  
Examples
of Teacher Shadowing and Externship
In
Napa County, teachers are given the opportunity
to select an organization of interest, spend at
least 6 hours with a host organization staff member
learning “all aspects” of the workplace
and conducting in-depth informational interviews,
and then engage in a structured group debriefing
with both colleagues and employer representatives,
to surface the learning and insights of the group.
In a slightly different model
implemented by Future
Connections, a program of Industry
Initiatives for Science and Math Education (IISME),
groups of 10-25 teachers, counselors, administrators,
and others participate in a structured day that
typically includes five components:
-
an overview of company products and services
- a
tour of the facilities
- two
hours of one-on-one job shadowing matched by
interest
- lunch
discussion/Q&A on hiring practices and skills
for job success
- a
workshop to solidify the day’s impact
on curriculum and instruction
Future
Connections, as an intermediary organization,
works with companies and educators to tailor the
day to meet individual needs and strengthen partnerships.
Staff assists industry hosts with all aspects
of program coordination, logistical support and
follow-up.
In Marin County, teacher shadowing
occurs in the context of a full week “summer
institute.” Teachers are introduced to the
concepts of authentic learning and school change,
then have the opportunity to spend a day in a
workplace of interest, and, finally, are asked
to work in teams to create a classroom project
that reflects their learning. Teachers then meet
periodically throughout the following school year
to share their experiences in applying their learning
in the classroom.
In Alameda, teacher externships
of one-week duration were created for the first
time as part of an overall strategy to expand
teachers’ awareness of current workplace
requirements. Supported with Carl D. Perkins funding,
teachers selected a workplace of interest and
spent a week “diagnosing the workplace”
for learning opportunities for their students,
conducting interviews and observations and planning
for the implementation of their learning in the
classrooms, through the creation of lesson plans
or projects.
In West Contra Costa County, the
School-to-Career Office has been implementing
three-week “externships” for a number
of years. Applications are competitive, and teachers
have to demonstrate a commitment to learning and
revising their curriculum. Over three weeks, teachers
have the opportunity to contribute their expertise
to the organization and help solve real problems.
IISME also coordinates a full
Summer
Fellowship Program for teachers, whereby teachers
essentially serve as consultants in their host
organization, carrying out or contributing to
real projects and processes. During that time,
they work closely with their industry counterparts
and become familiar not only with the formal industry
practices and standards, but with the career paths,
culture, networks, language and attitudes in that
industry and host organization.
The
California Community Colleges' Chancellor's Office
Statewide Advisory Committee on Work-Based Learning
and Employment Services created a document
in 2001 entitled The Faculty Work-Based Learning
Guide  .
It provides additional examples of how educators
can connect with workplaces to increase their
understanding of employer and industry needs.
Top
of Page
|
