Illinois legislators are currently considering a number of education and workforce development bills. In this article, we preview proposed bills with the potential to reform university funding, manufacturing pathways, student placement and transfers, high school requirements, the use of AI, and postsecondary data dashboards.
Innovations in Work-Based Learning: Highlights from School Year 2024–25
The 2024–25 school year brought fresh energy and bold innovation to the field of work-based learning. Educators, employers, and partners came together through our Illinois Work-Based Learning Innovation Network (I-WIN) to reimagine what’s possible when students are connected to authentic professional learning experiences. From new internal systems and inclusive practices to creative partner outreach and myth-busting conversations, learn what key initiatives, resources, and models communities are implementing to provide high-quality work-based learning and advancing access for all students, especially those furthest from opportunity.
Building Sustainable Foundations and Processes
Creating Unified Teams and Expanding Work-Based Learning Access: Valley View School District
To address sustainability and avoid reliance on a single champion, Valley View School District 365U formed a dedicated committee to promote work-based learning opportunities throughout the school and collaborate with external partners. The district also introduced “AfterForce,” a Career and Technical Education course held outside of regular school hours to address scheduling barriers for students and provide students 30 or more hours of supervised career development experience per semester, aligned with state requirements for College and Career Pathway Endorsement framework.
Partnering with Purpose: Northern Kane County
Northern Kane County EFE Region 110 is leading efforts in sustainable partnerships with structured, rotational career development experiences and clear communication between schools and employers. The Health Sciences Rotational Internship places six to ten students at two different sites for 30 hours each, providing diverse hands-on experiences (view the rotation schedules for Advocate Sherman Hospital and the Well Child Center of Elgin). Another standout program is the Pharmacy Technician Internship, which includes 40 hours of mentor-led training followed by 20 hours of direct experience. Northern Kane County also collaborates with companies including Alta Heavy Equipment, Altorfer Caterpillar, and Elgin Sweeper to create internships in skilled trades and technical fields, offering 60-hour summer internships. To support these efforts, they’ve developed a range of resources—from Internship 101 presentations and sample job descriptions to business partner checklists, internship timelines, and supervisor/intern feedback forms. These tools ensure alignment, clarity, and consistency across all experiences, helping both students and employers succeed.
Growing Internal Capacity: In-House Internships
Naperville Community Unit District 203 and Cherry Creek School District in Colorado are innovating by creating in-house internship opportunities for students, placing them in roles within their own schools and district offices, ranging from information technology to marketing, accounting, transportation, and a growing interest in expanding health science pathways through placements with school nurses. Schools are increasingly seeing internal internships as a powerful equity strategy, particularly for students who lack transportation, and as a model of leadership that encourages external partners to do the same.
Navigating Liability: Insurance and Labor Law Clarity
Schools and partners are finding effective ways to address concerns around liability and labor laws for students under 18 years old participating in work-based learning. Organizations including Valley Education for Employment System, Valley Industrial Association, and GCAMP are engaging employer partners in myth-busting conversations about legal limitations for high school interns and carefully reviewing the Child Labor Bulletin 101 to identify what tasks are legally permissible and where they’re documented. For example, contrary to popular belief, many machine tool roles are not classified as hazardous under federal labor laws. At an I-WIN roundtable, schools shared insights on how they are better understanding and navigating liability, including:
Leyden High School District 212 has also successfully collaborated with employer partners to complete their work-based learning training agreement, helping to ease concerns for both the school and the businesses involved.
Note: The examples and resources included do not constitute legal advice. Please consult with legal counsel to ensure work-based learning programs comply with applicable law.
Empowering Students Through Access, Inclusion, and Ownership
Inclusion and Culture Change: Work-Based Learning Access for Students with Specialized Educational Needs
Central DeWitt School District in Iowa is learning how work-based learning can be a powerful tool for shifting school culture and promoting inclusion. They have developed a high school Peer STEM Program to pair students with and without specialized educational needs in collaborative learning environments that foster empathy, communication, and teamwork by engaging students in authentic tasks such as clerical work, media center support, and greenhouse care. The program builds in regular opportunities for students to reflect on the essential and technical skills they are developing to build independence and confidence. The impact is long-lasting: many Peer STEM students go on to take on leadership roles in the schools, and some even pursue careers in special education, supported by new initiatives like the Education Assistant class launching in 2025–26, which offers structured training and job shadows for future special education educators.
Student-Led Outreach: Building Confidence and Connections
Jacobs High School in District 300 is finding success in growing industry partnerships by empowering students to build essential skills in initiative and self-drive to recruit potential partners. Each February, prospective interns are invited to informal lunchtime sessions in the library where staff walk them through the materials, explain expectations, and answer questions. Students are provided a how-to guide and phone script designed to ease the discomfort of cold-calling businesses. These resources walk students through how to leverage their own networks and confidently speak with potential employers. Once a lead is identified, the school steps in to explain the program and formalize the connection.
Virtual Learning, Authentic Engagement: Chicago Public Schools Cybersecurity Project
Gwendolyn Brooks College Preparatory Academy in Chicago piloted a 30-hour virtual cybersecurity project in collaboration with the Work-Based Learning Alliance, made possible through the Accelerated Model Pathways for Information Technology initiative. In this three-week program, students worked in teams to conduct a vulnerability assessment of a website, analyze cybersecurity risks, and present a final report with feedback from industry mentors. Platforms such as BambooHR, Slack, and Practera give students a taste of professional tools, while the virtual model ensures equity by eliminating barriers like transportation or geography. Students worked six to seven hours per week, including live Zoom onboarding and orientation sessions, and weekly team meetings with industry mentors. In addition to developing essential and technical skills, students built social capital through structured feedback and industry engagement, preparing them for future education and career pathways. Virtual project models such as these can support students to complete both team-based challenges and career development experiences.
Reimagine What’s Possible in Your Community
This school year’s innovations reveal a powerful truth: when we rethink systems, center students, and build intentional partnerships, we can offer a variety of high-quality opportunities and make work-based learning a reality for every student. Whether through virtual projects, internal internships, or inclusive peer programs, schools are finding new ways to connect students to meaningful, real-world experiences.
As we look ahead to the next school year, the question is not whether work-based learning can make a difference; it’s how we can ensure every student, especially those furthest from opportunity, has access to it. What existing resources can you activate within your school or district to build inclusive, sustainable work-based learning programs? How might your community deepen partnerships, share responsibility, and dismantle barriers like transportation, liability concerns, or lack of awareness? Use these models and resources as a springboard. Share them, adapt them, and build on them to meet the needs of your own community. Most importantly, commit to understanding and breaking down barriers for students and partners to help them see that a future of possibility is within reach.
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