Minnesota Board of Teaching Rules
Teacher Coordinator of Work-Based Learning
8710.4825
Subpart 1. Scope of Practice.
A teacher coordinator of work-based learning is authorized to
provide and coordinate instruction that enables students to
learn through work and to consult and collaborate with families,
other teachers, and business, industry, labor, and community
representatives in designing, implementing, and evaluating
student learning through work. For the purposes of this part,
"work-based learning" means learning through paid and unpaid
work-based experiences where the worksite is the educational
setting for one or more hours of the school day or week for one
or more quarters or semesters of the school year.
Subpart 2. License Requirements.
A candidate for licensure as a teacher coordinator of
work-based learning shall:
-
Hold a baccalaureate degree from a college
or university that is regionally accredited by the
association for the accreditation of colleges and secondary
schools;
-
Hold or apply and qualify for another
Minnesota license valid for teaching in grades 9 through 12;
and
-
Show verification of completing a Board of
Teaching preparation program approved under part 8700.7600
leading to the licensure of teacher coordinators of
work-based learning in subpart 3.
Subpart. 3. Subject Matter Standard.
A candidate for licensure as a teacher coordinator of work-based
learning must complete a preparation program under subpart 2, item
C, that must include the candidate's demonstration of the knowledge
and skills in items A to D. The knowledge and skills required in
this subpart shall be acquired through college coursework and
experiences including employment, internship, mentorship, job
shadowing, or apprenticeships.
Subpart 4. Continuing Licensure.
A continuing license shall be issued and renewed according to rules
of the Board of Teaching governing continuing licenses.
Subpart 5. Effective Date.
Requirements in this part for licensure as a teacher coordinator of
work-based learning are effective on September 1, 2001, and
thereafter.
K = Knowledge
P = Performance A = Assessment
| Licensure
Standards |
WHRE
5511 |
WHRE
5521 |
WHRE
5522 |
WHRE
5802 |
Licensure Standard A.
A teacher coordinator understands the central concepts,
tools of inquiry, and history and context of work-based
learning. The teacher must understand: |
| (1) contemporary issues pertaining to
creating learning environments for students at work; |
K |
KPA |
|
|
| (2) models and legislation
that provide the basis for connecting students’ school
experiences with the workplace or further education and for
learning through work; |
|
KPA |
|
|
| (3) the role of work-based learning in
providing students kindergarten through grade 12 with
opportunities to learn about work and how to work and, when
appropriate, to learn through work. |
K |
KPA |
|
|
Licensure Standard B.
A teacher coordinator understands how to design and
implement school-based instruction that focuses on enabling
students to learn about work, how to acquire skills, and
gain a perspective and direction on a career pathway. The
teacher must understand: |
| (1) basic workplace readiness and
employability skills and employment trends; |
K |
|
|
KPA |
| (2) the role and process of a human
resources department in the organizational structure; |
|
KPA |
|
|
| (3) the career decision-making
process, including self-awareness, career research,
workplace expectations, career development strategies,
school-to-work transition, and life-long learning; |
KPA |
|
KPA |
|
| (4) how to research a career and
access career information; |
KPA |
|
KPA |
|
| (5) how to connect students’
school-based experiences with everyday life, the workplace,
and future educational opportunities; |
KPA |
|
KPA |
KPA |
| (6) unique student needs
and how to adapt and modify curriculum and instruction and
work collaboratively with other teachers to accommodate the
unique needs; |
|
|
KPA |
KPA |
| (7) strategies for teaching students
self-advocacy and functional life skills relevant to
independence, social skills, and community and personal
living; |
|
|
KPA |
KPA |
| (8) strategies for teaching students
to learn about work, how to acquire skills, and gain a
perspective on a career; |
K |
|
KPA |
|
| (9) role and purpose of
intra-curricular activities including their application as a
vehicle for teaching group process, cooperation,
collaboration, service, and leadership; |
|
|
KPA |
KPA |
| (10) how to market the work-based
learning program including student and employer recruitment
and retention techniques; |
|
|
KPA |
|
| (11) how to implement systematic
procedures for continuous program improvement. |
K |
|
KPA |
KPA |
Licensure standard C.
A teacher coordinator understands how to establish and
monitor work-based instruction that focuses on enabling
students to learn about work, how to acquire skills, and
gain a perspective and direction on a career pathway. The
teacher must understand: |
| (1) criteria for determining when work
is a learning experience; |
K |
|
KPA |
|
| (2) various placement options and
selection of educational options based on the needs,
abilities, and interests of the student; |
|
|
KPA |
|
| (3) laws pertaining to employment
including the Americans with Disabilities Act, state and
federal labor laws including wage and hour laws and
volunteerism, and data privacy laws; |
|
KPA |
KPA |
|
| (4) how to develop and implement
training agreements that are consistent with school
guidelines and expectations for student participation in the
program; |
|
KPA |
KPA |
|
| (5) how to match the individual needs
of the student to the work-based learning site; |
|
|
KPA |
K |
| (6) how to work collaboratively in
designing, implementing, and evaluating a student’s
individual training plan; |
|
KPA |
KPA |
K |
| (7) job task analysis and how to use
it to appropriately sequence instruction; |
|
|
KPA |
|
| (8) how to teach mentors and students
in the work-based learning setting; |
K |
|
KPA |
|
| (9) how to monitor, summarize, and
report the acquisition of the work-based learning outcomes
identified in the training plan; |
|
|
KPA |
|
| (10) performance assessment and how to
apply it to assessing student on-the-job learning; |
|
|
KPA |
|
| (11) how to identify, develop, and
maintain employment sites. |
|
KPA |
KPA |
|
Licensure standard D.
A teacher coordinator communicates and interacts with
students, their families, other teachers, and
representatives of business, industry, labor, and the
community to support student learning through work. The
teacher must understand: |
| (1) how to actively engage parents,
and representatives of business, industry, labor, and
community organizations as active partners in creating
educational opportunities; |
|
|
|
KPA |
| (2) how to assist students and their
parents in making decisions about students' academic and
occupational choices; |
K |
|
K |
KPA |
| (3) effective communication and
problem-solving skills; |
K |
KPA |
K |
KPA |
| (4) how to access and
evaluate information from consumer and professional
organizations, publications, and journals relevant to
teaching and learning through work. |
K |
KPA |
|
KP |
Current as of 02/07/05.
See
Rule 8710.4825 on the
Minnesota
Department of Education (MDE) web site.
|
