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High-Quality Work-Based Learning (HQWBL) is comprised of school-coordinated workplace experiences that are:

• related to students’ career goals and/or interests
• connected to a course, and
• performed in partnership with local businesses and organizations.

HQWBL experiences enable students to apply classroom instruction in a real-world business or service-oriented work environment. The Virginia Department of Education (VDOE) recognizes 12 HQWBL experiences. High-Quality  Work-Based Learning Opportunities in Virginia  (Word) gives a summary of the criteria for each WBL experience.

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Career & Technical Education - Work-based Learning 2020 Westwood Avenue Richmond, VA 23230

Gail Martin, Administrative Assistant Phone: 804-780-7762  Fax: 804-780-7605 Email

Charlene Williams, Work-based Learning & Testing Specialist Phone: 804-780-5816 Email

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High-Quality Work-Based Learning: The Basics

In April, VTCA held its second workshop addressing workforce development needs for members. Nearly 50 firms, local Career Technical Education (CTE) administrators, Virginia Department of Transportation (VDOT), Department of Education (DOE), and Department of Labor and Industry (DOLI) staff attended to learn about and discuss ways to better engage future employees. The takeaway was: This opportunity can work, and the construction testimonials prove it.

DOE and DOLI are both committed and energized to helping those who want help on workforce development. If you are not currently involved with your local schools, then you are behind your competition. The state and your local CTE have the tools and framework to get you caught up.

In August 2022, the DOE established   High-Quality Work-Based Learning (HQWBL)   which is comprised of school-coordinated workplace experiences that are:

• related to students’ career goals and/or interests.
• connected to a course.
• performed in partnership with local businesses and organizations.

HQWBL develops 12 various levels of experiences to enable students to apply classroom instruction in a real-world business. The 12 HQWBL experiences. High-Quality Work-Based Learning Opportunities in Virginia gives a summary of the criteria for each HQWBL experience.

HQWBL experiences are available year-round. While many students work during the calendar school year, experiences are also available during the summer months.

The HQWBL experience component builds on the benefits of the other two components by assisting students with the transition from the classroom to the workplace. Students’ knowledge, skills, and attitudes are enhanced by participation in supervised, authentic experiences.

High-Quality Work-Based Learning (HQWBL)

Career and Technical Education High Quality Work-Based Learning Guide  is based on the redesigned methods of instruction effective August 4, 2022.  This implementation guide focuses on the 12 types of HQWBL methods of instruction used in Virginia: job shadowing, service learning, mentorship, externship, school-based enterprise, internship, entrepreneurship, clinical experience, cooperative education, youth registered apprenticeship, registered apprenticeship. Along with these opportunities, students can earn credits toward graduation in addition to credits earned through the associated CTE course in cooperative education, internship, entrepreneurship, youth registered apprenticeship, and supervised agricultural experience.  It includes Virginia regulations and guidelines for the administration of HQWBL and provides resources for Work-Based Learning coordinators.  School divisions should use this guide to implement HQWBL offerings locally.

High-Quality Work-Based Learning Methods of Instruction

There are twelve different HQWBL methods of instruction currently practiced in Virginia – job shadowing, service learning, mentorship, externship, school-based enterprise, internship, entrepreneurship, clinical experience, cooperative education, youth registered apprenticeship, registered apprenticeship, and supervised agricultural experience. As students participate in HQWBL experiences, their various paths can be grouped into three categories – career awareness, career exploration, and career preparation. 

Career Awareness

Career awareness activities prepare students for HQWBL experiences. These activities (Classroom talks, career fairs) are designed to increase student awareness of personal interests and talents along with the education and training needed to pursue a career goal.

Career Exploration

Career exploration experiences encourage students to develop personal career interests, a better understanding of pathways to a chosen career, and the workplace readiness skills needed to make informed decisions regarding secondary and postsecondary education and training.

Career Preparation

Career preparation experiences deepen student knowledge and develop skills necessary for success in employment and postsecondary education. These experiences are recommended for students who have a clear goal of entering the workforce directly after high school or of enrolling in a closely related postsecondary training program.

High-Quality Work-Based Learning Training Agreement

Accompanying each HQWBL experience is a training agreement, a written statement of commitment made by the student, parent/guardian, WBL coordinator, and employer. It contains mutually agreed-upon expectations for all parties involved, spells out each party’s role, and addresses considerations such as employment terms, schedule, duration of work, compensation, and termination.

High-Quality Work-Based Learning Training Plan

A training plan is a document identifying the classroom instruction and workplace training that will contribute to the employability and ongoing development of a student (See   8VAC20-120-20 ).

The training plan development process is continuous. It begins with identifying a realistic career objective and the training needs for each student and continues throughout the entire WBL experience with revising the plan according to the changing needs of the employer.

The plan serves as a record of the student’s progress throughout the experience and provides documentation for evaluation. It should include developing the technical skills required by the occupation and enhancing workplace readiness skills. A sample training plan is provided in the HQWBL Guide in Appendix A - Universal Forms.

To learn more about the HQWBL in your area   click here .

The key to this effort is partnering with your local school. As stated during our presentation partnering is each side gets something out of the effort: Students learn more about a specific career, employers get access to future talent, schools get a student more motivated and energized about their work. It’s a win-win-win.

To solidify the discussion, local CTE staff discussed how their program works and who are some of the participants. Virginia’s CTE programs include the following components:

• Classroom instruction – the essential component for students to master the academic and technical competencies, attitudes, and work ethic necessary for career success and lifelong learning.
• Career and Technical Student Organizations (CTSOs) – organizations that provide experiences that reinforce and strengthen classroom learning and prepare students for individual responsibility, teamwork, and leadership in their chosen career pathways.
• WBL experiences – opportunities for students to apply and refine knowledge, attitudes, and skills through professionally coordinated and supervised work experience related to career goals.

Construction firms provided testimonials on the benefits they have learned by going through the effort. Some get a sense of community by giving back to the schools, others see potential new hires. All agreed each firm needs to start small and work their way through the effort.

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Membership & account access, is your company a member.

If you are an employee of a VTCA member company, we invite you to set up an online account to:

• Access the Member Directory
• Register for Events
• Register for Classes
• Receive Legislative Updates
• View & Pay Invoices

Applying for Membership?

The members of VTCA invite and encourage you to join! By working together, we can achieve our mission to maintain and enhance our industry as a whole.

All membership applications for VTCA must be approved by the Board of Directors. 

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Work-based learning.

Work-Based Learning (WBL) consists of school-coordinated workplace experiences that are related to each student’s career goals and/or interests, are integrated with instruction, and are performed in partnership with local businesses and organizations. WBL experiences enable students to apply classroom instruction in a real-world business or service-oriented work environment. The Virginia Department of Education (VDOE) recognizes 12 WBL experiences including apprenticeship, cooperative education, clinical experience, entrepreneurship, externship, internship, job shadowing, mentorship, school-based enterprise, service learning, and youth-registered apprenticeship.

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Ferida Cralle (540) 658-6677 [email protected]

Scott Flath (540) 658-6678 [email protected]

Types of Work-Based Learning

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Work-Based Learning

Course overview.

Work-Based Learning: Changing the Outcomes is a self-paced course comprised of three online lessons, each focusing on a different aspect in the development and implementation of work-based learning activities for students with disabilities.

Lesson 1 - The Big Picture: Provides a broad overview of work-based learning, its importance, and reviews some of the laws that influence work-based learning for students with disabilities.

Lesson 2 - The Nuts and Bolts: Provides information on developing paid and unpaid work-based learning experiences in the community.

Lesson 3 - Fine Tuning Your Practices: Provides information regarding implementation and support of paid and unpaid work-based learning experiences in order to help maximize student outcomes.

Organization of Course

This is a self-paced course, meaning you can complete the course at your own pace. The course is divided into three lessons. You are to begin with the first lesson and work through each sequentially until all are completed.

Each lesson contains one or more video presentations, required readings, and additional resources. At any time during the course, you can visit the course 'web board' and post any questions you have regarding any of the lesson topics.

Course Requirements

To participate, you will need a computer with (preferably high-speed) internet access, Adobe Flash Player software within your browser, and a sound card with speakers in order to listen to the lectures (full text transcripts are provided for all lectures and multimedia).

Certificate of Completion

Upon completion of the course in its entirety, you will be eligible for a Certificate of Completion. This requires participants to view the five video presentations and complete the required readings assigned to each lesson. After you have you completed the lessons, please fill out the course evaluation. Once the evaluation is completed, you will be provided with a link for a printable Certificate of Completion.

Recertification Hours

This online training will take approximately 5 hours to complete. Educators who want to use these hours as a professional development activity for recertification will need prior approval from the school division. Each division will be responsible for designating the actual number of points that an educator can earn for participation.

Certified Rehabilitation Counselor (CRC) Credits:

The Center on Transition Innovations (CTI) offers free online courses that are pre-approved for CRC credits. Participants must finish all required assignments within a specified time frame to be eligible to receive 5 CRC credits and/or the certificate of completion. .

Department of Education issues draft guidance for cell phone-free education

RICHMOND, Va. (WDBJ/VDOE Release) - The Virginia Department of Education has issued draft guidance for cell phone-free education in the commonwealth, in the wake of Governor Glenn Youngkin issuing Executive Order 33 .

The guidance directs the Virginia Department of Education and the Secretary of Education alongside the Secretary of Health and Human Resources, State Health Commissioner, Department of Health and the Department of Behavioral Health and Developmental Services to help parents, teachers and students understand the effects of cell phones and social media on children, according to VDOE.

A key component of Governor Youngkin’s Executive Order charges the VDOE with defining what a cell phone-free education means in the Commonwealth, according to VDOE. After listening to and reviewing the thousands of comments and suggestions from Virginians, VDOE has developed draft guidance for school divisions on policies and procedures to establish cell phone-free education and remove cell phones and personal electronic communication devices from Virginia’s public school classrooms.

That draft guidance developed has been published on VDOE’s website and is available for review and comment through September 15, 2024.

“This draft guidance is the result of Virginians coming together and saying, ‘Enough,’” said Secretary of Education Aimee Rogstad Guidera. “Virginia parents and teachers have witnessed first-hand the damage cell phones in schools has had on our youth’s academic, mental and physical health and social development. Communities are committed to implementing common sense approaches to restore vibrant and healthy learning environments for all our children throughout the Commonwealth. The Youngkin administration stands ready to support public schools, families, and communities as we change the culture around cell phones.”

“This draft guidance clears the cloud of distraction over classrooms and creates an environment where Virginia students can meaningfully connect with their schoolwork, friends, and teachers,” said Secretary of Health and Human Resources Janet Kelly. “I anticipate this guidance having a positive impact far beyond the classroom.”

The draft guidance defines cell phone-free education in Virginia’s schools as “bell-to-bell”, meaning phones should be turned off and stored away from the first bell at the start of the school day to begin instructional time until the dismissal bell rings at the end of the academic school day. “Bell-to-bell” includes lunch and time in between class periods.

Superintendent of Public Instruction Lisa Coons hosted nine “Commonwealth Conversations” throughout the state, and said more than 600 parents, teachers, division superintendents, principals, community members and students attended the Conversations, with nearly 1,500 more commenting on the VDOE website.

Dr. Coons and other state education and mental health leaders also participated in 11 additional stakeholder group conversations with more than 500 community and faith leaders, parent organizations, school boards, superintendents, principals and school nurse associations to better understand their concerns on cell phones and personal electronic communication devices, says VDOE.

“The extensive input we received from Virginians was clear and direct,” said Coons. “They asked for cell phones and personal electronic communication devices to be removed from our children’s public schools during the school day at every level- elementary, middle and high school. By refocusing our students’ attention back into learning and away from their phones and social media, all our children will have a better opportunity to learn and succeed academically.”

As required in Executive Order 33 , VDOE says the draft guidance also incorporates age-appropriate cell phone restrictions in Virginia’s elementary and secondary public schools.

• If a parent determines an elementary student needs to take a cell phone or personal electronic communication device to school, it must be stored, off, and away from the student during the school day. It should not be used in the school building or on the school grounds before or after school.
• In middle school , a student should not have an easily available cell phone or personal electronic communication device during the bell-to-bell school day. School divisions should establish local policies that determine cell phone and personal electronic communication device use within the school building or on school grounds outside of bell-to-bell, including before and after school.
• In high school , students should not have easily accessible cell phones or personal electronic communication devices during the bell-to-bell school day. Outside the bell-to-bell instructional time, cell phones and personal electronic communication devices may be used on a high school campus before or after school.

When considering cell phone-free education, VDOE says parents expressed concerns regarding students with documented medical conditions who use their phones to monitor their medical needs. Incorporating input from school nurses, pediatricians, and health care officials, the draft guidance recognizes students with medical needs may have a medical exemption to the bell-to-bell policy included in their Individualized Education Plan, 504 plan, and/or individualized health care plans.

Parents throughout the Commonwealth were also very clear that they wanted the ability to know about their child’s well-being during emergencies, says VDOE, which says, “The draft guidance recognizes the importance of emergency communications to parents and requires that all school divisions build plans to communicate directly with parents, as well as reunification plans with children and parents, into their already required crisis and contingency plans. The draft guidance also encourages school divisions to discuss those emergency communication and reunification plans so that parents and students know how such situations will be handled proactively if they occur.”

Parents also asked for the ability to communicate to their children during the school day in case of a family-based emergency. While many public schools already have such procedures in place, the draft guidance looks to school divisions to develop and share family-based emergency school plan procedures with parents and students, as well as post them on their website.

Virginians can expect the following next steps:

• After considering Virginians’ feedback to the draft guidance , VDOE will issue final guidance on September 16, 2024.
• School divisions will adopt policies and procedures by January 1, 2025. School divisions are encouraged to review their current policies and adopt age-appropriate policies and procedures aligned with the final guidance ahead of this date or policies that are more comprehensive than the final guidance.

Copyright 2024 WDBJ. All rights reserved.

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Ali Ünlü is an interdisciplinary researcher and policy analyst with extensive international experience, dedicated to addressing complex societal issues. His career integrates qualitative and quantitative methodologies to analyze and interpret data with precision. As a former national expert in Turkey, he focused on youth mental health, substance use, and delinquency, designing prevention projects that were recognized as best practices by the European Drug Agency (EUDA).

At the Finnish Institute for Health and Welfare (THL) and Aalto University in Finland, he expanded his research to public health communication, foresight research, and the application of AI methodologies in social science. Ali Ünlü's expertise in computational social science enables him to leverage AI to identify risk factors for youth mental health, substance use, violence, and crime. Additionally, he utilizes NLP and network methodologies to study diverse social media discussions, including school shootings, the treatment of violent offenders with mental health issues, drug policy, COVID-19 misinformation, vaccine hesitancy, the impact of social media bots on public health promotion, and hate speech.

Currently, Ali Ünlü contributes to various teams at UVA, enhancing their AI and machine learning research capacities. His work includes projects with Youth-Nex, Integrative Data Analysis (IDA) for Coping Power Projects, and the UVA Precision Health Initiative.

Ph.D., University of Central Florida, 2009 M.S., Roger Williams University, 2006 B.A., Turkish National Police Academy, 2000  

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Virginia Department of Education released draft guidance for cell phone policies

They are calling for cell phones to be off and away “bell-to-bell”.

Colton Game , Digital Content Producer

RICHMOND, Va. – The Virginia Department of Education has released its draft guidance for a cell phone-free education in Virginia.

This comes after Glenn Youngkin issued Executive Order 33, which directed the VDOE to draft guidance for public school divisions to adopt local policies and procedures establishing cell phone-free education. The VDOE worked alongside the Secretary of Education, the Secretary of Health and Human Resources, State Health Commissioner, the Department of Health, and the Department of Behavioral Health and Developmental Services to draft this guidance.

The draft guidance has taken into account the suggestions from Virginians to develop their plan.

“This draft guidance is the result of Virginians coming together and saying, ‘Enough.’ Virginia parents and teachers have witnessed first-hand the damage cell phones in schools has had on our youth’s academic, mental and physical health and social development. Communities are committed to implementing common sense approaches to restore vibrant and healthy learning environments for all our children throughout the Commonwealth. The Youngkin administration stands ready to support public schools, families, and communities as we change the culture around cell phones.” Secretary of Education Aimee Rogstad Guidera.

The guidance defined their view of cell phone-free education as “bell-to-bell,” meaning phones should be turned off and put away from the moment the first bell rings until the moment the last bell rings. This includes during lunchtime and in-between classes.

The guidance also incorporates the following age-appropriate cell phone restrictions in Virginia schools:

• If a parent determines an elementary student needs to bring a cell phone or personal electronic communication device to school, it must be stored, off, and away from the student during the school day. It should not be used in the school building or on the school grounds before or after school.
• In middle school , students should not have an easily available cell phone or personal electronic communication device during the bell-to-bell school day. School divisions should establish local policies that determine cell phone and personal electronic communication device use within the school building or on school grounds outside of bell-to-bell, including before and after school.
• In high school , students should not have an easily accessible cell phone or personal electronic communication device during the bell-to-bell school day. Outside of the bell-to-bell instructional time, cell phones and personal electronic communication devices may be used on a high school campus before or after school

Students with certain medical needs may also obtain a medical exemption to the bell-to-bell policy, as highlighted by school nurses, pediatricians, and healthcare officials.

“The extensive input we received from Virginians was clear and direct. They asked for cell phones and personal electronic communication devices to be removed from our children’s public schools during the school day at every level- elementary, middle, and high school. By refocusing our students’ attention back into learning and away from their phones and social media, all our children will have a better opportunity to learn and succeed academically.” Superintendent of Public Instruction Lisa Coons

The VDOE also understands the importance of ensuring a child’s communication with their parent(s) during an emergency, and has required all school divisions to build plans to communicate directly with parents, as well as reunification plans with children and parents, into their already required crisis and contingency plans, as well as inform and educate students and parents on these plans.

Parents were also concerned about communication with their children in the case of a family emergency. The draft guidance requests school divisions to develop and share family-based emergency school plan procedures with parents and students, as well as post them on their website.

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This guidance is not the final draft. The VDOE requests Virginian’s feedback before issuing the final guidance on September 16. Upon the final draft being released, the policies will take place on January 1.

Copyright 2024 by WSLS 10 - All rights reserved.

About the Author

Colton game.

Colton joined the WSLS 10 team as a digital content producer in July 2024, soon after graduating cum laude from Virginia Tech with a B.S. in sociology and a minor in psychology.

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