Work Based Learning: What powers success?

In a thriving Work-Based Learning program, students are empowered to work, learn, and lead their way toward future success. By engaging in real-world experiences, they not only gain practical skills but also apply classroom knowledge in meaningful ways. This approach aligns with CDOS (Career Development and Occupational Studies) guidelines, preparing students for future endeavors such as trade school, employment, or college. They develop essential qualities like problem-solving, teamwork, and adaptability while also learning the value of responsibility and initiative. By building these skills and experiences, students gain the confidence to lead in their chosen careers and succeed in their next steps, whatever path they choose.

The role of a Work-Based Learning (WBL) Transition Specialist is both challenging and deeply rewarding, as it requires a balance between guiding students toward real-world readiness and supporting them in their individual growth. A key part of this role is teaching practical, real-life skills that prepare students for success in the workforce, such as active listening, follow-through, receiving feedback, and self-reflection. These skills are modeled and reinforced throughout the program, creating a foundation for lifelong learning and adaptability.

For students as young as 15, the approach must be encouraging rather than discouraging. It’s essential to guide them through their work program in a way that fosters resilience and growth, even when they make mistakes. This process is about nurturing potential and providing students with the tools to navigate challenges effectively. For this reason, setting clear expectations through a contract is vital. Such agreements outline the boundaries and consequences of behaviors like insubordination or breaking school rules, mirroring real-world professional expectations.

While the possibility of being “fired” from a work program may seem harsh, it is a valuable learning experience that helps students understand the consequences of their actions in a safe and supportive environment. Importantly, the program allows students to reset and try again in the next quarter, emphasizing the value of perseverance and second chances. This cycle of accountability and opportunity reinforces the message that failure is not the end but rather a chance to learn and improve.

As the WBL Transition Specialist, I always remind students that this is the ideal place to make mistakes because errors in the real world can have lasting impacts, such as being reflected on a resume. By fostering an environment where students can take risks, learn from their missteps, and develop stronger skills, the program not only prepares them for future careers but also helps build their confidence and resilience. This philosophy ensures that the lessons they learn now will empower them to navigate the complexities of the workplace and beyond.

When teaching the leadership portion of the lesson, I emphasize to my students that skills such as active listening, effective communication, receiving feedback, and collaboration are not only essential for building successful workplace relationships but also for fostering healthy friendships and partnerships. Practicing these skills in school, where a strong support system is in place, provides an invaluable opportunity for growth. Here, students can safely develop these abilities with access to neutral, constructive feedback, helping them refine their approach and build confidence in real-world interactions.

I take this concept a step further by asking my students, “What is your first job?” This question often elicits puzzled looks and responses like, “I’ve never had a job,” or “McDonald’s.” I challenge them by repeating, “Wrong. What is your first job?” Usually, I’m met with blank stares. That’s when I explain: “The answer is school. School is your first job. Teachers are your first supervisors.”

In my program, I collaborate closely with teachers to gather feedback on how students are behaving in class, how they interact with their supervisors (teachers), and whether they are completing their work. This approach ties directly into the CDOS guidelines, which require students to be in good academic standing and ready to work. Success in the classroom reflects their readiness for the workplace.

I make it clear to my students that they don’t need to achieve perfect grades, but they do need to show consistent effort, take their responsibilities seriously, and treat their supervisors with respect. This foundational mindset helps prepare them for the expectations of the real world, where respect, effort, and accountability are crucial.

This blog will serve as a detailed chronicle of the experiences, achievements, and challenges faced by my students and the Work-Based Learning program at Villa of Hope School in Rochester, New York. As a not-for-profit special education school, we take a unique approach to preparing our students for the transition from school to work, emphasizing personalized support, resilience, and practical skill-building. Through these posts, I aim to share the strategies, methods, and tools that have proven successful for us, providing valuable insights for educators and administrators striving to develop impactful programs in any high school setting. From fostering essential leadership skills to navigating the complexities of community partnerships and student engagement, this blog will offer a roadmap to creating opportunities that empower students to reach their full potential.