Mutually Beneficial Community Partnerships for Work-Based Learning, LaFrancis, Spring 2026

Course Number:	EDU 5515 S10
Instructor:	Michelle LaFrancis, M.Ed.
Location:	Online
Dates and Times:	January 24 - May 2, 2026
Credits:	3 Graduate Credits
Tuition:	Set by and payable to VT-HEC

Course Description

Course Description: Work-Based Learning (WBL) provides many youth an introduction to the world of professional work. These authentic learning experiences prove to be an invaluable part of students’ learning experiences, helping youth develop the assets they need to survive and thrive as adults. Local businesses, post-secondary institutions, organizations, and community members are key partners for high school WBL programs. Recruiting and retaining stakeholders is the bread and butter of Work-Based Learning.

In this course, candidates explore the perspectives of WBL partners and the opportunities that exist in the communities in which they work. They focus on how to create, grow, and sustain community partners; how to align their work with workforce and community development stakeholders and their needs; and the best strategies to connect WBL experiences to student proficiencies and transferable skills.

Audience: This course is intended for individuals with an earned Bachelor’s Degree pursuing a Work-Based Learning Coordinator endorsement or seeking re-licensure credits. However, anyone with an interest in Work-Based Learning is welcome to enroll.

Course Goals & Objectives

Course Goals:

To ensure programming is engaging, instructive, and meets the needs of the community
Explore various WBL models and best practices around the state
Develop activities and programming that are in accordance with WBL Progression goals

Course Objectives:

Students will have a better understanding of best practices for building effective and sustainable partnerships with invested stakeholders.
Students will identify invested stakeholders (School Administration/Agency of Education/VSBIT) and understand their relationship in accordance with compliance in terms of risk management by producing or curating necessary documents.
Students are equipped with the tools to foster and sustain relationships between invested stakeholders (WBL Partners: Business & Non Profit, Parents/guardians, Post Secondary Institutions, Workforce Development Programs, and/or colleagues) within the school system.
Students will develop activities/learning opportunities that are reflective of a student’s personalized learning goals in terms of career progression goals in coordination with invested WBL stakeholders (WBL Partners: Business & Non Profit, Curriculum/WBL Resources, Post Secondary Institutions, Workforce Development Programs, and/or colleagues).

Required Readings/Resources

Costs for required readings, if any, are not included in the course tuition.

Aguiar, Jacob. Empowering High School Seniors: A Holistic Approach to Career Development - National Career Development Association (NCDA).” National Career Development Association, 1 August 2024.

https://www.ncda.org/aws/NCDA/pt/sd/news_article/568836/_self/CC_layout_details/false

Aurora Institute. “Best Practices for High-Quality Work-Based Learning - Aurora Institute.” Aurora Institute, 31 July 2023.

https://aurora-institute.org/cw_post/best-practices-for-high-quality-work-based-learning/

“Career Pathways.” Vermont Agency of Education.

https://education.vermont.gov/student-learning/flexible-pathways/career-pathways

Fisher, Julia Freeland, et al. 5 Steps for Building and Strengthening Students’ Networks. Christensen Institute, 5 May 2021.

Gerlach, Natalie. Reimagining Career Counselor Curriculum for Underserved Populations - National Career Development Association (NCDA).” National Career Development Association, 1 Nov. 2024

Germain, Emily, and Jeannie Oakes. “A Spotlight on the Practices Needed for Community Schools to Thrive.” Brookings, 16 Aug. 2023.

https://www.brookings.edu/articles/a-spotlight-on-the-practices-needed-for-community-schools-to-thrive/

Kimner, Hayin, and Stacey Campo. “Community-connected Learning in Community Schools: Why It Is Essential for Whole-school Transformation.” Brookings, 8 Aug. 2023.

https://www.brookings.edu/articles/community-connected-learning-in-community-schools-why-it-is-essential-for-whole-school-transformation/

McCraw, Ally. “Building Strong School-to-Community Partnerships to Support Student-Centered Learning | All4Ed.” All4Ed | Equity. Justice. Education., 20 Oct. 2021.

https://educateradiateelevate.org/building-strong-partnerships-strategies-to-amplify-impact/?gad_source=1&gad_campaignid=22600813413&gclid=CjwKCAiA8vXIBhAtEiwAf3B-g3hEEsS-cwhnxCpXa8Hxr016b83c01VZS8oFkjE3DbOr0gn4_XOAGBoCybMQAvD_BwE

Puerta, Stace Puerta, and Drews Mitchell. Expanding Career Opportunities for High School Students, One Step at a Time - National Career Development Association (NCDA).” National Career Development Association, 1 June 2024.

Torpey-Saboe, Nichole, et al. News and Insights: Internships and Beyond Strengthening Career Value Across Diverse Models of Work-Based Learning - Strada Education Foundation. July 2025

https://www.strada.org/news-insights?

Wood, Lacy, et al. How Family, School, and Community Engagement Can Improve Student Achievement and Influence School Reform. Feb. 2017

“Work Based Learning Manual.” Vermont Agency of Education, updated from September 2025.

https://education.vermont.gov/student-learning/flexible-pathways/work-based-learning

For additional course information

Michelle LaFrancis

(802) 498-3350

For additional registration information

Center for Schools Team

(802) 468-1325