As opposed to many classrooms within NSW, students were asked every day how they could continuously improve on what they had done the day before. This was done in a collaborative, safe friendly non threatening environment that could not help but create an environment that was continuously improving student outcomes. This was done through the 5S system. Every classroom I visited had at least one 5S poster on display and more often than not one on each wall. These posters reminded students that they had to continuously think about what they were doing and if they could improve. The message was the same across all courses. How can we get better. The 5S process is explicitly taught and I personally believe that it was beginning to make students look at not only how they worked in their companies on improvement but how they could improve their lives in general by applying basically the same principals. Protocol XI: Business & Industry Onsite Review Business is heavily involved in the creation, implementation and ongoing support of the simulated workplace program. Business in West Virginia has had a great deal of input into the program at all stages and is perhaps one of the defining features of the program. I did not have the pleasure of being on a review visit but having spoken to teachers and students the process is one of support and collaboration to once again continuously improve on outcomes being delivered. The process was not one that was seen as threatening but one where what was being done could be showcased and assessed. Protocol XII: Student Portfolio These student portfolios differed from many other student portfolios I have seen students create. When looking at students portfolios it was evident that each student had a great deal of pride in their company as they had invested so much intellectual capital into it. This was reflected in the quality of the portfolios I saw being put together. Each student had created a document that outlines how they have fitted within the various roles of the company and displayed what they were capable of. Each portfolio I viewed was of a very professional standard and each student could quite happily present it at interview time to a prospective employer. Student Teacher Employer Outcomes Students
As opposed to many classrooms within NSW, students were asked every day how they could continuously improve on what they had done the day before. This was done in a collaborative, safe friendly non threatening environment that could not help but create an environment that was continuously improving student outcomes. This was done through the 5S system. Every classroom I visited had at least one 5S poster on display and more often than not one on each wall. These posters reminded students that they had to continuously think about what they were doing and if they could improve. The message was the same across all courses. How can we get better. The 5S process is explicitly taught and I personally believe that it was beginning to make students look at not only how they worked in their companies on improvement but how they could improve their lives in general by applying basically the same principals. Protocol XI: Business & Industry Onsite Review Business is heavily involved in the creation, implementation and ongoing support of the simulated workplace program. Business in West Virginia has had a great deal of input into the program at all stages and is perhaps one of the defining features of the program. I did not have the pleasure of being on a review visit but having spoken to teachers and students the process is one of support and collaboration to once again continuously improve on outcomes being delivered. The process was not one that was seen as threatening but one where what was being done could be showcased and assessed. Protocol XII: Student Portfolio These student portfolios differed from many other student portfolios I have seen students create. When looking at students portfolios it was evident that each student had a great deal of pride in their company as they had invested so much intellectual capital into it. This was reflected in the quality of the portfolios I saw being put together. Each student had created a document that outlines how they have fitted within the various roles of the company and displayed what they were capable of. Each portfolio I viewed was of a very professional standard and each student could quite happily present it at interview time to a prospective employer. Student Teacher Employer Outcomes Students
Craig%20Miller%20Scholarship%20Report%20tbe.docx