1 of 53

Industry Partnership Toolkit:

Tools For Turning Partnerships→ Actionable WBL Experiences

Educating For Careers - February 26th - 1:30-3:00pm

Nicole Moersch

Career Education Specialist

Carlsbad Unified School District

College - Career - Workforce Development

Partnership Toolkit

Title: Industry Partnership Toolkit: Turning Industry Partnerships--> Actionable WBL Experiences

Time: Sunday, February 26 Session 3 (1:30 pm – 3:00 pm)

Location: SCUCC – Ballroom B 2

Meaningful & sustainable partnerships with industry---essential to the success of any high-quality CTE pathway, but difficult to establish, and even more challenging to sustain! And yet, in spite of limited funding, limited time, and limited resources, many San Diego County teachers are succeeding in creating authentic, relevant, and lasting work-based learning experiences for their students. This session will give you step-by-step guidance on how to recruit and work with industry and community partners. You will also hear from local CTE teachers about successful ways to engage students with industry through mentorships, internships, and job shadows.

Hello. My name is Nicole Moersch, and I am the K12 CTE/ Career Education Specialist for Carlsbad Unified School District. My job is to work with school, community, and industry partners to create, improve, and expand career technical education (CTE) courses and programs outlined in Carlsbad's K-12 3-Year Career Ed Strategic Plan. I engage with community and industry partners to coordinate work-based learning opportunities for Carlsbad students . The goal is to strengthen college and career exploration in the lower grades, provide exposure and practical application at the high school level, and provide opportunities for industry certifications and early college credit as students transition into college and/or employment.

2 of 53

Buy-In Identify the “why”
Collaborators Create Mutually Beneficial Partnerships
Shared Vision Define Mission and Key Outcomes
Innovation Get Creative With Work-Based Learning
Success & Sustainability Use Tools To Measure, Scale, & Sustain

Tools for Success

Partnership Toolkit

3 of 53

Buy-In

Identify the “why”

4 of 53

Getting students ready for the future of work

The Argument for Partnerships

According to a report published by Dell Technologies and authored by the Institute For The Future (IFTF) and a panel of 20 tech, business and academic experts from around the world, states that 85 % of the jobs that will exist in 2030 haven't even been invented yet.

How do you prepare students for jobs that haven't been invented yet?

5 of 53

5

Shorter Training, Better Skills: Three Predictions For The Future Of CTE

1. The four-year degree will no longer be seen as the default postsecondary education option.

Young people looking for smarter, less expensive, more direct-to-career options.

2. Lifelong learning will become the norm.

As technology growth continues to reshape the nature of work, education & training must become more flexible, more innovative, and ongoing.

3. Success defined by having a job that matches your passions.

Future jobs will require more diverse, and ever-changing skill sets; thus, job satisfaction and career longevity will be higher in careers chosen because of passion rather than a paycheck.

Gen Z and the Future of CTE

6 of 53

Getting students ready for the future of work

The Argument for Work-Based Learning

7 of 53

Goals of a Career Technical Education Pathway

Identify student strengths, interests and values
Explore a variety of career options
Connect instructional activities to areas of interest
Interact with the business and professional community at large
Prepare for success beyond high school

We want students to…

8 of 53

apply academic and technical knowledge and skills learned in the classroom in a realistic setting

engage with business & industry professionals

explore and experience potential career options

develop and practice essential employability skills

Benefits of WBL.pdf

Work-Based Learning provides opportunities for students to:

9 of 53

Work-Based Learning Continuum

Program Success = Moving Across the WBL Continuum

Information vs.

Experiences

10 of 53

Got Work Experience? Regional Data

2019 data suggests work-based learning is still a need.

If San Diego employers want experienced workers, they need to provide more formal opportunities—such as paid internships, job shadowing, apprenticeships, and mentoring—for novice workers to gain experience

PRIORITY JOBS 2019 data: We identified 72 priority occupations and selected a subset of 54 for employer surveying. The survey confirms that these occupations should experience growth in San Diego County, with more than 40 percent of respondents expecting to have more employees in the next twelve months and less than four percent expecting to have fewer. But local employers are finding it difficult to fill these positions. Over 50 percent of respondents had difficulty finding qualified applicants with relevant work experience, while almost 37 percent had difficulty finding applicants with the technical skills necessary for the job. If San Diego employers want experienced workers, they need to provide more formal opportunities—such as paid internships, job shadowing, apprenticeships, and mentoring—for novice workers to gain experience

https://workforce.org/my-next-move/priorityjobs/

https://workforce.org/wp-content/uploads/2018/06/priority_sector_initiatives_2015.pdf

11 of 53

Collaborators

Create Mutually Beneficial Partnerships

12 of 53

12

Finding WBL Partners

SITE ADMINISTRATION

CHAMBER Of COMMERCE

COUNSELORS

POST SECONDARY

SCHOOL BOARD

COUNTY OFFICE OF EDUCATION

REGIONAL SUPPORT

ED. FOUNDATION

INDUSTRY PARTNERS

Start internally…

STUDENTS & PARENTS

Expand locally, then regionally…

13 of 53

13

Find the overlap in benefits for schools, employers, & students

Mutually Beneficial Partnerships

Benefits of WBL.pdf

Nicole Engaging stakeholders

“Where is the puck going to be?” is the expression I like to use when I give my students a few tips on how to deal with our rapidly changing industry landscape. I tell them the story about Wayne Gretzky, one of the greatest player in the game of Hockey. He wasn’t the biggest and fastest in the game and unlike many of the other hockey players who chased the puck all game Wayne knew where it was going to be and knew what to do with it when he got it. So how do we know where the puck is going to be in the future of CTE? Will students be prepared? Can they figure it out? I think so.

Automation, climate change, data mining, Cryptocurrency? Blockchain engineer?NFT?

Shorter Training, Better Skills: Three Predictions For The Future Of CTE

1. The four-year degree will no longer be seen as the default postsecondary education option.

Even though only about one in three Americans holds a bachelor’s degree, it has long held an outsized role in the public consciousness as the “default” option for postsecondary education — in large part due to the persistent stigma against other pathways and the pressures students feel to pursue specific education options. But in the face of an entrenched and growing skills gap, young people are increasingly questioning the status quo and looking for shorter, less expensive, more direct-to-career options. I think the winners in the world of education and work in the 2020s will be the ones who best adapt to these changing attitudes among the learners of today and tomorrow. This includes nonprofits and other employers reviewing the educational requirements they include in job postings, especially for entry-level positions, and avoiding a four-year degree as a “knock-out question” where it isn’t actually necessary.

2. Lifelong learning will become the norm.

postsecondary education cannot be expected to only happen for four years early in adulthood. Instead, I believe education and training must become more nimble, more innovative and more long-lasting, with many touchpoints throughout a learner’s time in the workforce.

Already, more than half of Gen-Z teenagers say they expect to be learning throughout their lifetime, and almost a third prefer their education be several short (one year or less) experiences over their lifetime rather than one longer experience according to my organization's research. As technology growth continues to reshape the nature of work, it may no longer be feasible for college to be a one-time thing. To support this shift, businesses and nonprofits should implement best practices that support lifelong learning, from evaluating a prospective employee’s interests as part of the hiring process to incorporating skill development into performance management and fostering a “learning for all” culture.

3. Nonprofits will help lead the way in tackling the skills gap.

nonprofits must ask employees to wear multiple hats. In that environment, it is essential to quickly and nimbly train workers with skills they may not already possess.

But Gen Z also offers a tremendous opportunity: We found that 87% define success in five years as having a job that matches their passions, while only 30% said success will be defined by how much money they make. As a result, I predict nonprofits will have a steady stream of young people interested in careers with mission-driven organizations.

14 of 53

Mutual Benefit Sponsorship, Industry Educator Example

Andrea Schuck, CTE Theater Teacher, Carlsbad High School

Industry Partners: New Village Arts, La Jolla Playhouse

Teacher Externships

Educators get the specialized technical training to upskill their students with current industry demands.

Employers empower schools to train technicians for the future of work.

Career Technical Training → Student Ambassadors

15 of 53

Giavanna Adams, student, CHS Theatre Pathway

Technical Theatre course → OSHA Certification → Mega Conference→ Stage Manager

Students get

Specialized technical

training

Real-world WBL

experiences

Benefit of technical

upskilling thanks to

train-the-trainer model

Industry Partners get

Positive community outreach (good PR!)
Elimination of oversight, insurance, labor costs
Pipeline to future workforce

Mutual Benefit Partnership, Student Certification Example

Basic camera instruction

16 of 53

Mutual Benefit Partnership, Pathway Development Example

Construction Technology Pathway, Grades 7-12

(MS Construction Needs Skilled Mentors, HS Pathway Completers Need Internships)

MS Students Learning Skills & Exploring Potential Careers
High School Students Learning Leadership Skills Through Mentorships

17 of 53

Students Earning FREE College Credit

Mutual Benefit Partnership, PostSecondary Support

18 of 53

Shared Vision

Define Mission & Key Outcomes

19 of 53

20 of 53

Career Education Mission & Vision

3 Year Career Pathways & Career Technical Education Strategic Plan

To offer CUSD K-12 students lessons and experiences that help students discover their interests and strengths, explore careers that tie to interests, learn technical and non-technical skills, and work with community and industry partners to bring career awareness to students.

21 of 53

Objectives & Key Outcomes

Meet Quarterly
Discuss Goals & Objectives
What's working?
What needs more support?
Metrics?

22 of 53

School Links WBL Toolkit

23 of 53

Common Understanding of WBL Goals

K-14 WBL Continuum

CTE Pathway WBL Continuum

24 of 53

WBL Progress Tracking Checklist.DRAFT

Common Understanding of WBL Goals

25 of 53

Review the WBL Continuum & Checklist

Questions to Consider

Where does your program/school/district fall on this continuum?
Do your stakeholders have a shared language for WBL?
Do your stakeholders have common vision for WBL outcomes?
How could you use these documents to measure & sustain progress?

TEN

26 of 53

Questions? Comments?

Where does your program/school/district fall on this continuum?
Do your stakeholders have a shared language for WBL?
Do your stakeholders have common vision for WBL outcomes?
How could you use these documents to measure & sustain progress?

27 of 53

Expanding / Sustaining WBL is Hard!

Work permits
labor laws
Liability
On-site management

School District

Student’s schedule (time)
Liability
Transportation
Funding

Industry Partners

28 of 53

Student Competitions & Career Technical Ed. Student Organizations

Student Competitions

Students get to use their passions and strengths to learn and use technical skills . Students at all grade levels can compete in competitions such as Virtual Enterprise & Lego Robotics.

High School Robotics

Middle School Robotics

29 of 53

Showcasing of Student Work

CHSTV in the STN Crazy 8 Film Contest

Fashion II Students in Spring Fashion Show

Fall Musical - Clue

30 of 53

Engagement With Industry Professionals

Getting students ready for the future of work

Photography

Broadcasting

Biomedical Sciences

31 of 53

Students Earning Industry

Recognized Certifications

Microsoft Excel Associate Certification

Business Communication Certification

Drone Certification

32 of 53

Innovation

Get Creative With Work-Based Learning

Top 5 Innovative Twists

33 of 53

1. “Flipped Internship” Model

If you can't take the students to the worksite, bring the worksite to the kids.

34 of 53

Dr. Saied Moezzi, Computer Science Carlsbad HS, CUSD

1. “Flipped Internship” Model

If you can't take the students to the worksite, bring the worksite to the kids

Tony Mauro, Adv. Engineering Canyon Crest Academy, SDUHSD

a work-based learning capstone course for students that focuses on industry collaboration and implements project-based internships with work performed in the classroom.

Get Creative With

Work-Based Learning Experiences

Gus Calderone, Industry Partner and Mentor drone pilot from AirSpace Consulting, troubleshoots technical problems over Zoom with a student in the SCHS computer science pathway.

Students partner with mentors at DRS Daylight Solutions and come up with action projects as part of their capstone course. Over the course of a semester, students collaborate both virtually and in-person with DRS professionals, receiving feedback & redesigning prototypes to maximize performance.

Dr. Saied Moezzi has been teaching computer science and robotics for many years. However, thanks to ever-evolving technology and constant shifts in the future world of work, students must constantly upskill their learning to align with the latest industry needs.

Recently, as Dr. Moezzi has shifted the focus of his computer science pathway to more drone technology and autonomous navigation, he employs the help of industry experts such as Gus Calderon (AirSpace Consulting) to provide remote technical support via Zoom. Students can ask questions, troubleshoot problems, and redesign prototypes in real time thanks to live support from experts in the field. The Rover project (pictured right) was a 5 month collaboration between teacher, students, and industry mentors.

Tony Mauro uses a“flipped internship” model with his Advanced Engineering students. Students partner with mentors at DRS Daylight Solutions and come up with action projects as part of their capstone course. Over the course of a semester, students collaborate both virtually and in-person with DRS professionals, receiving feedback & redesigning prototypes to maximize performance

35 of 53

Benefits of Flipped-Internships

Industry Partners get

Positive community outreach (good PR!)
Execution of unstaffed projects
Elimination of oversight, insurance, labor costs
Pipeline to future workforce

Students get

real-world WBL experiences
Exposure to design process,

not just tech content

Networking opportunities
Flexible (COVID-proof)

36 of 53

2. “Internal” Partnerships

School District as “Employer” Model

37 of 53

“Internal” Partnerships

Middle school computer science & game design

“Flipped” Internship Model

If you can't take the students to the worksite, bring the worksite to the kids

38 of 53

Digital Photography, SCHS

Business & Marketing, CHS

Coming Soon! MS Photography, AOMS

38

“Flipped” Internship Model

If you can't take the students to the worksite, bring the worksite to the kids

Students partner with industry client (CUSD) and work in design teams to create content. Over the course of a semester, students collaborate both virtually and in-person with clients to “pitch” ideas, receive feedback, redesign, and meet deadlines. Teacher acts as project manager and facilitator. Design teams apply their learning using agile and scrum team processes to mimic real-world industry settings.

39 of 53

3. Extend Experiences With Student Career Ambassadors

Prepare middle school students

with early exposure.

40 of 53

Extend Experiences With Student Career Ambassadors

Prepare Middle School Students With Early Exposure

Grades 7-12 Broadcasting Pathway, Carlsbad Unified

Kurt Kohnen, Doug Green, Rachel Grothe, Deb Wycoff, Rod Lyon

Student-Powered Editing Workshop for MS & HS broadcasting students

One-on-one editing instruction with Final-Cut Pro

Tour of broadcasting control room

41 of 53

WBL “Win-Win” for Middle & High School Students

High School Students get

Real-world leadership experiences mentoring peers
Application of technical skills using a train-the-trainer model

Middle School Students get

Exposure to pathways in HS
Specialized technical training
Exposure to the technical demands of possible careers of interest

3. Extend Experiences With Student Career Ambassadors

Prepare Middle School Students With Early Exposure

Basic camera instruction

Career Technical Training → Student Ambassadors

42 of 53

Students as CTE Showcase Ambassadors

Leadership Opportunity for HS students
Promotion pipeline for MS students to choose career pathways

43 of 53

4. Teach Employability Skills to Scale Work-Based Learning Experiences.

Give students access to careers beyond their personal circles.

44 of 53

Teach Employability Skills to Scale WBL Experiences

Give students access to careers beyond their personal circles

Carol King, Business & Entrepreneurship, CHS

Objectives:

to help students to build social capital & accelerate their career readiness skills →
to empower students with the tools, confidence, and agency to land any internship or employment opportunities that come their way in the future.

Career Workshops & Mock Interviews

45 of 53

5. Make Career Fairs More Actionable

Narrow the Gap With Between Career Fairs & Work-Based Learning Placement

46 of 53

Make Career Fairs More Actionable

Narrow the Gap With Between Career Fairs & Work-Based Learning Placement

Get Creative With Work-Based Learning Experiences

47 of 53

TWO-PART Career Fair Experience

Ties Students Directly to Job & Internship Opportunities

FALL

*North County College & Career Fair (September)

*CUSD College & Career Fair (October)

Students and parents visit booths
Learn about college programs
Learn about career options after HS
Talk to employers

SPRING

Career Pathway Showcase (February)

CTE pathway students share projects and products
Capstone students (11th & 12th graders) demo skills

J.I.V.E. Fair (April)

(Jobs, Internships, Volunteer, Experiences)

Students practice elevator pitch
Students pass out business cards & offer resumes
Employers assess student professionalism and pre-qualify students for WBL opportunities

48 of 53

Success & Sustainability

Use Tools to Measure, Scale, & Sustain

49 of 53

Career Pathways Student Panel

Charlie Larson

Theatre & Stage Tech.

Kayla Welch

Fashion

Tamar Shuster

Computer Science

Reilly Goueth

Biomedical Sciences

Daniel

Tate

Business & Marketing

50 of 53

Have conversations about expected outcomes and program goals. Be specific!
Prioritize student experiences.
Successful partnerships should always include a shared understanding of what the partnership is and the benefits it brings to both sides.
Employability skills….they really are essential.
Get creative with WBL experiences to prepare students for success beyond high school.

(flipped internships , student ambassadors, teacher externships, & essential skills training)

Building strong and sustainable partnerships is key to CTE program success.

51 of 53

Partnership PRO-TIP:

Always end a partnership discussion with an

action item.

52 of 53

Are you interested in partnering with CUSD or participating in our mentoring program?

Go to https://bit.ly/partnerwithCUSD or scan the

QR code to be added to our partnership network→

53 of 53

For a copy of today’s presentation, please scan the feedback form on the bottom of the card.

Thank You.