

niques, safety training, state

and federal labor laws, pro-

hibitive occupations, and

students evaluations.

Personal liability protection.

Appropriate time to recruit,

instruct, place and supervise

students

EVERYBODY WINS WITH WORK-BASED LEARNING!!

Updated 10/25/13 For final authority on all of the issues covered in this document, please check with the state and

federal departments of labor and the state education department.

CareerSmarts Susan Gubing

[email protected]

355

1. The Board of Education has acted on the inclusion of cooperative career and technical education

experience as a program offering.

2. Students will be employed under State and Federal Labor Laws and Regulations.

3. A written training agreement is in effect between cooperating businesses and the education agen-

cy.

4. A training plan is used for each participating student.

5. Health and safety instruction, appropriate for the job, is provided before employment and arranged

to continue on the job.

6. In-school related occupational instruction (as well as required academic instruction) is provided for

all participating students.

7. All student participants are meeting or have met academic requirements for graduation from high

school.

8. Credit will be awarded in relation to competencies being satisfactorily achieved on the basis of 150

hours being equal to one-half unit of credit; 300 hours, one unit of credit; a maximum of 600 hours

for two units of credit.

9a. The program is conducted by a teacher/coordinator certified in a single occupational subject area.

9b. The program is conducted by a diversified coordinator certified for more than one occupational

subject area.

CR I T E R I A F O R NY S S TAT E AP P R O V E D W O R K - B AS E D L E AR N I N G P R O G R AM S

SELF CHECK

Ask Yourself the

Following Questions:

1. What are the criteria for a

NYS approved program?

2. Who needs an

employment certificate/

permit?

3. What types of employment

certificates/permits are

available?

4. Where does a student go

to obtain an employment

certificate/permit?

5. What paperwork needs to

be completed to obtain an

employment certificate/

permit?

Page 2

EMPLOYMENT CERTIFICATES Employment Certificates and Permits:

Required for minors under 18 before they may begin to work

Included in this group are high school graduates, minors who work for their parents, and minors

who do industrial homework (manufacturing)

Types of Certificates:

1. A Student Non-Factory Employment Certificate (AT-18, blue paper) - Issued to 14 and 15 year olds,

work in any trade, business or service—NOT work in a factory or use dangerous

materials/chemicals

2. A Student General Employment Certificate (AT-19, green paper) - Issued to 16 or 17 year olds, must

be attending school, work in a factory or any other trade, business or service, NOT valid for

hazardous jobs

3. A Full-Time Employment Certificate (AT-20. salmon paper) - Issued to 16 or 17 year olds not

attending school, work in factory or any trade, business or service, CANNOT work in hazardous jobs

Who keeps the certificates?

The Employer must keep the following certificates as long as the

minor is employed:

Student Non-Factory

Student General

Full-Time Employment

The paperwork required includes:

1. Written permission from a parent to work

2. Proof of age

3. Certificate of physical fitness

Employment certificates/permits can be

obtained from:

The school the minor attends

The Superintendent of schools in that area.

Permits:

Farm Work Permits

Newspaper Carrier Permits

Street Trade Permits

Child Model Permits

**Please Note: There are exceptions to the Employment Certificate requirements. For more information

visit the New York State Department of Labor at:

http://www.labor.state.ny.us/workerprotection/laborstandards/workprot/certperm.shtm

356

http://www.labor.state.ny.us/workerprotection/laborstandards/workprot/certperm.shtm

When School is in Session

Industry/Occupation:

All occupations except

farm work, newspaper

carrier and street trades

Maximum Daily Hours:

4 hours on days preced-

ing school days (Monday

through Thursday)

8 hours on Friday, Satur-

day, Sunday and Holidays

Other Maximums:

28 hours per week

6 days per week

Permitted Hours:

6 a.m. to 10 p.m.

Students may work until

midnight with:

Parental and Educa-

tional Authority consent

on a day preceding a

school day

Parental consent on a

day preceding a non-

school day

PARENT PERMISSION FORM

may be obtained at:

http://www.labor.state.ny.us/

formsdocs/wp/LS650.pdf

In conjunction with a

Work-Based Learning Program:


6 hours on days preceding

school days (Monday

through Thursday)

Applies only if enrolled in

an approved Work-based

learning Program.

When School is Not in Session

Industry/Occupation:

All occupations except

farm work, newspaper

carrier and street trades


8 hours

Other Maximums:

48 hours per week

6 days per week

Permitted Hours:

6 a.m. to midnight

Disability Insurance:

Temporary cash benefits to

eligible wage earners disabled

by injury or sickness that is

not work-related.

Medical expenses not covered

Paid only while disabled and

unable to work

Paid by the employee .

Note: Minors cannot collect

NYS Disability. Deductions

should not be made until the

age of 18.

Worker’s Compensation:

Provides cash benefits and

medical care for workers

who become disabled be-

cause of an injury or sick-

ness related to their job.

Medical expenses covered

Paid for by the employer

NOTE: Individuals performing

repetitive tasks, paid or non-

paid, must be covered by the

employer’s workers compensa-

tion policy.

Page 3

NYS HOURS AND DAYS OF EMPLOYMENT

W O R K E R ’ S C O M P E N S A T I O N A N D D I S A B I L I T Y I N S U R A N C E

Know how you are protected from injury or illness, on or off

Permitted working hours provisions of the New York State Labor Laws

Relating to minors age 16 to 17

For more information on New York State permitted working hours for

minors, please visit the New York State Department of Labor at:

http://www.labor.state.ny.us/workerprotection/laborstandards/

workprot/minors.shtm

SELF CHECK

Ask Yourself the


1. What hours is a student

allowed to work while school

is in session?

2. What hours is a student

allowed to work while school

is not in session?

3. What is the difference in the

hours a student is allowed to

work if the student is enrolled

in a state approved work-

based learning program?

4. Under what circumstances

would a parent permission or

consent form need to be

completed?

5. What is the difference between

Workers Compensation and

Disability Insurance?

Know what the hours of employment are for minors.

All students who participate

in paid or non-paid work-

based learning programs

must be covered by a work-

ers’ compensation policy

during the time of career

exploration or development.

The coverage is usually pro-

vided by the employer.

See http://www.nysweca.org/worke

rs_compensation.htm

357

Your Gain?

More pay.

Less paper work?

Less hassle?

Your Loss!

No worker’s compensa-

tion.

No overtime.

No recommendations for

future employment or

loans.

No FICA/retirement.

Avoiding the IRS.

You will not receive workers com-

pensation if you are an illegal

employee!

Overtime

For most occupations employees

must be paid overtime after 40

hours of work in one week at 1

1/2 times their hourly rate of

pay.

Tips

A specified allowance may be

credited toward the minimum

wage for tips earned.

The current minimum wage in

New York is $7.25 per hour,

which is the federal minimum

wage. However, the NYS Legisla-

ture has passed legislation which

will increase the minimum wage

Page 4

ILLE G AL EMPLOYMENT - YOU GIVE UP ALL YOUR EMPLOYMENT RIGHTS !

M I N I M U M W A G E L AW - N E W Y O R K S T A T E M I N I M U M W A G E

$ 8 . 0 0 P E R H O U R

$8.75 on December 31, 2014 $9.00 on December 31, 2015

SELF CHECK

Ask Yourself the


1. Will you receive

Worker’s Compensation

if you are an illegal

employee?

2. Can your boss write you

a letter of

recommendation for a

future job if you are an

illegal employee?

3. What is New York

State’s current minimum

wage rate per hour?

4. Who can you contact

with further questions or

concerns about minimum

wage?

Meals and Lodging

A specific credit may be granted

toward the minimum wage for

meals and/or lodging provided

by the employer. d

Federal Law

Any increase in the federal mini-

mum wage above New York

State’s rate will result in an in-

crease in the State’s minimum

wage.

Federal Minimum Wage:

$7.25 per hour

effective 07/24/07)

For additional information or to

file a complaint:

Department of Labor

Division of Labor Standards

The Gov. W. Averell Farriman

State Office Building Campus

Albany, NY 12240

(518) 457-2730

IS IT REALLY WORTH

GIVING UP ALL YOUR

EMPLOYMENT

RIGHTS FOR A

LITTLE EXTRA

MONEY?

Working “under the table” or “off the

books” is not only bad for the employee

and economy, IT IS ILLEGAL!!!!

358

L A B O R L A W S A N D W B L P R O G R A M S N O O N E U N D E R 1 8 M A Y B E E M P L O Y E D I N O R A S S I S T I N T H E B E L O W H A Z A R D O U S O C C U P A T I O N S U N L E S S T H E Y A R E E N R O L L E D I N A S T A T E A P P R O V E D W O R K - B A S E D L E A R N I N G P R O G R A M A S A S T U D E N T L E A R N E R .

SELF CHECK

Ask Yourself the


1. How old must a person

be to work in a

hazardous occupation?

2. Is our work experience

program registered with

New York State

Department of

Education?

3. Are there exceptions to

these rules for our work

experience students?

Students are not allowed to be em-ployed at certain hazardous occupa-tions

Hazardous Occupations

Impacted in which Cooperative Work

Experience students are currently

employed

Any occupation at construction work, including

wrecking, demolition, roofing, or excavating oper-

ation and the painting or exterior cleaning of a

building structure and elevated surface

Carpentry

Plumbing

Electricity

HVAC

Welding

Any occupation involved in the operation of circu-

lar saws, band saws, and guillotine shears Carpentry

Plumbing

Trade Electric

Small Engine Repair

Agriculture

Any occupation involved in or about a slaughter

and meat-packaging establishment Culinary

Food Service

Any occupation involved in the operation of pow-

er-driven woodworking, metal-forming, metal-

punching, metal-shearing, bakery and paper prod-

ucts machines

Manufacturing

Welding

HVAC

Baking

Printing/Graphic Technology

Cabinet Making

Air Frame Mechanics

Motor Cycle Technician

Any occupations involved in the operation of pow-

er-driven hoisting apparatus Automotive

Marine Service Technician

Any occupation involving exposure to radioactive

substances or ionizing radiation, or exposure to

silica or other harmful dust

Auto Body repair

Health Care

Logging occupations and occupations in the oper-

ation of any sawmill, lath mill, shingle mill, or

cooperage-stock mill

Agriculture

Carpentry

Operating or using any emery, Tripoli, rouge, co-

rundum stone, stone, silicon carbide, or any abra-

sive, or emery polishing or buffing wheel where

articles or the baser metals or iridium are manu-

factured

Air Frame Mechanic

Manufacturing

Auto Body

Auto After-Market Accessory Installation

Welding

A work-based

learning program

registered with the

state education

department provide

exceptions to these

rules for student

learners!!!

359

There are 7 out of the 18 hazardous occupations

that student learners may be employed in:

HO# 5 - Power driven wood working machines.

HO# 8 - Power driven metal-forming, punching, and

shearing machines.

HO# 10 - Meat packing or processing (including the

use of power driven meat slicing machines.

HO# 12 - Power driven paper product machines.

HO# 14 - Power driven circular saws, band saws,

guillotine shears.

HO# 16 - Roofing operation.

HO# 17 - Excavation operations.

Page 6

A “STUDENT LEARNER” - I S A N I N D I V I D U A L W H O I S S T U D E N T L E A R N E R O R A P P R E N T I C E I N A N O C C U PAT I O N U N D E R T H E S U P E R V I S I O N A N D G U I D A N C E O F T H E W O R K E X P E R I E N C E C O O R D I N AT O R A N D T H E E M P L O Y E R .

SELF CHECK

Ask Yourself the


1. Who should be

supervising the student

while training? The

coordinator or the

employer?

2. How many of the

Hazardous

Occupations can

“student learners” be

employed in?

3. Who needs to agree to

the Memorandum or

Agreement? Sandy is working carefully at a con-struction company.

Memorandum of Agreement

1. The student learner shall be given the opportunity to progress through the

various phases of work as prescribed by the employer.

2. Special safety instruction will be provided to the student trainee by the employer

when assigned to work with hazardous equipment or in hazardous areas.

3. The employee’s designated supervisor shall evaluate the trainee during the

school year.

4. Organized instruction in safety, occupational and technical theory and other

information correlated with the employment training shall be provided by the

school. The certified coordinator of this program shall be available for

consultation with the employer.

5. The student shall begin employment at no less than the prevailing minimum

wage and the program will comply with all state, federal, and local labor laws.

6. The cooperating employer agrees that the student will be accepted and assigned

jobs and otherwise treated without regard to age, color, religion, creed, disability,

marital status, national origin, race, gender, or sexual orientation.

7. The Work-based Learning Programs at this school are registered with the New

York State Education Department, Division of Occupational Education.

These are the specific

work experience

arrangements that

have been made and

will serve as the

operating procedure for

this work experience

program. All students,

coordinators,

employers and parents

must agree to all of

these terms.

Bobby works with a local mason company.

360

U. S . D E PA R T M E N T O F L A B O R H A Z A R D O U S O C C U PA T I O N S

“18 U N D E R 18”

HAZARDOUS OCCUPATION LIMITATIONS

The 18 hazardous occupations in which minors under 18 year of age may

NOT be employed are: (**Please note: HO = Hazardous Occupation)

See exemptions on next page.

SELF CHECK

Ask Yourself the


1. Which laws do you follow,

Federal or New York

State?

2. What age must a person be

for the hazardous

occupation limitations to

apply?

3. What are some of the

hazardous occupations that

minors are not allowed to

be employed in?

HO 1 Manufacturing and Storing Explosives

HO 2 Motor Vehicle Driving and Outside Helper

HO 3 Coal Mining

HO 4 Logging and Sawmilling

HO 5* Power-Driven Woodworking Machines

HO 6 Exposure to Radioactive Substances

HO 7 Use of Power-Driven Hoisting Apparatus

HO 8* Power-Driven Metal-Forming, Punching and Shearing Machines

HO 9 Mining, Other than Coal

HO 10* Slaughtering or Meat Packing, Processing, or Rendering

HO 11 Power-Driven Bakery Machines

HO 12* Power-Driven Paper-Product Machines

HO 13 Manufacturing Brick, Tile, and Kindred Products

HO 14* Power-Driven Circular Saws, Band Saws, and Guillotine Shears

HO 15 Wrecking, Demolition, and Ship-Breaking Operations

HO 16* Roofing Operations

HO 17* Excavation Operations

HO 18 Messenger Service

“18 Under 18” 18 Occupations are considered haz-ardous and are “off limits” to minors

361

Hazardous Occupation Exemption Qualifications/Conditions

Child labor laws allow involvement in some potentially hazardous occupations if the individual is:

INDIVIDUAL IS AT LEAST 16 YEARS OF AGE

INDIVIDUAL IS A STUDENT LEARNER OR APPRENTICE

And ALL of the following conditions are properly met:

Enrolled in a state recognized course, e.g. CO-OP

program or BAT registered apprenticeship program,

Hazardous portion of work is incidental to training,

Hazardous portion of work is intermittent and for

short periods of time,

Work is performed under direct and close

supervision of qualified person. ,

Safety instructions are given by the school and

employer,

Individual is employed under a written

Memorandum of Agreement, and

A written Training Plan is developed by the employer and educator.

Page 8

U . S . D E PA R T M E N T O F L A B O R H A Z A R D O U S O C C U P AT I O N S — E X E M P T I O N S F O R S T U D E N T S E N R O L L E D I N R E G I S T E R E D P R O G R A M S

Seven Hazardous Occupation Orders with Exemptions for Minors in Training Sixteen and seventeen-year-old apprentices and student-learners may be exempt from the following, under the Federal child labor provisions for Non-Agricultural Occupations.

HO# Exemptions to Prohibited Occupations Typical Training Positions for Student-Learner

HO 5 Work using power-driven woodworking machines, including the

use of saws on construction sites.

Assembly Position-putting merchandise together using a

screwdriver for displays/sales.

HO 8

Work using power-driven metal forming, punching, and shearing

machines.

Even without the exemption – HO 8 permits the use of a large

group of machine tools used on metal, including lathes, turning

machines, milling machines, grinding, boring machines and

planning machines.

Service Position-creating keys for customers using a planning

function machine (key master machine tool.)

HO 10

Work involving slaughtering or meatpacking, processing, or

rendering including the operation of power-driven meat slicers in

retail stores.

Order Filler-selects and prepares products for shipment.

HO 12 Work using power-driven paper-products machines, including the

operation and loading of paper balers in grocery stores. Office Assistant-using paper cutter to crop paper in half.

HO 14 Work involving the use of circular saws, band saws and guillotine

shears.

Operator/Helper-may operate/help on a circular saw when the

saw is equipped with devices for full automatic feeding and

ejection and with a fixed guard which prevents the

operator/helper placing any parts of his body in the point-of-

operation area.

HO 16 All work in roofing operations. Ground Worker-may assist in operations that are not done on

roofs, such as, gutter work.

HO 17 All work in excavating operations, including work in a trench as a

plumber.

Excavating Manual Worker-manually excavating or backfilling

trenches that do not exceed 4 ft. in depth at any point.

SELF CHECK

Ask Yourself the


1. What are the conditions or

qualifications that allow

student to be involved in a

hazardous occupation?

2. What are the 7 hazardous

occupation orders with

exemptions for minors in

training?

3. What are some typical

training positions for

student learners within the

7 hazardous occupations

with exemptions?

Know the Exemptions to Hazardous Occupations

362

Which law do we follow,

Federal or State? The rule is

to follow the more restrictive

law.

If both the Federal and

State law states “NO,”

then your student is not

allowed to train in this

area.

If either the Federal or

State law states “NO,” you

follow the more restrictive

law; therefore your

student is not allowed to

train in this area.

If both the Federal or

State law states “YES,”

then your student is

allowed to train in this

area.

Page 9

Comparison of State and Federal Child Labor Laws

Similar New York State and Federal Laws

For Prohibitive Occupations

State vs. Federal Law Which has more weight? Whichever is most restrictive.

Law State Federal

1 Work in manufacturing, packing, or storing

of explosives, or in the use or delivery of

explosives.

In or about plants manufacturing or storing

explosives or articles containing explosive

components.

2 As a helper on a motor vehicle Motor vehicle driver and outside helper.

4 Logging occupations and occupations in

the operation of any saw mill, lath mill,

shingle mill, or cooperage-stock mill.

Logging and/or in the operation of any

sawmill, lath mill, shingle mill, or cooperage

stock mill.

5

Exemptions

Qualifications

Any occupation involved in the operation of

power-driven wood-working, metal-forming,

metal-punching, metal-shearing, bakery

and paper products machines.

Involved in the operation of power-driven

woodworking machines.

6 Any occupation involving exposure to

radioactive substances or ionizing

radiation, or exposure to silica or other

harmful dust.

Involving exposure to radioactive

substances and to ionizing radiation.

7 Any occupation involved in the operation of

power-driven hoisting apparatus. The care

or operation of a freight or passenger

elevator, except that minors over l6 may

operate automatic, push-button control

elevators

Involved in the operation of elevators and

other power-driven hoisting apparatus.

(However, minors 16 and 17 years old are

permitted to operate and ride on automatic

enclosed elevators.)

8

Exemptions

Qualifications

Operating or using any emery, tripoli,

rouge, corundum, stone, silicon carbide, or

any abrasive, or emery polishing or buffing

wheel, where articles of the baser metals

or iridium are manufactured,

Involved in the operation of power-driven

metal-forming, punching and shearing

machines.

9 Any occupation in or in connection with a

mine or quarry. In connection with mining, other than coal.

10

Exemptions

Qualifications

Any occupation in or about a slaughter and

meat-packing establishment, or rendering

plant. Adjusting belts to machinery or

cleaning, oiling, or wiping machinery.

In or about slaughtering, meatpacking,

rendering or involving the operation, setting

up, adjusting, cleaning, oiling, wiping, or

repairing of a meat slicer.

13 Any occupation involved in the

manufacture of brick, tile, and kindred

products.

Involved in the manufacture of rick, tile,

and kindred products.

14

Exemptions

Qualifications

Any occupation involved in the operation of

circular saws, band saws, and guillotine

shears.

Involving the operation of power-driven

circular saws, band saws, and guillotine

15 Any occupation at construction work,

including wrecking, demolition, roofing, or

excavating operation and the painting or

exterior cleaning of a building structure

from an elevated surface.

Involving wrecking, demolition, and ship

breaking operations.

SELF CHECK

Ask Yourself the


1. If the state and federal

laws are different, which

do is followed?

2. For which occupations

does a student need to

meet exempting

qualifications?

363

Teens

Be aware that you have the right to work in a safe and

healthful environment.

Participate in training programs at work.

Let your supervisor know when you’re doing a task for

the first time. Ask for guidance in performing the task

safely.

If you are under the age of 18, no supervisor should ask

you to do certain hazardous jobs, such as:

Driving a car or riding in the back of an open truck

Using a power-driven meat slicer or baker machine

Using a power-driven woodworking machine, circu-

lar saw, or band saw

Roofing or excavation operations

Page 10

GENERAL SAFETY TRAINING

SAFETY ORIENTATION CHECKLIST FOR SUPERVISORS OF TEENAGE WORKERS

OFFICE SAFETY RETAIL SAFETY

File cabinets Merchandise on floors or in aisles

Electronic cords Knives or cutting tools

Paper shredders Compactors

Over-loaded desks or counters Freight elevators

Slippery floors Stock/boxes improperly stacked

Portable heaters Wet floors

RESTAURANT SAFETY WAREHOUSE/MECHANICAL SAFETY

Heating tools/equipment Power tools

Greasy or wet floors Forklifts

Garbage pails Head, eye, feet, and ear protection

Knives, slicers Refuse collectors, compactors

Hot oils; fryers Truck lifts

Misplaced chairs Cutting tools

Stairs, doors Chemicals

HEALTH SAFETY

Diseases

Chemicals

Sharp objects

Wet floors

Misplaced furniture

Lifting and moving

SELF CHECK

Ask Yourself the


1. What jobs should a

supervisor not ask a

person under 18 to do?

2. What could a minor do

to ensure that they are

safe on the job?

3. In what areas should a

minor be safety trained

in the following jobs:

office, restaurant, health,

retail, and warehouse?

364

Protective Clothing and Equipment

If eye protection is required, make sure to use the correct

safety glasses, goggles or face shield

If gloves are needed, make sure they are the right type

and size.

Wear appropriate footwear

Don’t wear loose clothing around machinery

Wear bright, visible, reflective clothing if working outside

in the dark or in traffic areas.

Protect skin from sun with a hat, long sleeve shirt and

long pants. Use sunscreen on exposed skin.

Know the signs of heat and cold stress and what to do

Wear hearing protection when exposed to loud noises

Page 11

SPE C I FIC SAFE T Y TRAI N I NG

Emergency Procedures-

Exit and Escape Plans

Know the emergency escape plans for fires, floods, chemic al spills, and

violence incidents, etc.

Know the location of emergency exits and how to open them.

Learn how to use a fire extinguisher for small fires.

Know the location of emergency eye wash stations and safety showers,

if appropriate.

Know the location of first aid kits.

In Case of Accident, Injury, or Safety Concern

Know who to notify and what to do.

Report any injury regardless of how minor.

Physical Demands

Do not lift or carry more than a comfortable weight.

Get help with large, heavy or bulky objects.

To pick up objects, bend knees, keep back straight,

use strength in legs rather than back. Keep objects

close to the body when lifting.

Avoid reaching above shoulders for heavy items.

SELF CHECK

Ask Yourself the


1. What types of protective

clothing and equipment

should a minor be

familiar with and wear

on the job?

2. Who should be contacted

if there is an accident,

injury or safety concern?

3. What physical demands

should be considered on

the job?

4. In case of an emergency,

where are the exits and

escape routes, and where

are emergency supplies

located?

365

SA F E T Y I S S U E S— S E X UA L H A R A S S ME N T

Step 1

Step 4

Step 3

Step 2

Is the behavior unwant-

ed or unwelcome?

Is the behavior of a sex-

ual nature?

Does it make the person

being harassed feel of-

fended, humiliated or

intimidated?

Could this response be

reasonable expected in

these circumstances? This is sexual harassment

and may be prohibited by

Federal and State legislation.

It is not sexual

harassment

(although it may

still be

undesirable) YES

YES

YES

YES

NO

NO

NO

NO

Sexual harassment may be

verbal, visual, written, or physi-

cal.

Sexual harassment can occur

between people of different gen-

ders or those of the same sex.

Harassing behaviors may occur in a variety of rela-

tionships including those among peers, and those

where there is an imbalance of power between two

individuals.

The law is primarily concerned with the impact of the be-

havior, not the intent

Employers should Report all incidents

Definition

Any unwanted behav-

ior of a sexual nature

perpetrated upon one

individual by another.

Remember, if it makes you

feel uncomfortable, it is

probably

NOT RIGHT! SELF CHECK

Ask Yourself the


Are the following examples

of sexual harassment?

1. Unwanted physical

contact

2. A hug between friends

3. Display of pornography

4. Leering

5. Mutual flirting

6. Sexual name calling

Answers: 1. yes, 2.no, 3. yes, 4.yes, 5. no, 6. yes

366

SA FE T Y I SSU E S — V I OL EN C E I N TH E WO R K PL A C E

Violence at Work occurs when an employee is

made to feel:

Unsafe

Threatened

The target of violent acts

To deal with an angry or

irate customer:

1. Remain clam. Try to calm the other person.

2. Find ways to help the customer “save face.”

3. Listen carefully. Put yourself in THEIR place so

you can solve the problem.

4. Ask for help from a supervisor if you can’t

solve the problem.

5. DO NOT LOSE YOUR TEMPER.

To prevent Robberies:

1. Keep alert.

2. Greet everyone who enters the store.

3. Look directly into their eyes.

4. Keep money in the cash register to a minimum

5. Keep the store clean and well lit.

In case of Robbery

1. Listen carefully and obey the robber.

2. DON’T BE A HERO!

3. Don’t fight or use a weapon.

4. Give the robber what he wants.

5. Be observant but don’t stare.

6. Call the police as soon as they leave.

For Shop Lifters and Bomb Threats

1. Follow our workplace procedures.

2. Maintain order and calm.

3. Call the authorities.

If you feel victimized by your Boss or a coworker, speak with

your WBL Coordinator IMMEDIATELY

Violence at Work includes:

Homicide

Assault

Verbal Threats

Harassment

Robbery

Bomb Threats

Irate Customers

Shop Lifters

SELF CHECK

Ask Yourself the


True or False:

1. Treat the customer

just as bad as they

treat you.

2. Do not give a robber

the upper hand, take

him out if you can.

3. Calling the police will

only lead to more

paperwork. Do not

bother.

Answers: 1. False, 2. False, 3. False

367

NYS DRIVING LAWS DEFINITIONS:

New York State Dept. of Motor Vehicles uses the term “work study” as the name for NYS approved work based learn-

ing program.

"School Course" means instruction, education or training that is licensed or approved by a state agency or depart-

ment, or training conducted by the U.S. Armed Forces. The term "school course" does NOT include extracurricular ac-

tivities, sports or social events for which no scholastic credits are given.

"Employment" means a place of business at which you are paid to work on a regularly scheduled basis. You may NOT

drive during work or as part of your work duties, such as for deliveries.

LI Restrictions (Nassau & Suffolk Counties) Junior License

After you have held a permit in valid status for six months you may take a road test. When you pass the road test, DMV will issue you a junior license (Class DJ or MJ). With your Junior License You may drive: Between the hours of 5 AM and 9 PM you may drive without a supervising driver only di-

rectly between your home and: Your employment (you must carry appropriate proof of employment), or A work-study program, or a course at a college, university, or registered

evening high school, or A driver education course, or

While engaged in farm employment (you must carry appropriate proof of employ-

ment).

See http://www.dmv.ny.gov/youngerdriver/defines.htm

Upstate restrictions: See http://www.dmv.ny.gov/youngerdriver/grad-upstate.htm

http://www.dmv.ny.gov/youngerdriver/map.htm

368

http://www.dmv.ny.gov/youngerdriver/defines.htm





For Educators , Employers ,

S tudents Parents

B E S AFE, NOT S OR RY. ON LY US E A C ERTIFIED WORK -BAS ED

LEAR N IN G CO OR DINATO R TO C OO R DINATE YOUR PRO GR AM .

Turning Dreams into Reality

STATE EDUCATION CONTACTS

Work Experience Programs State Education Department Education Building Albany, NY 12234 Phone: 518-486-1547 http://www.p12.nysed.gov/cte/wbl/

DEPARTMENT OF LABOR CONTACT

Director of Workforce Development & Training NYS Department of Labor Stated Campus, Building 12 Albany, NY 12240 http://labor.ny.gov/workerprotection/laborstandards/workprot/minors.shtm

Ask Questions!

All students who participate in paid or non-paid work-based learning experienc-

es and are assigned repetitive tasks must be covered by a workers’ compensa-

tion policy during the time of career exploration or development. The cover-

age is provided by the employer.

For final authority on all of the issues covered in this document, please check with the state and

federal departments of labor and the state education department.

CareerSmarts Susan Gubing

[email protected]

369




Work-Based Learning Hours for the CDOS Credential Fact Sheet Definition of Work-Based Learning Work-based learning is defined as learning activities that take place in the workplace or in the school in collaboration with the community to provide a service or produce a product that meets industry standards. The successful design and implementation of WBL experiences require the collaboration of education and business/industry stakeholders. Acceptable Activities Unregistered WBL experiences The following activities may be counted as work-based learning hours for the CDOS Credential. These activities are not required to be registered with NYSED and do not require a certified WBL coordinator, although it is highly recommended that a WBL coordinator supervise these activities when possible.

• Job shadowing • Community service/volunteering • Career-focused research project * • School-based enterprise • Entrepreneurship • Community-based work program (for students with disabilities) *The only hours that may count in the career focused research project is the time the student is shadowing and interviewing a professional in the field of interest.

Registered WBL Programs Other WBL experiences that may be counted as work-based learning hours for the CDOS Credential include any of the Registered WBL programs. All these WBL programs must be registered with NYSED and require a certified WBL coordinator.

• General Education Work Experience Program (GEWEP) 5-year registration • Work Experience & Career Exploration Program (WECEP) 2-year registration • Career Exploration Internship Program (CEIP) 5-year registration • Career & Technical Education Work Experience Program (CO-OP) 5-year registration

Work-Based Learning Hours within approved CTE programs The required 54 hours of WBL for the CDOS Credential may not be earned within approved CTE programs. Students must independently demonstrate mastery of skills and produce a product or provide a service for the community to count those hours as WBL. Practicing skills in the classroom, leading up to mastery, do not count. In cosmetology programs, live work only that demonstrates mastery can be counted as WBL hours, mannequin work does not count. Adapted from material created by the New York State Education Department

371




NYSED Work-Based Learning Program Fact Sheet

Work-Based Learning Programs Introduction to New York State Work-Based Learning Activities Work-based learning (WBL) is the “umbrella” term used to identify activities that collaboratively engage employers and schools in providing structured learning experiences for students. These experiences focus on assisting students in developing broad, transferable skills for postsecondary education and the workplace. A quality WBL program can make school-based learning more relevant by providing students with the opportunity to apply knowledge and skills learned in the classroom to real world situations. Work-based learning is supported in the school and at the worksite. While school-based learning focuses on academic and career and technical preparation as part of the classroom curriculum, worksite learning occurs, away from school, in a business or community organization. NYSED WBL Programs: www.p12.nysed.gov/cte/wbl/home.html Work Experience Manual: March 2017 update: http://www.p12.nysed.gov/cte/wbl/docs/WBL2017final.docx Sample Forms: http://www.p12.nysed.gov/cte/wbl/formLinks.html

Sample Student MOA(49 KB )

Sample NYS Appearance Enhancement(36 KB ) Sample MOA Extended Classroom(219 KB )

Sample Student Agreement(33 KB )

Sample Student Training Plan(50 KB ) Sample Emergency Medical Treatment Authorization(29 KB )

Sample Student Evaluation(48 KB ) Work-Based Learning Registration Form (updated 2/7/17): http://www.p12.nysed.gov/cte/wbl/docs/WBLRegistrationForm2017.doc

373




Automotive and Transportation in New York City


375




Business and Finance in New York City


377




Construction and Sustainability, Architecture, Engineering and Robotics in New York City


379




Culinary, Hospitality and Tourism in New York City


381




Information Technology in New York City


383




Media, Design and Technology in New York City


385




NYC Department of Education WBL Toolkit Sources

The contents of this toolkit draw heavily on WBL Toolkits created by New Ways to Work with the State of California, the Kansas City, Kansas Schools, Earn & Learn East Bay, and NYS P-TECH. Additional tools and materials were contributed by Grant Associates, NYC DOE CTE programs, Career Smarts, MHA Labs, NAF, and Innovate Tulare/Kings.

New Ways to Work The Quality Work-Based Learning Toolkit: California, 1998 Quality Work-Based Learning Toolkit: Kansas City, Kansas Public Schools, 2003 Creating Quality Work-Based Learning, 2016 Earn & Learn East Bay Work-Based Learning Toolset, 2017 Work-Based Learning Toolkit: NYS P-TECH, 2017 Grant Associates, Inc. Career Day Toolkit, with NYC Dept. Education, 2013 Career Fair Tips (for Students) CTE Industry Scholars Program: Career Days, 2017 CTE Industry Scholars Program: Worksite Tours, 2017 Employer Tour Overview Interview Quiz, with NYC CTE Interviewing Skills: How to Have a Successful Interview, with NYC Department of Education Planning a Career Day Event, with NYC Dept. Education, 2013 NYC Department of Education Career Month Site Coordinator Toolkit, Office of Post-Secondary Readiness, 2017 Elements of an Internship, 2013 Pre-Internship Site Visit Form Internship Host Application CTE Internship Application Internship Timesheet Internship Mid-Term Worksite Visit Form WBL Training Plan and Evaluation Tool WBL Training Plan and Evaluation Tool Guide Internship Supervisor Handbook Internship Student Research Activity Intern Orientation to the Workplace Internship Student Reflection Sample High School Intern Positions

§ Architecture and Engineering § Auto and Transportation § Business and Finance § Construction and Sustainability § Culinary and Hospitality § IT § Media, Technology and Design

Learning Objectives § Cook Assistant Intern § Desktop/Computer Support Intern § Digital Advertising Sales Intern § Guest Service Agent Intern

387




§ Junior Graphic Designer Intern § Web Design Intern § Accounting Intern § Bus Mechanic Intern § Carpentry Trainee Intern or Apprentice § Human Resources Intern § Logistics and Supply Chain Intern § Welder Helper Intern

New York State Education Department NYS ED Work-Based Learning Manual, 2012 Work-Based Learning Hours for CDOS NYSED Work-Based Learning Program Fact Sheet NAF Career Fair Interest Preparation Activity, 2015 Career Fair Notes, 2015 Career Fair Overview, 2015 Career Fair Planning Timeline, 2015 Career Fair Preparing Students, 2015 Career Fair Student Reflection, 2015 College and Career Readiness Skills, 2015 Finding and Maintaining Paid Internships, 2015 Guest Speaker Overview, 2015 Guide to Career Days, Innovate Tulare-Kings, Adapted from WBL Resources, Regional School Districts Resources, and “Launch Path: Playbook” Developed by Linked Learning Alliance & Foundation for California Community Colleges, 2016. Guide to Internships, Innovate Tulare-Kings, Adapted from WBL Resources, Regional School Districts Resources, and “Launch Path: Playbook” Developed by Linked Learning Alliance & Foundation for California Community Colleges, 2016. Guide to Worksite Tours, Innovate Tulare-Kings, Adapted from WBL Resources, Regional School Districts Resources, and “Launch Path: Playbook” Developed by Linked Learning Alliance & Foundation for California Community Colleges, 2016. High Quality Paid Internships, 2015 How to Write a Resume, 2015 Informational Interview Overview, 2015 Intern Orientation Icebreaker, 2015 Intern Orientation to the Workplace, 2015 Intern Weekly Check-In Meeting, 2015 Internship Employer Profile, 2015 Internship Planning Timeline, 2015 Internship Preparing Students, 2015 Internship Reservation Form, 2015 Internship Student Agreement, 2015 Internship Student Interest Form, 2015 Internship Student Reflection, 2015 Internship Student Research Activity, 2015 Internship Work and Learning Plan, 2015 Job Shadow Overview, 2015 Mock Interview Application, 2015 Mock Interview Overview, 2015 Mock Interview Planning Timeline, 2015 Mock Interview Professional Dress Guidelines, 2015 Mock Interview Questions, 2015 Mock Interview Rating Sheet, 2015

388




Mock Interview Sample Job Description, 2015 Mock Interview Student Preparation and Tips, 2015 Mock Interview-Student Reflection, 2015 Mock Interview Student Resume and Cover Letter, 2015 Preparing Students for a Mock Interview, 2015 Student Internship Consent Form, 2015 Sub-BA Business & Finance Jobs in New York City: A Deeper Dive, Labor Market Information Service, Work-Based Learning Evaluation – Business Partner, 2015 Work-Based Learning Evaluation – Student, 2015 Worksite Tour Checklist and Tips, 2015 Worksite Tour Host Checklist and Tips, 2015 Worksite Tour Host Profile, 2015 Worksite Tour Overview, 2015 Worksite Tour Planning Outline, 2015 Worksite Tour Preparing Students, 2015 Worksite Tour Research Activity, 2015 Worksite Tour Sample Agenda, 2015 Worksite Tour Student Guidelines, 2015 Worksite Tour Registration & Permission Form, 2015 Worksite Tour Student Reflection, 2015 New York City Labor Market Information Service, CUNY Graduate Center Automotive and Transportation in NYC, 2017 Business & Finance Jobs in NYC, 2017 Construction & Sustainability, Architecture, Engineering & Robotics in NYC, 2017 Culinary, Hospitality & Tourism in NYC, 2017 Culinary, Hospitality & Tourism Jobs in New York City: A Deeper Dive Information Technology in NYC, 2017 Information Technology Jobs in New York City: A Deeper Dive Media, Design and Technology in NYC, 2017 Media, Technology & Design Jobs in New York City: A Deeper Dive Others Career Day Planning Guide, Career Services Division, Oklahoma Department of Vocational and Technical Education, August 2015 How to Conduct a Mock Interview, web.stanford.edu Intern Weekly Journal, Young & Rubicon Job Interview Questions and Answers, thebalance.com Job listings, greenkeyllc.com, 2017 Job listings, indeed.com, 2017 Job listings, rfcuny.org, 2017 Legal Guide to Labor Laws and Safety, CareerSmarts, 2013 MHA Labs Skill Building Blocks, http://mhalabs.org/skill-building-blocks/. Mock Interview,everydayinterviewtips.com

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