Suzie Peachin

We often have students in placements in which their direct supervisor may change depending who's on shift at that time. In those situations our students often have to explain what they can/can't do and why they are there/their role. It's so helpful when students understand all of the pieces so that they can self-advocate in those situations.

I use similar concepts when writing an Independent Study agreement between students and teachers: one form gathers why students are doing IS, what the students is bringing to the experience, what is being learned and how it will be assessed. Anyone involved has the right to request changes or address gaps in the plan. It helps prevent surprises, which we all hate.

It's important that the instructor retain the power to adapt the tools to work for their program and placements. The coordinator ensures alignment and fidelity to the overall big picture system, while making room for customization so the tools are useful.

I appreciate the link to the documents from Massachusetts, especially the Employability Skills Rubric. Rubrics are so hard to create from scratch, but it's much easier to respond to and develop your own from a solid example.

Structuring a positive experience for the student and the mentor/business partner/on-site supervisor requires us to think through and specifically name the outcomes. They're the basis for measuring the student's growth and will help a person who may not be familiar or comfortable working with young people know what to do.