Tamara Sundberg

I enjoyed learning about traps that we can get into and how to avoid them. And continuing to provide students with positive affirmations. 

I am impressed by the various models that can be used to collaborate with students on their goals. Models to help us reflect on how we engage with students.  I try to consistently be constructive in my feedback and be an active listener, but it is good to be reminded of different approaches and varying factors that might affect the way a student is coached. I also appreciate that we can always improve the UPR approaches. 

Having such a wide variety of students with a variety of personal influences, I need to continue to use unconditional positive regard to support students in their desired goals and in the creation of tools that support them in their career and academic goals.  I think this is also so relatable to students who are preparing for any post-high school activities, whether it be a job, military, trades, college, or sport. Being a positive coach is not managing them to do what you want. 

Having a good exit interview and assessment helps not only the current intern but also addresses any issues that may need to be addressed for the future relationship.  Making sure to time the assessments well before grading period is important for teachers. 

Having open lines of communication with the WBL employee supervisor and coordinator is key to the success of the internship.  The coordinator should work to develop strong communication with the employer. 

Forms that are individualized while also accounting for Federal and State laws are essential.  It is important that every student in the program has an agreement, plan, and assessments, but that they are tailored to the individual student in development. 

The internship experience should be all-encompassing and immersive.  It allows students to develop professional behaviors and goals. 

Internships can build upon a robust WBL program that starts early and is strategic. It can lead to greater career outcomes for students.

This section emphasized to me the importance of developing strong long-term relationships in the community. Business and Supervisor orientations can be one and the same depending on the business, and both are relevant and important.  These need to be business-friendly, considering their time, effort, and manpower to make the internships/activities happen.  We can't build strong relationships with frivolous meetings, so it's important to keep meetings concise, with student safety and academic standards as major elements.  

Not orientation to the student or individual but larger orientation meetings to our WBL program might be valuable. 

The outcomes of an internship or WBL training plan should be developed with a clear focus on the strategic goals of the WBL program, students' individual skills, strengths, weaknesses, and desired academic outcomes. Teachers should be a part of but equally see the connection to academic learning as should the students.