I found the example ICAP helpful. We do something less formal currently, it would be good to do something like this more formally with each student. 

I loved the idea of how the culinary career can begin with drawing a picture in kindergarten, measuring cookies with different oils, all the way through taking higher level FCS courses and a preapprenticeship in high school. Great visualization of careers. 

I got to thinking that we need to define the 6 WBL experiences for junior high age group so that they actually happen. 

This module reiterated the importance of application for students learning and the vital role it plays.  I feel like our school does a good job of providing real world application opportunites to students.

My current methods are doing well, but adding in a larger journal piece could help the students make better connections.

Many schools have a team that handles this job. In small schools, it's often someone like me - a CTE teacher who gets put into the job, on top of a full teaching schedule.

The age limits are very helpful for backing up decisions made about the program. If a superintendent tries to make me let a sophomore into the WBL program, I can fall back on the minimum age of 16.

A comprehensive WBL agreement designating training expectations is key to a successful and meaningful program.

This module introduced several practical approaches to expanding student access to industry-standard facilities and equipment. I was interested in the examples of shared training spaces, extended programming hours, and partnerships with community colleges and employers. The Franklin County Technical School example was especially useful because it demonstrated how industry partners, educational institutions, and workforce organizations can coordinate funding, equipment modernization, and expanded training opportunities.

In my current role, I would like to explore how we can build on our existing relationships with employers, unions, and postsecondary institutions to increase access to specialized facilities and equipment. I also want to give… >>>

I was particularly interested in the Simulated Workplace model and the idea of involving students and industry professionals in evaluating the spaces where learning takes place. I had not really considered how facility inspections and equipment assessments could themselves become part of the instructional experience. There is something valuable about students learning to recognize what makes a workplace functional, safe, and effective rather than simply working within whatever conditions already exist.

The discussion of educational program planning also gave me quite a bit to think about. Facilities are often expected to serve programs for decades, yet the industries we prepare… >>>