In-Person Day Plan
Field Experience · Placement cohort · every-other-Tuesday class days
Placement Once placements begin, Placement students are at their site most days — but return to school every other Tuesday for a 90-minute in-person class. This is the plan for that day: three fixed parts, same structure every time, so students and you both know what to expect without re-explaining it each session. The Enterprise cohort (A days) is unaffected — it already meets on its own calendar; see Teacher Calendar.
The Structure — Three Parts, Every Time
A 90-minute block splits roughly 25 / 35 / 25, with 5 minutes of slack for transitions. Adjust the split by a few minutes per session as needed — the order and purpose of each part should not change.
| Time | Part | What happens | Who leads |
|---|---|---|---|
| 0–25 | 1. Discussion Speed-dating reflection | Students rotate in pairs, answering a new reflection question with a new partner every few minutes. | Teacher-emceed (calls questions, calls rotations) |
| 25–60 | 2. Capstone Teach + work time | Short teach segment on that week's capstone focus, then independent work building portfolio/pitch artifacts. | Teacher-led opening, then circulates |
| 60–85 | 3. Skills Employability packet | Students work two skill worksheets solo or in pairs, no teacher instruction needed — the packet is self-contained. | Students self-directed; teacher circulates for 1:1s |
| 85–90 | Wrap — collect exit info (attendance, any flags from 1:1 conversations), remind students what's due before the next in-person day. | ||
Two rows or two concentric circles of chairs, facing each other. You call out a question; each pair talks for ~3 minutes; you call "rotate" and one row/circle shifts one seat. New question, new partner. The questions are pulled straight from the weekly reflection form students already fill out at their placement — this is the same reflecting they're already doing, just spoken instead of typed, and to a peer instead of a form.
Two rows of 7 chairs facing each other (or two concentric circles, inner facing out). Each round, the outer row/circle moves one seat to the right; the inner row stays put. Odd numbers: one group of three, or you fill the gap and rotate through yourself.
Question Deck
Pick 5–6 per session, not all 8 — that's roughly the 25-minute budget at 3 min/round. Vary which ones you use across the seven sessions so it doesn't feel scripted, and don't hesitate to swap in a question that comes up naturally from something a student says.
Open with a short segment on that week's capstone focus (see the calendar below), then let students build. This is the recurring, ongoing block where the Capstone actually gets made — not a single cram session in December. Reference tools: Capstone Details · Capstone Rubric · Portfolio Guide · Pitch Prep Sheet.
| Session | 5-min teach segment | Work time focus |
|---|---|---|
| 1 · Sep 15 | What the capstone is, why it's 25% of the grade, the "broad format, five fixed criteria" rule | Start a portfolio artifact list — what you already have from Week 1–2 |
| 2 · Sep 29 | Elevator pitch structure (the four pieces, ~15/30/30/15 sec) | Start the Pitch Prep Sheet — first draft of each piece |
| 3 · Oct 13 | What counts as a portfolio artifact vs. what doesn't (per the Portfolio Guide) | Pull and label 2–3 real artifacts from the placement so far |
| 4 · Oct 27 | Trade Show expectations — station setup, handling cold questions | Sketch a station layout; keep drafting the pitch |
| 5 · Nov 12 | Mid-point gut check — range and curation, not just volume | Full pitch draft; trade partners for a first read/listen |
| 6 · Nov 24 | Full pitch rehearsal — every student says it out loud once, timed | Score yourself against the rubric; revise the weak criterion |
| 7 · Dec 8 | Final logistics — dress code, arrival time, what to bring | Final dress rehearsal + station setup dry run |
portfolio.html on the student portal (which writes to Supabase and sits in the same SOPPA-affected bucket as the hours/reflection tools, see the Google-native rebuild notes). This is deliberate: it's already fully Google-native, works throughout the semester without waiting on any tooling decision, and each student owns their own folder. Say this explicitly in Session 1's capstone mini-teach — "start your Field Experience folder today" — so nobody is scrambling to assemble a portfolio from scratch in December.
Students work through two skill worksheets from the Employability Skills Packet, solo or with a partner, without teacher instruction — each worksheet already carries the scenario, the concept, and the activities on the page. This frees you to do what actually needs a teacher: circulate and hold 1:1 conversations about placement experiences, businesses, or whatever came up in Part 1.
| Session | Skills covered | Notes |
|---|---|---|
| 1 · Sep 15 | 1. Teamwork & Conflict Resolution · 2. Communication | First run — walk through the packet format once as a group before turning them loose (2 min) |
| 2 · Sep 29 | 3. Problem Solving · 4. Decision Making | |
| 3 · Oct 13 | 5. Critical Thinking · 6. Adaptability | |
| 4 · Oct 27 | 7. Initiative · 8. Reliability | |
| 5 · Nov 12 | 9. Cultural Competence · 10. Planning & Organizing | All 10 skills complete after this session |
| 6 · Nov 24 | Skill Indicators Activity (review, all 10) | Already built for bootcamp — reuse it here as a deeper review now that students have real placement evidence to test it against. Uses the real BPS101 Performance Indicator Rubrics (5 named indicators/skill, binary Meets Expectation / Needs Practice) — a different, more precise scale than the packet's own 4-point self-rating boxes. Worth saying out loud to students: same 10 skills, two lenses on them. |
| 7 · Dec 8 | Catch-up only | No new content — anyone behind on the packet finishes here; everyone else gets extra capstone time |
Related: Employability Skills Packet · Answer Key (teacher only) · Capstone Rubric · Teacher Calendar · Weekly Reflection Form