For Work-Based Learning to be effective, it must be utilized as an instructional strategy in the classroom. In simple terms, Work-Based Learning must be connected or integrated into what students learn in the classroom. To do this, teachers must be intentional about how they design their lessons and instruction and look for entry points for connecting content to careers.

We see the primary roles of the teacher as threefold:

(1) Designer: Design an engaging, relevant, & authentic curriculum that meets the needs of your students & aligns with standards.

(2) Facilitator: Guide students’ learning process by creating support structures that enhance and optimize learning for all students.

(3) Instructor: Provide opportunities for students to interact with content through various modalities and experiences.

*The “Gardner” in our “Cultivating WBL” metaphor.

A Work-Based Learning Coordinator is key to fostering relationships with employer partners, connecting those partners with classroom teachers, and supporting a WBL activity from start to finish.

Similar to a teacher, we see the primary roles of the WBL Coordinator as threefold:

(1) Designer: Co-design engaging, relevant, & authentic WBL experiences that help students understand, practice, and prepare for careers.

(2) Facilitator: Support teachers and industry partners with executing a successful WBL activity or experience (before, during, and after).

(3) Connector: Manage, coordinate, and expand relationships with industry partners by connecting them with classrooms.

*The “Conditions and Context” in our “Cultivating WBL” metaphor.

Industry partners or experts actively collaborate with educational institutions to provide real-world experiences and insights that enhance students' understanding, skill development, and overall readiness. The commitment level or responsibility of the industry partner varies depending on their availability, capacity, and willingness.

*The “Soil” in our “Cultivating WBL” metaphor.