Developing Job Shadow Experiences
Self-paced training about best practices in developing worksite learning opportunities for students
About this Training
This self-paced training is designed to inform educators about best practices in developing worksite learning opportunities for students. View the complete Developing Job Shadow Experiences (DJSE) course in Canvas, or see details below.
Course Objectives
- Identify the essential components for developing meaningful job shadow experiences
- Describe how to incorporate job shadow activities into transition instruction and assessment practices
- Discuss the steps for developing individual and/or group job shadow sites
- Reflect, apply, and develop a plan for next steps in your district
Course Format
- The series consists of four modules that include written and video content.
- Review modules individually or as a team.
- Plan to spend approximately 30 minutes on each module.
- Reflect on the content by completing activities at the end of each module. You may wish to download the Developing Job Shadow Experiences Activity Workbook to record your reflection activity responses.
Course Modules
After a brief introduction to the Center for Change in Transition Services, Module 1 begins with an overview of inclusive transition planning for students with disabilities. It identifies the four performance indicators for secondary transition and where job shadowing fits into the sequence of transition services. Then it explores the importance, purpose, and benefits of Work-Based Learning (WBL) with a focus on ensuring that WBL opportunities are accessible and meaningful for all students.
The module addresses UDL strategies that can be used to enhance access to WBL, as well as accommodations, modifications, and assistive technology supports that facilitate meaningful engagement in WBL experiences for students. It also introduces OSPI’s Work-Based & Worksite Learning Guide: Career Technical Education, an essential resource for anyone exploring WBL experiences for their students.
Module 2 begins with reminders of the importance and benefits of collaboration with outside partners. It includes details for building partnerships between Special Education and Career Technical Education (CTE), Division of Vocational Rehabilitation (DVR), parent groups, and businesses.
Throughout the module, we explore how each of these partnerships can be leveraged to support the participation of students with significant disabilities in inclusive, meaningful work-based learning experiences. This includes tailored supports and collaborative planning to ensure all students can engage in career exploration and job shadowing aligned with their strengths, preferences, and interests.
Module 3 begins by exploring the benefits, characteristics, and success factors of job shadowing. Then it identifies the steps to developing job shadow experiences, including the roles and responsibilities of students and school staff. It provides recommendations for contacting businesses for potential job shadows and lists a variety of online resources that can support or supplement job shadow experiences in a classroom. The module also includes strategies and resources to ensure job shadowing is accessible and meaningful for all students.
Module 4 includes recommendations for activities leading up to and after the job shadow that anchor students’ learning from their experience. It emphasizes preparation strategies that meet diverse learner needs, including students with significant intellectual or developmental disabilities (IDD). The module concludes with a final list of considerations to keep in mind while facilitating the job shadow experience.
Please consider taking five minutes to reflect on what you’ve learned throughout this course and share it in the Post-Training Reflection Guide.
Your feedback helps us create materials that are meaningful and accessible to stakeholders across Washington state.