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CTED-003 State School Board Policy for Academic Credit for Work-based Learning. This document outlines which forms of work-based learning earn academic credit and the number of work hours that are required.


  • A training agreement is a written statement of commitment from the training supervisor, school, student trainee and parents. The training agreement must be signed by each party, with a copy kept by each.
  • A training plan (program of work) must be developed for each student, outlining the goals of the work-based learning experience, the competencies to be mastered, and the strategies to be employed to achieve the goals. The training plan should incorporate a grading rubric describing how the student's grade will be determined.
  • Students should keep a journal of their work experiences, discuss their work with the teacher mentor, submit a written report documenting their experience, and do a formal presentation to their peers at the conclusion of their work-based learning experience.
  • Schools and districts may have additional requirements.
  • The cooperating teacher and the business mentor should collaborate on assigning a grade to the student.

Students participating in cooperative education will earn separate academic credit for the instructional component and the work-based component. These two components should occur simultaneously, or as least within the same school year. Separate grades are issued for the instructional component and the work-based component. Students must pass the instructional component in order to receive a grade in the work-based component.


Daily Log/Journal
Students need to reflect on what they experienced and record what they learned. How do I use it? Instructors should require students to keep logs/journals and write ii\n them every day.

  • Internship and Shadowing Daily Log - What Did I Learn Today? - shared by Charlotte Mecklenburg Schools, North Carolina.
    (doc, 28kb).
  • Work-Based Learning Work Experience Log - shared from McHenry County, South Carolina
    (doc, 72kb)
  • Journal: Academic Internship Program - shared by Charlotte Mecklenburg Schools, North Carolina.
    (doc, 49kb)
  • Mentor Activity Log – shared from McHenry County, South Carolina.
    (doc, 36kb)

Employer Evaluation
The suggested resources enable an employer to evaluate a student's job performance as well as general work habits and personal traits. Instructors should meet with each employer during each grading period and have them complete the evaluation. In addition, the instructor should review the evaluation with the student and discuss ways of improving job performance.

  • Employer Evaluation
    (doc, 29kb)
  • Mentor Evaluation - shared from McHenry County, South Carolina.
    (doc, 37kb)
  • Work-Based Learning: Participating Company Evaluation Form - shared from McHenry County, South Carolina.
    (doc, 38kb)
  • Employer's Evaluation of Apprentice – shared from Charlotte-Mecklenburg Schools.
    (pdf, 485kb)

Student Self -Evaluation
A Student Self-Evaluation helps students identify their competencies and skills. Instructors should use the self-evaluation to help students explore career options, and especially when a student does not have a career direction.

  • Student Performance Appraisal Instrument
    (doc, 48kb)
  • Internship Self-evaluation Report - shared by Iredell-Statesville Schools, Iredell County, North Carolina
    (doc, 28kb)
  • Work-Based Learning Interview Evaluation -shared from McHenry County, South Carolina.
    (doc, 34kb)
  • Work-Based Learning Parent Evaluation Form - shared from McHenry County, South Carolina.
    (doc, 37kb)