Standard Eleven

Work-based learning (WBL) is a core feature of quality CTE, providing students with progressive, meaningful engagement in real work settings. WBL activities range from job shadowing to internships and apprenticeships, all aligned with student career goals and industry standards. Programs have formal structures in place to address safety, supervision, liability, and equity of access. WBL culminates in student reflection and documentation of their learning, reinforcing both academic and workplace readiness.

Artifact 1

A strong example of effective Work-Based Learning (WBL) implementation from my professional experience is the Kimmel Conveyor Belt Competition, a single-cycle design, build, and test event that integrated core engineering and agricultural engineering concepts. Students were challenged to create a working conveyor belt system using provided materials, following the engineering design process. This project exemplified meaningful experiences by immersing students in a hands-on, real-world task that required them to apply technical, academic, and employability skills. They used problem-solving, critical thinking, and teamwork to complete their builds under time constraints—mirroring authentic industry expectations.

The competition also highlighted a student-centered approach. Students set individual and team learning goals, managed time and resources, and took ownership of their design choices. This autonomy allowed them to align their projects with personal interests and potential career paths in engineering and agricultural systems. After the event, each student completed a reflection in their engineering journal, analyzing their performance, problem-solving strategies, and lessons learned—deepening their understanding of the design process.

WBL artifact

Artifact 2

An artifact that clearly demonstrates my understanding of effective Work-Based Learning (WBL) implementation is the development of a Work-Based Learning Legal and Safety Plan. This assignment required me to thoughtfully design WBL experiences that not only align with educational goals but also meet safety, legal, and supervision standards expected in a high-quality CTE program. Through this plan, I reinforced my belief that WBL should be student-centered and career-aligned, offering authentic, real-world opportunities that reflect individual career interests. By outlining multiple WBL formats—such as internships, mentorships, school-based enterprises, and industry-sponsored competitions—I ensured that each student could access opportunities that are meaningful and personalized. A major focus of this assignment was to address student safety and legal liability, a critical component of Standard 11. I included steps for proactive safety training, site evaluation, supervision, and parental consent. I also outlined how I would collaborate with schools and employers to address legal responsibilities and liability, including the use of formal training agreements, insurance verification, and compliance with labor laws. Finally, this plan demonstrated my commitment to monitoring and supervision by including ongoing communication with employers, regular site visits, and reflective student documentation. Through this assignment, I not only created a comprehensive plan but also strengthened my ability to implement WBL experiences that are safe, legally sound, and impactful for students' futures.