Tift County High SchoolWork-Based Learning Program

Student Handbook(First year Student)

Cassandra Thomas, Work-Based Learning CoordinatorEmail: cthomas@tiftschools.com

Phone Number: 229-387-2475, ext. 8318

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Table of Contents

Purpose.............................................................................................................................................1

Introduction......................................................................................................................................2

Benefits of the Work-Based Learning Program...............................................................................3

Student Expectations........................................................................................................................4

Attendance Policy............................................................................................................................5

Weekly Work Report.......................................................................................................................6

Attained Competencies and Training Plans.....................................................................................7

Sample Educational Training Plans.................................................................................................8

General Employment Traits.............................................................................................................9

Student Evaluation.........................................................................................................................11

Your Mentor...................................................................................................................................12

Behavior and Attitude at School and on the Worksite...................................................................13

Evaluation of Student Performance and Grading Scale.................................................................14

Instructions for Journal Entries......................................................................................................15

Journal Topics (One - Four)...........................................................................................................16

Journal Topics (Five- Eight)..........................................................................................................17

Journal Topics (Nine - Twelve).....................................................................................................18

Journal Topics (Thirteen- Fifteen).................................................................................................18

Instructions for Student Portfolio...................................................................................................20

Portfolio Outline............................................................................................................................21

Portfolio Assignment Due Dates...................................................................................................23

Purpose

Congratulations on your acceptance into the Work-Based Learning Program. It is the beginning

of an exciting and rewarding experience as part of your career pathway. Through participation in

the Work Based Learning Program, your classroom learning is combined with work experience.

Along the way, you will be expected to meet certain standards. Knowing what is expected of

you at school and during your worksite experience will help you to succeed, so take the time to

read the following pages carefully. With the privilege of being released from school to work on a

related job site comes a responsibility involving career commitment and continued effort on your

part. The fact that you have been selected shows that you are willing to strive for success and

build a foundation for your future career. Best wishes as you begin on the new venture. I wish

you success and pledge my support in this endeavor.

Sincerely,

Cassandra ThomasWork-Based Learning Coordinator

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Introduction

The Tift County High School Work-Based Learning Program is an educational option that prepares high school students for the world of work. It is based on the belief that our youth must be better prepared for the future if they are to be successful in a competitive global economy. Work Based Learning is designed to assist students in developing technical competencies by actual work experience in on-the-job training placements. This work experience bridges the gap between school and full-time employment. These experiences are coordinated with general and directly related materials in the classroom under the supervision of the respective coordinator.

During the 8th, 9th, and 10th grades, students should begin exploring their career interests. In the 9th and 10th grades, students should begin taking courses in the academic and technical areas that help lay the foundation for their future career. By the 11th and 12th grades, students have the opportunity to obtain work experience through the Work-Based Learning Program. Not only would a student continue to take course-work related to his/her career interest, but also begin a paid, on-the-job-training through a structured workplace learning program or a non-paid internship experience.

Every student enrolled in the work-based learning program must be a member of a Career/Technical Student Organization (CTSO). The Tift County High School‘s CTSOs are FBLA, DECA, HOSA, FCCLA, TSA, FFA, JROTC, and SkillsUSA. Participation in CTSO activities will provide leadership development, social intelligence, civic consciousness, and career and technical understanding.

The Work-Based Learning Program also provides a direct link to higher education, with students attending a technical institute or college after the high school component of the program.

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Benefits of the Work Based Learning Program

A Work Based Learning Program offers many advantages to students, employers, the school, and the community. Listed below are many of the possible benefits to be derived from the program.

Work-Based Learning Programs can benefit participating students by: Providing opportunities to apply academic proficiencies. Establishing a clear connection between education and work. Increasing motivation and retention by showing the relevance of academic and occupational

instruction. Providing opportunities to explore possible careers and enhancing skill development. Improving post-graduation prospects and establishing future employment contacts. Developing workplace responsibility and positive work habits and attitudes. Providing opportunities for leadership development. Providing opportunities to develop relationships with adults outside of education. Encouraging completion of secondary education and enrollment in post-secondary education. Helping develop an understanding of the workplace.

Work-Based Learning Programs can benefit participating employers by: Providing an opportunity to prepare future employers. Offering a source of skilled and motivated future employees. Reducing the cost of recruitment and training. Improving employee retention. Offering opportunities to provide community services. Encouraging involvement in the curriculum development process. Increasing employer visibility in education. Communicating required job-specific proficiencies to educational personnel.

Work-Based Learning Programs can benefit local educational institutions by: Keeping academic and occupational curricula up-to-date through communication with business

and industry. Providing access to the latest equipment and technology. Enhancing education’s ability to meet the needs of diverse student populations. Making education more relevant and valuable to students. Increasing student retention. Strengthening interaction between education and business community. Promoting faculty interaction with the business community. Facilitating communication regarding actual academic and occupational proficiencies required by

business and industry.

Work-Based Learning Programs can benefit the local community by: Providing an informed, competent, and productive future workplace. Ensuring cooperation and understanding between education, business, and the community. Enhancing awareness of local employment opportunities. Building the foundation for a more productive local economy.

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Student Expectations

Work-Based Learning students are expected to excel in three major areas: academic performance, school and workplace behavior, and job performance.

As a Work-Based Learning student, you must maintain a C average at school and have a 90% attendance record. You are expected to follow to the standards of behavior of the school system and high school as well as at the worksite. If you are failing any of the other classes, a meeting will be schedule to determine if you should remain at school until you are in good standing in the class (es). Failure to meet either of these goals can result in termination from the program and possible loss of credit.

If you are fired or quit your job, you will be removed from the work-based learning class and placed in ISS for the remainder of the semester. A failing grade will be given.

In the event that you are given ISS, you must stay in ISS for the whole school day. You will not be allowed to leave at your designated work release time. You are responsible for informing the employer of the situation. If you reach a maximum of 3 days in ISS, you can be removed from the program. If you receive OSS for any reason, you can be removed from the program.

Coordinator/Student Meetings

Our Extended Learning Time (ELT) will be used for completion of assignments and discussions on general employability traits. Since we are required to meet once a month, this will count as a summative grade. If you have WBL for more than one block, you are required to stay for your first WBL block. If and only if you have completed all required assignments (including signed weekly reports) will you be allowed to leave on the next day during ELT. You will come during your ELT and wait for me to dismiss you. If you do not show up, you will be marked absent.

It is YOUR responsibility to make arrangements with your employer to stay at school on these days. ELT is mandatory so make arrangements with your employers as soon as possible.

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ATTENDANCE POLICY

The Work Based Learning Program experience is designed to instill the importance of positive work habits and attitudes both on the job and in the classroom.

YOU MUST REPORT TO WORK EVERY DAY THAT YOU ARE REQUIRED TO BE IN ATTENDANCE. Your mentor assigns you work every day and if you are absent then that work is not completed. You are an employee of the business partner and you must follow the same rules as other employees. Remember, if you do not attend your school you cannot report to the job site except by special permission. YOUR ATTENDANCE WILL AFFECT YOUR ELIGIBILITY FOR CREDIT.

You must sign out. If you do not sign out, you will be counted absent for that day. You will sign out with Mrs. Jennifer Powers at the front entrance of the school.

When you are absent, turn in your admit slip to me before you leave for the day. If you have first, second or third block WBL only, make a copy before leaving the slip with me because your 4th block teacher must keep the original. To ensure that your sign in/out grade (100 points) is not affected, you must turn in your admit slips.

All students must leave campus each day unless you are an office/ teacher intern. If you are caught on campus without prior permission, you can be removed from the program. If you are staying on campus for a few minutes for tutorials or other reasons, you must let me know.

Schedule all doctor and dentist appointments outside of your work hours, however, should you have an appointment, let your mentor know PRIOR to the day of the appointment.

Excessive absences from school and work may result in dismissal from the work based learning program for the next semester.

If you have been placed on probation by the employer for excessive absences you must notify me within 24 hours or the next school day.

If you know you will be unable to attend work in advance (For example, our regular scheduled meetings), let your supervisor know well in advance why you are going to be absent and the day (s) you will be absent.

Unexpected absences are considered to be evidence of undesirable work behavior and are STRONGLY discouraged.

Not going to work, without a phone call and /or prior approval:

o First Offense-written warning by Mrs. Thomaso Second Offense- potential removal from the program

The following page is example of the report you will turn in to Mrs. Thomas to report your attendance and hours worked each week. It is due by Wednesday at 3:15 of the following week. Failure to turn in the completed report by the due date will result in a deduction from your grade on that assignment of 20 points per day. It can be placed in my box or scanned and emailed to me. This document is required for you to remain in the program.

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TIME SHEET/ATTENDANCE RECORD__________ 2014

Name _________________________________ Placement SIte____________________________

Mentor________________________________ Title____________________________________

Hours must be recorded daily and verified weekly by the mentor. Falsifying records will result in dismissal from the program. Please notify WBL Coordinator of any absences 229-567-5215 (cell) and 229-387-2475 (work).

Date Day Time In Time Out If absent, state reason

MentorSignature/Comments

Attained Competencies and Training Plans6

The purpose of the Work-Based Learning program is to allow you, the student, to gain

work place experience and directly apply the skills you are being or have been taught in the

classroom. It is NOT intended to be an opportunity for you to simply obtain school credit and

leave school early to work at ANY job. The job you have should help you develop the skills you

need to pursue your chosen career path. In an effort to evaluate the ability of the placement and

to provide development of these skills, Mrs. Thomas will work with you, your employer, and

your parents to develop a specific training plan for your placement. The training plan is a list of

processes, knowledge, and skills you are expected to learn in the work-based experience. The

training plan will be used by the employer and the Work-Based Learning Coordinator to chart

your progress in attaining the skills.

Mrs. Thomas will meet with you once each nine-week period to go over the evaluation of

your general employment traits and your progress on your training plan. Mrs. Thomas will

remind your supervisor/mentor to update the training chart throughout your placement. It will be

your responsibility to make sure you are progressing through your training. If it is determined

that your progress is not adequate, you will be placed on probation and possibly removed from

the program. The placement is an extension of your learning at school and you should conduct

yourself accordingly.

The following page is an example of what a training plan will look like. Again, each

training plan will be uniquely designed to best suit each participant in the Work-Based Learning

program. Your plan may have more or fewer categories.

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Sample Educational Training Plan

Job Title: Engineering Electronic Assembly Career Pathway: Engineering, Drawing & DesignStudent Name: John BlueDevil School: Tift County High School Type of Work-Based Learning Placement: Apprenticeship Employing Company Name: ABC Architectural Firm Employing Company Address: 100 First Street Employing Company Supervisor/Mentor: Mr. Smith Supervisor/Mentor Contact Numbers: Phone: 555-1212 Cell: 555-1212 Fax: E-mail- smith@abcarch.comOccupational Goal: Electrical Engineer Completed Coursework Related to Placement: Engineering and Technology, Engineering Drawing Enter the date that the student reaches the following level of competency:1 = Very little or no skill; Needs close supervision to perform this task. 2 = Moderately competent; Some knowledge, but requires some supervision to perform this task. 3 = Proficient; Can perform this task with little or no supervision. Student competency on all tasks should start at level 1 or 2 and be documented as 3 by the end of the experience.

3 2 1Task 1 – Develop & maintain plant layouts. Task 2 – Develop & maintain all facility safety layouts to designated assembly area, emergency equipment locations, evacuation shelter locations, fire detection systems, hazardous waste storage, fire extinguisher systems, and visitor safety brochure.

Task 3 – Maintain layouts of facility airlines, water lines, and inside/outside lines.

Task 4 – Assist in design and provide detailed drawings of all tool drawings and maintains tool control files.

Task 5 – Provide square footage to finance department on all departments located on the production floor and available floor space.

Task 6 – Conduct tasks in accordance with applicable health, safety, quality, and environmental regulations (State/Federal Laws, ISO 9001, SMS 18001 Etc.) as well as company Policies and Procedures.

List any potential health/safety conditions related to this specific work assignment (Indicate NONE if no such conditions have been identified): ______________________________________________________________________________ Special requirements expected of the student: _________________________________________ ______________________________________________________________________________

______________________ ________ __________________________________ ______Student’s Signature Date Supervisor’s Signature Date

______________________ ________ __________________________________ ______ WBL Coordinator’s Signature Date Parent’s Signature Date

NOTES: _______________________________________________________________________

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General Employment TraitsIn addition to the specific occupation skills you will be developing through your training

plan, there are general employability traits that every person needs to have in order to be successful in the world. Your employer will be evaluating you on these as well. The following are tips to help you be a better, more successful employee.

TIPS FOR SUCCEEDING ON THE JOB

Listed below are some tips that will help you succeed on the job:• Be neat and clean. • Dress appropriately for the work environment. • Be friendly and courteous. • Keep yourself occupied at all times. If you have a job to do—do it. If you don’t have

something to do, ask your supervisor/mentor. • If you have a work related problem, it is your responsibility to talk with your

supervisor/mentor first. If the problems continue, consult with your school coordinator.

• If you have a problem with school and assignments, it is your responsibility to talk with your school coordinator immediately!

• Take criticism without resentment and learn from constructive criticism. • Don’t make excuses. Chronic excuse makers are rarely believed. • Give your best effort at all times. Remember, your job is important. • You are entitled to respect on your job. Your supervisor/mentor and your fellow

workers are also entitled to respect. Give the same courtesy you expect in return. • Always notify your supervisor/mentor if you are going to be absent. Attendance at

school and work is a must. • Ask questions if you do not understand directions or if you need more information to

do your job.

INTERACTING WITH AUTHORITY

The relationship you have with your supervisor/mentor will be one of the most important relationships you will have during your Work-Based Learning experience. Applying the guidelines you’ve already read and the advice below will help you have the best possible relationship with your supervisor/mentor.

• Always treat your supervisor/mentor with courtesy and respect.• If you need something, ask for it, don’t demand it.• Accept constructive criticism - Listen to it - Learn from it - Don’t feel put down.

Constructive criticism is meant to help you improve your future work performance. It is an important part of working. If you accept what is being said, you can learn what to do the next time.

HANDLING PERSONAL RELATIONSHIPS

• Personal calls, texting, and surfing the Internet during work hours is not allowed . • Socializing is limited to break time and lunch.

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• Visiting fellow students during work hours is not permitted.

FOLLOWING INSTRUCTIONS

Performing your duties correctly will help you achieve success on the job. Responsible workers have learned that following all instructions from their supervisors/mentors or fellow workers, completely and accurately, guarantees that the job will be done right! Follow these steps:

• LISTEN - Concentrate on the instructions you are receiving. Pay attention to the details; they will be important when you are completing the task. Look at the person while listening. • TAKE NOTES - Write down important details as you receive your instructions. You can refer to your notes as you complete the task. • ASK QUESTIONS - Be sure you understand the instructions. If you don’t, ask your supervisor/mentor to repeat them or explain them further. You can be sure that your supervisor/mentor would rather repeat instructions than have you repeat a task if it is not done correctly! • FOLLOW YOUR INSTRUCTIONS EXACTLY- Don’t try to create a short cut by leaving a step out. The task may not make sense to you, but if you follow the instructions exactly, you’ll get it done correctly.

COURTESY

Showing courtesy to both your supervisor/mentor and your fellow workers will make a difference. Remember these easy guidelines:

• Be courteous to fellow workers and others. • Always say “please” and “thank you.” • Make courtesy a habit. • Treat co-workers, patients, customers, and/or clients with respect and sensitivity.

PERSONAL DRESS AND APPEARANCE

It’s easy to maintain a professional look at all times at the workplace if you follow these guidelines: • Dress appropriately for the worksite at which you are placed. This will likely mean that you will need to change clothes before reporting to work. • Keep your hair well-groomed and in an appropriate style. • If you have a uniform, keep it clean. • Keep make-up, perfume and jewelry to a minimum. Jewelry should include only a watch, class ring, and small earrings. NO large, dangling earrings should be worn.

• If you are unsure of the dress code, you will definitely need to ask your supervisor/mentor.

• Once you begin working, you will be instructed about appropriate dress for your job. In general, do NOT wear the following items at the workplace: hats, jeans, shorts, miniskirts, sandals, flip flops, sheer or low-cut blouses, tank tops, spandex, and cropped blouses that show your stomach or back.

The next page is an example of the form your employer will use to evaluate your acquisition of the general employment traits.

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GENERAL EMPLOYMENT TRAITSStudent Progress Report

Student: ___________________________________ Employer: ______________________________________________Due Date: ____________________________ Evaluation Period Ending: _________________________________

Directions: Please evaluate the student-employee as fairly as possible and as compared with workers with the same experience. Circle the number for each statement that most accurately reflects the student’s performance in that category.

Category Excellent Above Average Average Below Average Unsatisfactory

Produces quality work 10 9-8-7 6-5-4 3-2-1 0

Reports to work promptly when

scheduled10 9-8-7 6-5-4 3-2-1 0

Uses time wisely 10 9-8-7 6-5-4 3-2-1 0Demonstrates honesty and

integrity10 9-8-7 6-5-4 3-2-1 0

Demonstrates responsible

behavior10 9-8-7 6-5-4 3-2-1 0

Cooperates with others 10 9-8-7 6-5-4 3-2-1 0

Responds to feedback

constructively10 9-8-7 6-5-4 3-2-1 0

Uses/maintains materials and

equipment appropriately

10 9-8-7 6-5-4 3-2-1 0

Follows company policies 10 9-8-7 6-5-4 3-2-1 0

Maintains appropriate

personal appearance

10 9-8-7 6-5-4 3-2-1 0

General Comments:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Training Supervisor: _____________________________________________________ (signature)

Work-Based Learning Coordinator: _________________________________________ (signature)

Discussion with student held on__________________

Student________________________________________________________________ (signature)

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Your Mentor

What is a mentor? The term mentor has become associated with assistance to an

individual. It is commonplace to hear mentor described as a teacher, friend, advocate, trainer,

coach, role model, and developer of talent. A worksite mentor can play an important part in

assisting students in developing the skill and competency required for success in the workforce.

With this thought in mind, the following is information to help you understand the role of your

mentor.

An integral part of the Work-Based Learning Program is a supportive adult, referred to as

a mentor, who is linked with the Work-Based Learning student. A mentor provides guidance

and encouragement to the student, as well as being involved in the teaching of work tasks and

job responsibilities to the student. Many different individuals may be involved in teaching a

Work-Based Learning student, or a single person may take on the entire responsibility depending

upon the size of the business. In either case, one individual in a business is usually designated as

the mentor. A mentor is a friend, a counselor, a tutor, a coach, a supervisor, someone you can

trust.

This may be the first job for you and you may be unsure of what is required of you at

your work site. Your mentor will be there to answer questions and encourage you so that you

can succeed on the job. Communication is very important. If you do not understand directions

or are unclear about certain information, you are encouraged to ask questions. Share information

about yourself with your mentor. Your mentor wants to get to know you and your goals for the

future. Like a coach, your mentor can train you for success in the world of work.

Questions about your work site? ASK YOUR MENTOR FIRST. You may then be

directed to contact another person in the office. Your mentor will explain rules and safety

standards and show you how to operate equipment needed to perform your job duties.

REMEMBER, THE MENTOR IS THERE TO HELP YOU.

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Behavior and Attitudes at School and on the Worksite

While on the job site, you represent yourself, your family, your Work-Based Learning

Coordinator, and the Tift County School System. You will be expected to conduct yourself

accordingly. It is not mandatory for a student to be in the Work-Based Learning program; it is a

privilege. By applying to the program, you understand that you will be held to a higher standard

of behavior and expectations. Failure to conduct yourself in a proper, professional way may

result in your removal from the program.

I will be making both scheduled and unscheduled visits to your place of employment.

The general employment traits in the previous section will help you be successful at school, at

work, and in life. Your classes in high school are equally important to the experience you will

gain in the work place. Therefore, you must maintain your exceptional behavior that enabled

you to apply for this program and be accepted.

Your discipline record will be regularly reviewed and your classroom teachers will have

the ability to inform me if you are having difficulties, either academic or behavioral, in their

classes. The goal of the Work-Based Learning Program is to prepare you to be successful in

preparing yourself for a career. This preparation may involve working through high school and

going right into employment with a business in your chosen field or continuing on to a post-

secondary educational setting to further your knowledge of the career you have chosen.

I am available to assist you if any difficulties arise during the school year. Do not let a

concern become an irreparable situation by not speaking with me as soon as a problem develops.

I am here to help ensure your success. While I will be demanding a lot of you as a participant in

this program, you will find that, in the end, the intent is to make you successful.

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Evaluation of Student Performance

Grades are an important part of the Work-Based Learning Program. In order to help students keep an average that will help them succeed in high school, at work, and post-secondary education, the following guidelines have been established:

At the end of each grading period, the Work-Based Learning Coordinator will check the student’s school grades.

In the event that the student has not maintained a C average or better, the student will be placed on probationary status until the next grading period.

In the event that the student’s grades have not improved by the next grading period (brought up to C average), the student’s grades will be reviewed for possible removal from the program.

Grading Scale:

Formative Assessments (55%) Written Assignments, Journal, Projects Portfolio

Summative Assessments (45%) Employer Evaluations Coordinator Evaluation (Work & Meeting Attendance, Work Ethics,

Work/Wage Paperwork)

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INSTRUCTIONS FOR JOURNAL ENTRIES

The journal and portfolio assignments are very important parts of the Work-Based Learning

experience. The journal assignments should be a minimum of one page in length, follow MLA

format, and be typed. Remember to cite all sources if used in assignments. There are deadline dates

for each assignment and there is a penalty for late work. All work should be submitted to and will

be graded by the Work-Based Learning Coordinator. Only quality work will be accepted, which

means that assignments should be neat, grammatically correct, and free from errors. If an assignment

does not meet the specified criteria, it may be returned to a student for revision.

Skimpy work will not be accepted.

The journal entries will be graded on the following criteria:

Content: 60 points

Format 20 points

Mechanics: 20 points

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JOURNAL TOPICS

Entry 1: Discuss the basic principles of looking for and applying for a job. Be sure and cover

resume writing, how to complete applications, cover letters, and interview tips.

Entry 2: Portfolio Assignment It has been said that in order to reach a goal, one must first define the goal and then put it

in writing. With this in mind, think about your goals. Do you have goals already set, and have you written them down? If not, here is your chance. Write three to five short-term goals (one year), three to five medium-term/intermediate goals (one to five years), and three to five long-term goals (five years and beyond). Your goals should be S.M.A.R.T. goals which means they must be: specific, measurable, approved by you, realistic, and time-stamped/have deadlines. This entry should be written in paragraph format, but bullets can be used for your goals.

Entry 3: Portfolio Assignment

Write a detailed summary of your self-exploration assessment results from GACollege411. What have you discovered about yourself? Do you agree or disagree with the results? Do the results coincide with your goals? Explain.

Entry 4: Portfolio Assignment Letter of Introduction - This is the major self-reflective piece in the portfolio. This

describes your qualities and goals and introduces the various parts of the portfolio, including the significance of the work included. (Use sample provided for proper formatting)

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JOURNAL TOPICS

Entry 5: Summarize your working experience thus far in a correctly formatted memorandum

(Memo) to me. What do you really like about your job? Is there something about your job that you do not like? Are there any problems that we need to discuss or address?

(WORD has several templates)

Entry 6: Choose One. Discuss all the ways you have used your math skills on your job thus far and all the ways

you have used skills learned in your English classes on your job. Have you used any of the skills learned in your Career, Technical and Agricultural Education classes? Explain. In addition, discuss anything you did not learn in your classes that you believe should have been taught in order to prepare you for the world of work. Be specific.

Imagine a new employee will be starting at the company where you work in a similar position as yourself, and this is his or her first job. Write him/her a letter (using proper business letter format) detailing what he/she needs to know in order to be successful on the job. Be sure and discuss specific tasks that will be performed as well as personal characteristics that should be displayed.

Entry 7: Write a paper discussing the responsibilities, expectations, and work ethics you believe to

be important for an outstanding employee. Include information about how your personal characteristics compare to those listed in your discussion.

Entry 8: Many companies have dress codes for their employees. Dress codes can extend to

hairstyles and even to accessories. Sometimes employees feel that a dress code violates their privacy or is discriminatory. For example, a major airline was sued recently over its dress code. A male employee challenged the company’s policy of allowing women to wear earrings and ponytails but not men. The employee lost the case. Do you think companies should be allowed to set dress codes? Are their instances in which it might make sense for an employer to make exceptions to its dress code for individual employees? Explain. In addition, describe the dress code at your place of employment. Do you feel the dress code is reasonable? Are you in full compliance with the dress code? Explain.

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JOURNAL TOPICS

Entry 9: Choose one. Discuss at least three good things that have happened to you on your job or three positive

experiences. Discuss any bad experience(s) that has/have happened. Did you learn anything from the experience(s)? Explain.

To what extent are your interests, aptitudes, and work values being met by your job? Rate your job in the terms of your overall satisfaction on a scale of 1 (low) to 10 (high), and explain your rating. What are you doing or can you do to express your interests, aptitudes, and work values not being met on your job?

Entry 10: Choose one. In the workplace, you are expected to perform given assignments or duties in a certain

timeframe. To prepare yourself for completing tasks on time, write a self-evaluation of your time-management skills on the job. Ask yourself, do I procrastinate? Do I meet deadlines easily, or do I scramble to get tasks done on time? Do I use any time-management tools? Then write a plan to improve your time-management skills on the job. Include specific strategies you will use to improve yourself and how you will keep track of your progress and your work schedule.

Work-Based Learning students sometimes have difficulty balancing the demands of school, extracurricular activities, and work. How are you coping with this balancing act? Explain.

Entry 11: If someone were to open and read a letter you had written, that would be a violation of

the law and of your privacy. The same cannot be said of e-mail. Contrary to what many people believe, the e-mail you write at work is not private. Employers can read e-mail that their employees have written. People have, in fact, been fired for including in e-mail sensitive or unethical information. Do you think employers should be allowed to read employee e-mail? Why or why not? And, do you think employers should be able to discipline their employees or even fire them for things contained on their Facebook pages? Explain.

Entry 12: Portfolio Assignment Write a formal letter of appreciation (proper business letter format) to your

supervisor/mentor for serving as your WBL supervisor for the semester. This letter will be revised as necessary and mailed to your supervisor/mentor.

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JOURNAL TOPICS

Entry 13: Choose one After reading “25th High School Reunion,” by Linda Pastan, summarize the theme of the

poem. Next, imagine yourself at your twenty-fifth high school reunion. What will some of your classmates and former teachers be like? What will they have accomplished? What will you look and be like? How will you have changed, and what specifically will you have accomplished in twenty-five years?

After reading “George Gray,” by Edgar Lee Masters, summarize the theme of the poem. Next, write your own epitaph or obituary. Be specific about your accomplishments and/or potential failures. If you choose to write your own epitaph, explain as needed.

Entry 14: School Research Compare two schools you are interested in attending. Discuss the entrance requirements,

programs of study, tuition costs, etc. And, explain which school you most want to attend and why.

Entry 15: Portfolio Assignment Summarize your WBL experience. What did you like most about the experience? Least?

What do you think should be changed as a result of your experience? How do you think you have changed as a result of your experience? Are you still interested in the same career area? Explain.

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Instructions for Student PortfolioSemester Exam

A portfolio is required for all students enrolled in the Work-Based Learning Program.

Thirty percent of your grade is based on your portfolio. You should obtain a three-ring binder at

least one inch in thickness to serve as your portfolio. You will be responsible for maintaining it

and bringing it to our meetings. DO NOT LOSE IT. The portfolio is a way for you to organize

your assignments and showcase your best work; it can be used when applying for post-secondary

schools, financial aid, and jobs. Therefore, it should be kept in a professional manner with cover

pages, dividers and tabs for all sections, etc. All assignments must be typed and error-free.

All late work will have penalties. Failure to complete a portfolio may result in credit

not being awarded for the Work-Based Learning enrollment. Assignments for the portfolio will

be graded each nine weeks as part of the student’s Work-Based Learning evaluation, and the

completed portfolio will be evaluated as a whole at the end of the year. What are the benefits of

a portfolio?

The use of portfolios enables students to:

• Discover, document, and develop their employability skills.• Reinforce integration of academic, course-specific, and employability skills.• Reflect on their work and goal setting.• Showcase their best work.• Establish and strengthen their personal integrity.• Become a self-directed, life-long learner.• Document achievements in a professional manner.

The portfolio is a “work in progress” and will chronicle the student’s progress toward a

career goal. The portfolio will include:

• Letter of Introduction • Materials from their application to the Work-Based Learning Program • Employability skills • Work evaluations • Work samples • Post-secondary plans and documentation • Work/Wage reports • Student achievement and awards • Journal assignments • Projects • Other items deemed necessary by the Work-Based Learning Coordinator

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Work-Based Learning Portfolio Outline

I. Cover Sheet for the front cover of the 3-ring binder 10 points Graphic/Picture of Self or Unique Design Name School(s) Occupation or Career Pathway Related to the Work-Based Learning experience

Table of Contents (Instructions Provided)

Required Work-Based Learning paperwork (Handbook)

Sections (clearly labeled with dividers)

II. Introduction 10 points Letter of Introduction - This is the major self-reflective piece in the portfolio. This

describes the qualities and goals of the individual and introduces the various parts of the portfolio, including the significance of the work included. Journal Assignment

• Goals - This will include short-term, medium-term, and long-term goals for the student. Goals should be specific, measurable, and include dates.

Journal Assignment

III. Self-Exploration Assessments (in GACollege411) 10 points Interest Profiler (required) Career Cluster Survey (required) Basic Skills Survey Transferable Skills Checklist Work Values Sorter The Career Key Written Summary of Assessment Results (required) Journal Assignment

* Choose four of the above assignments. Please note that some of the assignments are mandatory.

IV. Employability Skills 10 points Completed Personal Data Book (from Department of Labor) Department of Labor flyers (Keeping Your Job, Employer Interviewing Guidelines,

etc.) Cover Letter (required) Resume (required) Letters of reference or recommendations (3) Follow-up letter/Thank-you letter for a job interview (required)

* Choose four of the above assignments. Please note that some of the assignments are mandatory.

V. Other Career Related Education Experiences 10 points21

Interview with supervisor/mentor (required) Journal Assignment Photo Journal of yourself on the job (required) Seminars attended; job shadowing Glossary of terminology used at work Letters of commendation College visitation(s)

* Choose three of the above assignments. Please note that some of the assignments are mandatory.

VI. Work Samples 10 points (all) Work/Wage Records General Employment Trait Evaluations Training Plan

VII. Achievements 10 points (at least 3)

CTSO projects/activities Research paper and/or essays Scholastic/attendance records School projects Honors/Awards/Recognition (certificates, newspaper articles, etc.)

VIII. Activities/Volunteer Work 10 points (at least 2) Extra-Curricular activities (school related) Community groups/Civic organizations Church involvement Volunteer work (on a regular basis or over an extended period of time)

IX. Post-Secondary Education Plans 10 points (at least 3) Transcript SAT/ACT/ASSET/COMPASS results Schools of Interest – Compare two schools you are interested in attending. Find out

about entrance requirements, programs of study, tuition costs, etc. (required)Journal Assignment

Individual Educational Plan (required)

X. Reflections (required) 10 points

Summarize your WBL experience. What did you like most about the experience? Least? What do you think should be changed? How do you think you have changed as a result of your experience? Are you still interested in the same career area? Journal Assignment

**The Portfolio is a valuable part of the Work-Based Learning experience, and it is one that can be a credit to you. Don’t let the Portfolio become a burden. Turn in your assignments on time, be organized, and be professional. Students who turn in an exemplary Portfolio will be rewarded. The overall score for all of the assignments is a 100; however, I will gladly award additional credit as the work warrants.**

Assignment Due Dates for New WBL students 22

All assignments are due by the 5th of each month. If the 5th falls on the weekend or a school holiday, assignments are due on the next school day. Time sheets are due at this time as well. Turn in all assignments together. Do not staple the time sheets.

Date AssignmentsFebruary Cover Sheet

Section II: Introduction Letter of Introduction (Journal Entry 4) Goals (Journal Entry 2)

Section III: Self-Assessment GA College 411

Interest Profiler Career Cluster Survey Choose a 3rd Assignment

Written Summary Assessment of GA College 411 (Journal 3)

March Journal 7Journal 8Section IV: Employability Skills

Cover Letter Resume Thank you letter for a job interview Choose 4th assignment

April Section V: Other Career Related Education Experiences Interview with supervisor/mentor (10 questions) Photo Journal Choose 3rd Assignment Journals 11 and 12

May Section IX: Post-Secondary Education Plans (Journal 14) Two Schools of Interest

Discuss entrance requirements, program of study, tuition, SAT/ACT requirements, GPA, etc

Explain which school you prefer to attend and why. If you are joining the armed forces, compare two different

branches. Journal 13

May 13th

Final Portfolio is DUE!!!!!

Section VISection VII Section VIIISection X: Reflections (Journal 15)(Do not turn in; place in portfolio)

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