What is Experiential Learning?

It’s a process through which students

Develop Knowledge,

Skills, Values

from direct experiences outside a traditional,

formal academic setting.

Critical Elements

• Reflection, critical analysis and synthesis

• Opportunities for student to take initiatives, make decisions, be accountable for results

• Opportunities for student to engage intellectually, creatively, emotionally, socially, or physically

• Includes the possibility to learn from natural consequences, mistakes, and successes

• Opportunities for students to explore

Goal of Perkins • Provide resources for the facilitation of learning

experiences that integrate and enrich academic knowledge, professional development, exploration, and research

• Experiences that provide:

– Career Exposure

– Work Readiness

– Career Exploration

– Career Readiness

– Career Development

• Additional Benefits: Promote interdisciplinary learning, civic engagement, career development, cultural awareness, leadership, team work, critical thinking

Employer Engagement Toolkit project

• Work-Based Learning Worksheet

– 9 through 12 grade

National Governor’s Association Policy Academy

Experiential Learning Opportunities in Minnesota

Experiential Learning is an educational tool designed to provide career and college preparation for all learners through real world experiences.

• workplace skills • career information and planning• exploration and development• experiences• work, career and job readiness• mentorship,

Minnesota Statutes 2014, section 120B.125

PLANNING FOR STUDENTS’ SUCCESSFUL

TRANSITION TO POSTSECONDARY EDUCATION

AND EMPLOYMENT; PERSONAL LEARNING

PLANS

School Districts, beginning in the 2013-2014 school year, must assist all students by no later than grade 9 to explore their educational, college and career interests, aptitudes, and aspirations and develop a plan for a smooth and successful transition to postsecondary education or employment.

• (6) integrate strong academic content into career-focused courses and applied and experiential learning opportunities and integrate relevant career-focused courses and applied and experiential learning opportunities into strong academic content

Knowledge & Skills

Problem Solving – Critical

ThinkingEmployabili

ty - Citizenship

- EthicsCareer

Development –

Integrity – Teamwork -

Legal Responsibil

itiesAcademic

Foundations -

Technology Application

– Communic

ationsSafety,

Health & Environme

nt – LeadershipTechnical Literacy – Cultural

Competence

Lifelong Learning – Financial

Well-BeingOrganizatio

nal & Global

SystemsCreativity - Innovation

Integration of Experiential Learning into Career Pathways

In Saint Paul Public Schools

Kathy Kittel Career and Technical Education Saint Paul Public Schools

Saint Paul Public Schools Demographics

• Enrollment 37,844 on Oct 1, 2014

• PreK: 39,241

• Students speak more than 100 languages and dialects

• Approximately 34% of students are English Language Learners

• 16% of students require special education services

• 72% of students are eligible for free or reduced-price lunch

Rigorous Programs of Study

• Academy of Finance (AOF) at Como Park HS

• Academy of IT (AOIT) at Humboldt HS

DRAFT Humboldt High School AOIT Course Planning

(DRAFT 6-1-15)

9th Grade 10th Grade 11th Grade 12th Grade

Curriculum Plan What NAF and core courses are students expected to take as part of the academy?

1 Semester Principles of Information Technology (NAF Certificate Course) 1 Semester Career Seminar (Northstar Basic Skills Computer Certificate)

1 Semester CSCI 1450 Web Fundamentals/HTML (4 credits) (NAF Web Design)

1 Semester CSCI 1440 Networking Fundamentals (4 credits) (NAF Computer Networking) 1 Semester CSCI 1423 Computer Networking 1 (4 credits)

1 Semester CSCI 1410 Computer Science & Information Systems (4 credits) (NAF Intro to Programming)

AOIT Core Courses World History English 9

Human Geography English 10

US History English 11

Economics English 12

NAF Certificate Courses (4 courses) Principles of IT Web Design Computer Networking Intro to Programming

St. Paul College Courses CSCI 1450 Web Fundamentals/HTML 4 credits CSCI 1440 Networking Fundamentals 4 credits CSCI 1423 Computer Networking 1 4 credits CSCI 1410 Computer Science & Information Systems 4 credits _________ 16 credits

It is all about relationships

• Advisory Committees

– Speakers

– Career Fairs

– Tours/Field Trips

– Job Shadows

– Mentoring

– Summer Jobs

– Internships

– Assistance teaching units

NAF Work-Based Learning Plan

Record all the work-based learning experiences that students will complete at each grade level. See NAF Continuum of Experiences for ideas.

Align your work-based learning experiences to: NAF and core academic courses students are taking at the same time, Learning outcomes students will practice during the experience, and How students will show they have met the outcomes through projects,

reflections or other work products. Work-Based Learning Continuum Aligning to Student Learning

Grade Level Career Awareness Career Exploration Career Preparation

Student learning outcomes

NAF and core academic classes

Evidence that students met outcomes

9

Career Fair Guest Speakers Career Visits Mentoring

Resume Writing Mock Interviews

Awareness of different careers and pathways leading to a variety of careers.

NAF Principles of IT AOIT English 9 AOIT World History

Student reflections, projects and student evaluations.

10

Career Fair Guest Speakers Career Visits Mentoring

Job Shadows Resume Writing Mock Interviews Job Experience

Understand skills needed to be ready for college and careers.

NAF Web Design AOIT English 10 AOIT Human Geography

Student reflections, projects and student evaluations.

11

Informational Interviews Mock Interviews Job Shadows

Job Internships Summer Jobs

Understanding of workplace and skills needed to succeed.

NAF Computer Programming AOIT English 10 AOIT US History

Student reflections, projects and student evaluations.

12 Job Internships Show competency. Intro to Programming Employer feedback.

All templates were created to facilitate evidence collection. The use of this template is not a requirement.

Internship Partnerships

– Genesys Works– 3M Step– Right Track– Automotive– Community Partnership

including: Urban Roots, Conservation Corps, Science Museum, DOT, etc.

Rochester’s Experience

Mo Amundson mamundson@clbp.org

AIM Apprenticeship, Internship, Mentorship

A Journey to Growth Initiative

• Journey to Growth – “a 5 year strategy coordinated by the Rochester Area Economic Development, Inc. and the Rochester Area Chamber of Commerce to grow and diversify the economy of the Rochester metropolitan area.”

• 10 Committees – Marketing, Economic, Entrepreneurship, Governance, Early Childhood, Workforce, Talent, Diversity & Inclusion, Regional, Transportation & Communications

AIM and Workforce DevelopmentStrategies

• Analysis of current workforce gaps based on Rochester target business sectors

• Continue to expand business-community engagement with education and training systems

• Provide career and technical education options to all eligible regional students (CTECH)

• Enhance GRAUC’s ability to inform and promote higher educational program development

• Effectively integrate adult education, retraining, and up-skilling programs into workforce pipeline discussions and development

Rochester Works! TogetherStrategies

Purpose Statement

“Rochester has a diverse, engaged, skilled, high-performing workforce which satisfies business requirement and aligns with growth objectives to attract and retain talent from around the globe. All current and new individuals to our community have reached their employment goals.”

Rochester Works! Together

• Goals

– Educate Individuals

– Educate Business

– Reduce Confusion, Identify Gaps, Create Clarity

• HUB of Resources

– Branding/Messaging

AIM (Apprenticeship, Internship, Mentorship)

• Postsecondary Programs with and AIM Component

– Precision Manufacturing Technology (PMT)

– Building Utilities Mechanics (BUM)

– Welding

– Veterinary Technician (Vet Tech)

– Horticulture

Veterinary Technician (3 weeks)

• Handbook

– Course Description

– Objectives

– Plan

• Skills Evaluated

• Strategies

• Responsibilities - Student/ Supervisor

Veterinary Technician

• Handbook (continued)

– Grading Policy

– Professional Expectations

– Memorandum of Understanding

• Signed by Student/RCTC

Faculty/Training Site Supervisor

Time for Talk

General Questions

Group Discussion of Success and Challenges

Thank you for your participation.