_______________________________________________ Planning and Development
federal and state laws applicable to their business, including wage-and-hour, child labor,
and safety requirements identified by OSHA, the federal Occupational Safety and Health
Administration, and IOSHA, the Iowa Occupational Safety and Health Administration.
A community advisory council, representing current and potential occupational areas for
which training is provided, should meet regularly to help schools develop and assess
program outcomes. When establishing the council, also consider gender balance,
minority populations, individuals with disabilities, and local media liaison.
Considered an integral part of work-based learning programs, student organizations can
complement and enhance classroom instruction and on-the-job experiences through
group projects and activities. Student organizations focus on skills needed for successful
employment, including professional, social, and leadership development. The teacher-
coordinator serves as advisor to the local organization. Annual budgets should provide
reimbursement to coordinators and instructors for approved travel.
School Support and Facilities
Classroom and office space, appropriate equipment, and sufficient clerical assistance are
key components of program success that should be provided by the local school. The
optimal arrangement is a classroom for general-related instruction, located next to the
coordinator's office. The office, which should be equipped with at least one telephone,
will be used for conferences with students, parents, employers, and for other activities
related to the educational outcome of the program.
Schools should also be able to administer and operate the program, which includes
providing for student recruitment and acceptance, classroom scheduling, school credit for
worksite and classroom phases, recordkeeping, coordinator resources and responsibilities,
and minimum requirements for training stations, among others.
A Difference for Postsecondary Programs: Instructional Load
The primary difference between work-based learning programs at the secondary level and
those at postsecondary institutions deals with instructional load. Postsecondary
instructional load for on-the-job coordination is usually calculated on the basis of
assigned semester/quarter credit hours.
Teaching load may be adjusted based on the number of students enrolled and the location
of training stations. Depending on the accepted method of the postsecondary institution,
teacher-coordinators may be assigned a teaching load of no more than sixteen (16) credit
hours per term or six (6) hours per day per term. If the instructor agrees, three (3)
additional credit hours may be assigned to the load. Postsecondary teacher-coordinators
should review their respective institutional policies and practices for teacher load
WBL Guide 2002 __________________________________________________ A -- 10