MENTOR HANDBOOK

Youth Apprenticeship:

A WORK-BASED LEARNING PROGRAM

Bryan County Schools

Bryan County High SchoolHome of Redskin Pride!

Richmond Hill High SchoolHome of the Wildcats!

Bryan County High School Richmond Hill High School Karen Lynn , WBL Coordinator Lori Davis, WBL Coordinator

TABLE OF CONTENTS

Welcome..........................................................................................................3What is the Youth Apprenticeship/Work-Based Learning Program...................3Roles of the Mentor..........................................................................................4Traits of an Effective Mentor............................................................................4Instructional Behaviors of a Mentor..................................................................6Effective Mentoring Strategies.........................................................................7Tips for Mentors...............................................................................................8Mentoring Program Criteria..............................................................................9Youth Apprenticeship/Work-Based Learning Program--Orientation Checklist.11Sample Documents

Sample Educational Training Agreement........................................12-13Sample Educational Training Plan (used for skills assessments)…………………….14Sample Job Skills Assessment(soft-skills assessments)........................15Sample Monthly Time and Earnings Report.........................................16

U.S. Department of Labor Minimum Wage Information/GA DOL Guidelines17-25Labor Laws Poster ………………………………………………………………………………………………………………..26Signature Page...............................................................................................27

The Bryan County School System does not discriminate in the educational and employment policies under which it operates and will honor all appropriate laws relating to discrimination.

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WELCOME

The Bryan County School System Youth Apprenticeship/Work-Based Learning Program would like to welcome you as a mentor. Your role as mentor is one of the most important aspects of the student learning experience. Without you, students would just be employees of a company. Under your guidance, our student will develop skills and work habits that will enable him/her to become valued members of the workforce now and in the future.

You will work with your student employee individually to provide an extension of the classroom experience through teaching of tasks, acceptable employment characteristics, and good work ethics. You will provide feedback of student performance to identify strengths while allowing for growth in areas of weakness.

Welcome to a partnership designed to create the best work experience available to high school students.

WHAT IS WORK-BASED LEARNING?

Work-Based Learning (WBL) is a specialized, one- or two-year program designed for juniors and/or seniors who are at least 16 years of age. The program allows students who are enrolled in Career, Technical, and Agricultural Education courses to experience work in their particular areas of study and to receive academic credits for the work they perform. A student’s place of employment becomes an extension of school instruction with the mentor acting as a co-teacher in this endeavor.

The combination of school and work during the same period of time serves two purposes: (1) to help students learn skills and knowledge to qualify for a full-time job in the near future; and (2) to give the student the experience of using work to foster his/her own learning.

Additional objectives include: (1) development of positive attitudes and work habits; (2) development of work ethics, transferable skills, and specific job skills; (3) improvement of business and school relationships; (4) providing experiences that cannot be duplicated in the classroom; (5) expansion of knowledge of occupations.

Work-Based Learning promotes the idea that not all learning happens within the walls of a classroom. Experiential learning not only provides new information and experiences but also allows students to make a connection between concepts and skills learned in school with applications to real-life experiences in the workplace.

ROLES OF THE MENTOR

The mentor performs a number of functions including: (1) induction of the WBL student into the business, (2) training of the student, (3) evaluation of the student, and (4) counseling the student on matters related to work and school.

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InductionThe mentor orients the Work-Based Learning Program student to the job, to the business, and to industry as a whole.

TrainingThe mentor participates in the development of the training plan for the student under his/her supervision. The mentor assists the student in carrying out classroom assignments related to the job and evaluates the skill tasks listed on the student’s schedule of training.

EvaluationThe mentor evaluates the student’s progress in learning his/her job and communicates with the Work-Based Learning Program Coordinator the strengths and areas in which improvement is needed. The mentor verifies the student’s attendance and production reports.

CounselingThe mentor counsels with the student concerning his/her performance both on the job and in school as well as their relationships with other employees. The mentor must take the responsibility for preparing the student for a definite goal and provide him/her with the individual attention necessary to attain that goal.

TRAITS OF AN EFFECTIVE MENTOR

Academic SupportKeeping young people in school; helping them graduate from high schools; evaluating educational choices; and directing them to resources for furthering their education.

Role ModelingPointing out, demonstrating, and explaining actions and values that offer the best chances for success and happiness; helping YAP students see and strive for broader horizons and possibilities than they may see in their present environments. Role modeling helps young people raise their ambitions in life.

Attention and ConcernMany young people do not receive enough attention and concern from the adults in their lives. Mentors can fill in these empty spaces with dependable, sincere, and consistent attention and concern.

AccountabilityA commitment made to a WBL student for any type of appointment, i.e., meeting, activity, etc., should be the mentor’s first priority, barring emergencies. This consistent accountability has several benefits:

Cements trust between the mentor and student Sets a good example (role modeling for the YAP student to follow) Creates mutual expectations that can be met

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CommunicationRequires attention to three basic skills: listening, looking, and leveling.

Listening—Listening does not have to be passive. It can be as active as talking, if done correctly.

Looking—People communicate with both verbal and body language.

Leveling—Leveling means being honest about what you are feeling and thinking without being angry or destructive.

Company PolicyThe mentor will work with the person in charge of personnel to see that the WBL student is fully informed of all personnel policies, guidelines, procedures, and any other pertinent information that is necessary for success at the worksite. These will include, but not be limited to, functions of the employing department, work days and hours, work requirements, notification procedures for absences, payroll documents, safety rules, use of telephone, report of injury, use of equipment, and any other items necessary for the apprentice to know.

Self-EsteemSelf-esteem is how a person thinks about him/herself. It is the value placed upon oneself. WBL students, like everyone else, need positive nurturing that will promote the development of self-esteem.

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INSTRUCTIONAL BEHAVIORS OF A MENTOR

Demonstrate task performance by doing the task while the WBL student observes. While performing the task, the mentor points out important features and checks the student’s understanding by asking questions and encouraging the student to ask questions.

Explain how to perform a task correctly. Explanation may accompany demonstration or be provided separately. It sets performance criteria, points out what problems are likely to occur, and identifies possible problem-solving strategies.

Explain why a task is performed a certain way. A mentor must explain why the task is performed according to certain specifications, provide information about the business management or scientific principles underlying the procedures, and explain how the task relates to other tasks.

Monitor and critique the WBL student’s attempts to do the task. While monitoring the YAP student’s performance, the mentor gives clear and immediate feedback. Although monitoring and feedback are continual, the interval between instances increases as the student gains competence; and the mentor encourages the student to monitor his/her own performance and to seek help when difficulties arise.

Modeling problem solving by thinking aloud and demonstrating problem-solving strategies. Modeling includes explaining what questions the WBL student can ask himself/herself when problems arise, identifying the kinds and sources of information the student might need to find a solution, and pointing out important information or cues that the mentor is relying on to guide problem solving.

EFFECTIVE MENTORING STRATEGIES

1. POSITIVE ATTITUDE: Encourage a person to examine beliefs and ideals in an effort to establish personal values and goals.

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2. OPEN-MINDEDNESS: Encourage a person to keep an open mind to ideas.

3. INTERRELATIONS: The interactions between mentor and protégé should be situations of sharing, caring, and empathizing.

4. CREATIVE PROBLEM SOLVING: Encourage the protégé to use creative problem-solving processes.

5. EFFECTIVE COMMUNICATIONS: Encourage a person to be an attentive listener and an assertive inquirer.

6. DISCOVERY: Encourage the protégé to be an independent thinker.

7. STRENGTHS AND UNIQUENESS: Encourage a person to recognize individual strengths and uniqueness and to build upon them.

8. CONFIDENCE: Assist a person in developing self-confidence.

9. AWARENESS: Stress that an individual must be aware of the environment, be intuitive, be problem-sensitive, and be ready to make the most of opportunities.

10. RISK-TAKING: Encourage a person to be a risk-taker and to be an active participant, not a spectator.

11. FLEXIBILITY: Share with a protégé the importance of being flexible and adaptable in attitudes and actions, looking for alternatives, and seeing situations/persons from different perspectives.

Tips for Mentors- Remember we are a team growing a student to reach greatness

Have the goals of the program firmly in mind when you engage with your mentee.

Remember that you are not taking the place of the parent. Keep personal discussions to a minimum.

Express a sincere interest in the program as a whole so that the mentee will understand that he or she is part of a bigger effort and that there are other partnerships that exist.

Assist the student in setting realistic, obtainable goals for the year.

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Understand that the process of the relationship is just as important as guiding the student through a job task

Remember to be an active mentor. That is, when you are with your mentee, try to actively engage with him or her.

Never underestimate the power of continuity in a young person’s life. Stick with a regular meeting schedule that works for both of you.

If your mentee has taken an avoidance approach in the work situation, try to get as much information as you can that might explain this behavior, and KEEP TRYING!

As the relationship progresses, try to refrain from selling your mentee on doing something and concentrate more on encouraging him/her to want to do it on his/her own.

Become a great listener. The best way to establish a good relationship with your mentee is to encourage him/her to talk, to draw him/her out, to ask questions in ways that does not require a “yes” or “no” response.

A Few Final Thoughts

KEEP A WATCHFUL EYE: Watch for signs of boredom or indifference. Try to create opportunities and experiences that foster discovery of new ideas and development of new skills.

ASK OPEN-ENDED QUESTIONS: Check periodically to see how well and how much the student is learning. Ask open-ended questions such as, “What has been most challenging to you these past few weeks?”

PROVIDE SUPPORT WITHOUT RESCUING: Too often mentors say “Let me show you how to do that” when they should be asking “What do you think you should do next?” It takes patience and courage to stand back and let a student risk failure. However, the most significant growth happens through the discomfort of grappling with a new situation.

AVOID MESSAGES OF PERFECTION: The greatest gift a mentor can give students is to be authentic. When you make a mistake, you can show how you learn from that mistake and are more competent as a result. Make sure that the student understands that you are still a learner yourself.

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MENTOR PROGRAM CRITERIA

The following items list suggested criteria to use when choosing a mentor for a Work-Based Learning student.

Prerequisites: 1-2 years experience in field 12 months continuous service with the organization Full-time status preferred Willing to serve as a mentor

Knowledge: Understands customer/supplier relationship TQM culture/concepts Informed to answer questions and be an information resource Understands company and department policies/procedures Technically competent Knows company’s and department’s mission/values/vision

Personality/Traits/Characteristics: Lifetime learner Respects others Possesses integrity Quality-minded Customer focused Counseling/listening skills Conscientious Well-liked by peers Enthusiastic Positive attitude Team player Good communication skills Professional appearance Caring Punctual Self-motivated Coach

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RESPONSIBLE MENTORING

A responsible mentoring program: Is a structured one-to-one relationship or partnership that focuses on the

needs of the mentored participant Fosters caring and supportive relationships Encourages individuals to develop to their fullest potential Helps an individual develop his or her own vision for the future Is a strategy to develop active community partnerships

A responsible mentoring program requires: A well-defined mission and established operating principles Regular, consistent contact between the mentor and the participant Support by the family or guardian of the participant Additional community support services An established organization for oversight Paid or volunteer staff with appropriate skills Written job descriptions for all staff and volunteer positions Adherence to EEO requirements Inclusiveness of racial, economic, and gender representation as appropriate

to the program Adequate financial and in-kind resources Written administrative and program procedures Written eligibility requirements for program participants Program evaluation and ongoing assessment A long-range plan that has community input Risk management and confidentiality policies Use of generally accepted accounting practices A prudent and responsible rationale for staffing requirements that are based

on:o Organization’s statement of purpose and goalso Needs of mentors and participantso Staff and other volunteers’ skill levels

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o ORIENTATION CHECKLIST

The following is a suggested checklist that you as mentors may wish to review with your mentees:

1. Department/Company Tour ____2. Introductions to Appropriate Personnel ____3. Location of Fire Alarms, Fire Extinguisher, and Fire Exits ____4. Review of Emergency Procedures ____5. Emergency Evacuation Plans ____6. Severe Weather Procedures ____7. Location of Restrooms ____8. Explanation of Authorized and Unauthorized Areas ____9. Parking Procedures/Locations ____10. Name Badges (Identification, Clocking In/Out) Location of ____ Time Clocks/Bulletin Boards ____11. Company Policy Regarding: ____

Confidentiality, Dress Code, Breaks, Smoking, Sexual Harassment, Safety, Attendance, Tardiness12. Telephone Procedures/Etiquette ____13. Pagers/Beepers/Electronic Devices at Work

____14. Interaction with Other Departments

____15. Location of Policy/Procedure Manuals

____16. Working Hours ____

The Barrow County School System does not discriminate in the educational and employment policies under which it operates and will honor all appropriate laws relating to discrimination.

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EDUCATION/TRAINING AGREEMENTBryan County Schools

Work-Based Learning Programs

__Elaine Turner/After School Program will permit __Gina Hyden__ from RHHS to enter their establishment as an employee under the supervision of Susie Fawcett for the purpose of gaining knowledge and experience in the occupational area of Early Childhood Education.The Work-Based Learning student agrees to:

make a commitment to the Work-Based Learning program, business, high school, and post-secondary education

arrange for reliable transportation to and from field experience follow all company policies and procedures adhere to Bryan County Schools and Work-Based Learning Program rules

and policies maintain a “B” average in course work meet skill requirements in training plan and complete course assignments

to earn credit communicate any concerns associated with program to the Work-Based

Learning Coordinator participate in events and opportunities sponsored by the Work-Based

Learning Program participate in progress reviews with mentor, coordinator, and parent(s)

The parent(s)/guardian agrees to:

support Work-Based Learning student in meeting the requirements of the program – including coursework requirements

participate in progress reviews communicate regularly with coordinator provide 24-hour insurance for the student grant permission for pictures, videos, and/or audios displaying work or

school activities to be used in the promotion of the program encourage the Work-Based Learning student in the pursuit of post-

secondary education

The employer/mentor agrees to:

designate an employee to serve as mentor and supervisor to the student remember that this student is both their employee and involved in an off-

site classroom for high school credit provide adequate and safe equipment and a safe and healthful workplace

in conformity with all health and safety standards of federal and state law provide appropriate safety training interview and select students for employment

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instruct the Work-Based Learning student in competencies identified in a job specific-training plan

assess progress of the Work-Based Learning student twice a semester (copy to coordinator) and communicate concerns with the Work-Based Learning Coordinator

Notify Work-Based Coordinator immediately if student does not show up to work on time and on a scheduled work day

support the Work-Based Learning program’s academic probation policy* encourage the Work-Based Learning student in the pursuit of post-

secondary education

The coordinator agrees to:

participate in progress reviews work with mentor and student in the development of a training plan meet twice a semester with employer/mentor monitor progress and establish remediation when necessary communicate regularly with parents of Work-Based Learning students encourage the youth apprentice in the pursuit of post-secondary

education

The employer and the Work-Based Learning coordinator will develop a training plan describing the components of the field experience.

The Work-Based Learning student may be terminated from the field experience at any time that the employer/mentor feels that the company or clients have been jeopardized. The Work-Based Learning student may be terminated for failure to follow Bryan County rules concerning student requirements for work schedule adherence, transportation agreements, insurance continuity, forgery of documents. Loss of field experience site will result in loss of course credit.

The undersigned parties agree to these responsibilities in the implementation of this agreement.

Student: __________________________________________ Date: __________

Parent: __________________________________________ Date: __________

Employer/Mentor: ____________________________________ Date: __________

Coordinator: ________________________________________ Date: __________

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*Academic Probation: If a student has a 70 or below in any subject, he/she is placed on academic probation. Early release privileges will be revoked until his/her grade has improved to a passing grade.

The Bryan County School System does not discriminate in the educational and employment policies under which it operates and will honor all appropriate.

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Sample EDUCATIONAL TRAINING PLAN

Job Title: Office Assistant Program Area: Early Childhood Education

Student Name: School: Richmond Hill High SchoolType of Work-Based Learning Program Placement: Employing Company Name: Afterschool ProgramEmploying Company Address: Employing Company Supervisor/Mentor: Supervisor/Mentor Contract Numbers: Phone: Cell: Fax: Occupational Goal: Completed Coursework Related to Placement:Enter the level of competency reached by the student.1 = Very little or no skill—Needs close supervision to perform this task.2 = Moderately competent—Some knowledge but requires some supervision to perform this task.3 = Proficient—Can perform this task with little or no supervision.Student competency on all tasks should start at level 1 or 2 and be documented as 3 by the end of the experience.

3 2 1

List any potential health/safety conditions related to this specific work assignment (indicate NONE if no such conditions have been identified): Special requirements expected of the student: Student signature Date Mentor Signature WBL Coordinator Signature Date Parent Signature

NOTES:

Due: August 7, 2014Work-Based Learning

Bryan County Schools General Employability Skills Evaluation Mail or send by the student to:

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Lori L. Davis Richmond Hill High School 1 Wildcat Dr.Gina Hyden ASP Richmond Hill, GA 31324

Student/Employee Name Work Site 1 st 9 weeks 1 st semester Elaine Turner/Susie Fawcett Lori L. Davis Grade Period Semester Employer/Mentor Teacher/Coordinator

The Work-Based Learning Program is a cooperative training effort between the school and the business community. This evaluation provides a means for joint assessment of the student/employee’s job performance. Your evaluation will help the teacher/coordinator to determine an appropriate grade for the training period credit and to offer instruction that will promote the student/employee’s continued success on the job. The report is CONFIDENTIAL. Only the supervisor, teacher/coordinator, parent and the student will have access to this information.

Please circle the number using the following rating scale to evaluate the performance of the student in each of the categories listed below for the grading period:

4 – Excellent 3 – Above Average 2 – Average 1 – Below Average

Punctuality/Personality Traits Attitudes Toward WorkReports to work as scheduled and on time 4 3 2 1 NA Looks for ways to improve 4 3 2 1 NAReturns from breaks/meals on time 4 3 2 1 NA Demonstrates initiative 4 3 2 1 NAArranges in advance for lateness or time off 4 3 2 1 NA Is inquisitive about the job 4 3 2 1 NAGrooming/Dressing appropriately for the job 4 3 2 1 NA Shows enthusiasm for work 4 3 2 1 NADiscreet (as to being talkative) 4 3 2 1 NA Accepts constructive criticism 4 3 2 1 NADemonstrates self-control 4 3 2 1 NA Feels even routine jobs

are important 4 3 2 1 NAHuman Relations Shows willingness to learn 4 3 2 1 NA

Favorable attitude toward work 4 3 2 1 NADemonstrates courtesy and friendliness 4 3 2 1 NA Proud of work 4 3 2 1 NADeals tactfully with others 4 3 2 1 NASpeaks well and shows good choice of words 4 3 2 1 NACooperates with supervisor(s) and accepts suggestions (teamwork) 4 3 2 1 NA

Job Skills

Meets appropriate job requirements 4 3 2 1 NA Due to Coordinator: Listens and follows directions 4 3 2 1 NABudgets time carefully 4 3 2 1 NACompletes assigned tasks accurately 4 3 2 1 NARequires minimal supervision 4 3 2 1 NAOrganizes work neatly 4 3 2 1 NA

Have you discussed job performance and/or progress with the student employee? ____ Yes ____ No

Please include any general comments about the student’s strengths and weaknesses that will improve job performance. If you have any questions or concerns, do not hesitate to call me at . (Please use the back of the sheet if more room is needed.)

Employer/Supervisor Signature Date Student/Employee Signature Date

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Bryan County SchoolsWork-Based Learning Program

Wage and Hour Calendar – Every Month from Every StudentRequires Supervisor Signature

SAMPLE

*Supervisor signature indicates the hours/wages are accurate for the month. Supervisor recognizes that student is getting course credit for hours spent at work place and that students must keep accurate reporting records. NO calendars should be signed in advance by employers.

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U.S. Department of LaborEmployment Standards Administration

http://www.dol.gov/esa/minwage/q-a.htm#content

Questions and Answers About the Minimum Wage

What is the federal minimum wage?

Under the Fair Labor Standards Act (FLSA), the federal minimum wage for covered nonexempt employees is $5.85 per hour effective July 24, 2007; $6.55 per hour effective July 24, 2008; and $7.25 per hour effective July 24, 2009. Many states also have minimum wage laws. Where an employee is subject to both the state and federal minimum wage laws, the employee is entitled to the higher minimum wage rate.

Various minimum wage exceptions apply under specific circumstances to workers with disabilities, full-time students, youth under age 20 in their first 90 consecutive calendar days of employment, tipped employees, and student-learners.

What is the minimum wage for workers who receive tips?

An employer may pay a tipped employee not less than $2.13 an hour in direct wages if that amount plus the tips received equal at least the federal minimum wage, the employee retains all tips and the employee customarily and regularly receives more than $30 a month in tips. If an employee's tips combined with the employer's direct wages of at least $2.13 an hour do not equal the federal minimum hourly wage, the employer must make up the difference.

Some states have minimum wage laws specific to tipped employees. When an employee is subject to both the federal and state wage laws, the employee is entitled to the provisions of each law which provide the greater benefits.

Must young workers be paid the minimum wage?

A minimum wage of $4.25 per hour applies to young workers under the age of 20 during their first 90 consecutive calendar days of employment with an employer, as long as their work does not displace other workers. After 90 consecutive days of employment or the employee reaches 20 years of age, whichever comes first, the employee must receive a minimum wage of $5.85 per hour effective July 24, 2007; $6.55 per hour effective July 24, 2008; and $7.25 per hour effective July 24, 2009.

Other programs that allow for payment of less than the full federal minimum wage apply to workers with disabilities, full-time students, and student-learners employed pursuant to sub-minimum wage certificates. These programs are not limited to the employment of young workers.

What minimum wage exceptions apply to full-time students?

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The Full-time Student Program is for full-time students employed in retail or service stores, agriculture, or colleges and universities. The employer that hires students can obtain a certificate from the Department of Labor which allows the student to be paid not less than 85% of the minimum wage. The certificate also limits the hours that the student may work to 8 hours in a day and no more than 20 hours a week when school is in session and 40 hours when school is out, and requires the employer to follow all child labor laws. Once students graduate or leave school for good, they must be paid $5.85 per hour effective July 24, 2007; $6.55 per hour effective July 24, 2008; and $7.25 per hour effective July 24, 2009.

There are some limitations on the use of the full-time student program. For information on the limitations or to obtain a certificate, contact the Department of Labor Wage and Hour Southwest Region Office at 525 S. Griffin Square, Suite 800, Dallas, TX 75202, telephone: (972) 850-2603.

What minimum wage exceptions apply to student learners?

This program is for high school students at least 16 years old who are enrolled in vocational education (shop courses). The employer that hires the student can obtain a certificate from the Department of Labor which allows the student to be paid not less than 75% of the minimum wage, for as long as the student is enrolled in the vocational education program.

Employers interested in applying for a student learner certificate should contact the Department of Labor Wage and Hour Regional Office with jurisdiction over their state. The Regional Office addresses and telephone numbers are:

Southeast Region (Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, and Tennessee)

USDOL Wage and Hour DivisionAtlanta Federal Center61 Forsyth Street SW, Room 7M40Atlanta, GA 30303(404) 893-4524

Other programs that allow for payment of less than the full federal minimum wage apply to disabled workers and full-time students employed pursuant to sub-minimum wage certificates.

How often does the federal minimum wage increase?

The minimum wage does not increase automatically. Congress must pass a bill which the President signs into law in order for the minimum wage to go up.

Who makes sure workers are paid the minimum wage?

The Wage and Hour Division of the U.S. Department of Labor is responsible for enforcing the minimum wage. Using both enforcement and public education efforts, the Wage and Hour Division strives to ensure that workers are paid the minimum wage.

The Wage and Hour Division has offices throughout the country. The phone numbers and addresses for these offices may be found on the Internet or in the federal government "blue pages" section of the telephone book under "Labor Department."

To whom does the minimum wage apply?

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The minimum wage law (the FLSA) applies to employees of enterprises that have annual gross volume of sales or business done of at least $500,000. It also applies to employees of smaller firms if the employees are engaged in interstate commerce or in the production of goods for commerce, such as employees who work in transportation or communications or who regularly use the mails or telephones for interstate communications. Other persons, such as guards, janitors, and maintenance employees who perform duties which are closely related and directly essential to such interstate activities are also covered by the FLSA. It also applies to employees of federal, state or local government agencies, hospitals and schools; and it generally applies to domestic workers.

The FLSA contains a number of exemptions from the minimum wage that may apply to some workers.

The Wage and Hour Division has a Handy Reference Guide to the Fair Labor Standards Act that explains how the law applies. Call 1-888-4-USWAGE (1-866-487-9243) for a printed copy of the guide.

What happens if state law requires payment of a higher minimum wage than federal law?

Where state law requires a higher minimum wage, that higher standard applies.

Where to Obtain Additional Information

This publication is for general information and is not to be considered in the same light as official statements of position contained in the regulations.

For additional information, visit our Wage-Hour website: http://www.wagehour.dol.gov and/or call our Wage-Hour toll-free information and helpline, available 8 a.m. to 5 p.m. in your time zone, 1-866-4USWAGE (1-866-487-9243).

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The Georgia Department of Labor's Child Labor Section administers and monitors the guidelines and restrictions for the employment of anyone who has not reached his or her 18th birthday.

When there is a difference in state, federal, or local law regarding child labor, the law providing the most protection to the minor takes precedence. Below are the more restrictive requirements for employing a minor.

RESTRICTION DETAILS JURISDICTION

MINIMUM AGE FOR EMPLOYMENT 14 YEARS OF AGE FEDERAL

EMPLOYMENT CERTIFICATE REQUIREDIncludes home schooled minors and minors from out-of-state working in Georgia

17 Years of Age and UnderObtained from Georgia School attended OR County School Superintendent

STATE

MAXIMUM HOURS OF WORKAllowed for minors 15 years of age and younger

3 Hours (school day) 8 Hours (non-school day) 18 Hours (school week) 40 Hours (non-school week)Not during normal school hours.Not before 7 a.m. Not after 7 p.m.(Evening hours extended to 9 p.m. June 1, to Labor Day)

FEDERAL

HAZARDOUS OCCUPATIONSMinors 17 years of age and younger may not work in these occupations or industries.

Manufacturing and storing explosives; motor vehicle driving and outside helper; coal mining; logging and saw milling; power-driven woodworking machines; exposure to radioactive substances; power-driven hoisting apparatus; power-driven metal-forming, punching, and shearing machines; mining; slaughtering; meat-packing, processing or rendering; power-driven bakery machines; power-driven paper products machines; manufacturing brick, tile, and kindred products; power-driven circular saws, band saws, and guillotine shears; wrecking; demolition, and ship-breaking operations; roofing operations; excavation operations.

FEDERAL

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ALCOHOLIC BEVERAGE RESTRICTIONS

May not: dispense, serve, sell or take orders for alcoholic beverages. (EXCEPTION: Where alcohol is sold for consumption OFF the premises). NOTE: Local law may be more restrictive.

STATE

PROHIBITED OCCUPATIONSMinors 15 years of age and younger

STATE: Machinery; motor vehicles; equipment; food process; fixtures; railroads; unguarded gears; vessels or boats; dangerous gases or acids; communication or public utilities; freezers; meat coolers; loading and unloading trucks, railroad cars, conveyors, etc.; warehouses; scaffolding or construction; mines, coke breaker, coke oven, or quarry.

FEDERAL: Manufacturing; mining; public messenger service; construction; work in/about boilers or engine rooms; cooking; (Includes power mowers or cutters - including weed eaters).

 

MINORS IN ENTERTAINMENT

Requires special application and certificate of consent. Certificate of consent must be issued by Georgia Child Labor Section prior to minor beginning work.

STATE

Note: Minors working for a parent/guardian who owns the business are exempt from all but the hazardous/prohibited occupation restrictions.

Child Labor personnel are usually available for presentations to school classes, issuing officers, PTA's, employer groups, etc. Please contact the Child Labor Section if you are interested.

Georgia Work Hour RestrictionsMinors under the age of 16 may work no more than:

4 hours on a school day 8 hours on a non-school day 40 hours during a non-school week Not before 6 a.m. Not after 9 p.m.

No minors under 16 years of age shall be permitted to work during the hours when public or private schools are in session unless said minor has completed senior high school or has been excused from attendance in school by a county or independent school system board of education in accordance with the general policies and regulations promulgated by the State Board of Education. However, if an employer is subject to the Fair Labor Standards Act (FLSA) the following hour restrictions must be adhered to:Federal Work Hour Restrictions

Minors 14 and 15 years of age (Federal Law) 3 hours on a school day 8 hours on a non-school day 18 hours in a school week 40 hours in a non-school week Not before: 7:00 a.m. Not after: 7:00 p.m. Evening hour extended to 9:00 p.m. for period June 1, through Labor Day May not work during normal school hours

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NOTE: Minors who do not attend school (home schooled, married, excused from school, etc.) are subject to the above restrictions. They MAY NOT WORK DURING THE HOURS THE LOCAL SCHOOL SYSTEM IS IN SESSION.

Employers may contact the US Department of Labor Wage and Hour Division to determine if they are subject to the federal law.Minors 16 and 17 years of age have no hour restrictions (State and Federal Law). Atlanta Office (404) 893-4600

Alcoholic Beverages (State Law)

Minors may not serve, sell, dispense or take orders for alcoholic beverages.EXCEPTIONS: Locations which sell alcohol for consumption off the premises, such as Supermarkets, Convenience stores, etc. NOTE: Local law may be more restrictive.

Hazardous OccupationsMinors 14 and 15 years of age (State and Federal Law)Examples of work prohibited for minors 14 and 15 years of age:

Operating lawn mowers or weed eaters Loading/unloading vehicles Operating power driven food slicers, grinders, choppers, cutters, etc. Cooking Operating power-driven machinery Working at a construction site Work requiring use of ladders or scaffolds Public messenger Work in a warehouse Work in a freezer Operating Bakery-type mixers Manufacturing work Mining occupations Most processing occupations (such as filleting fish, dressing poultry, commercial laundering)

No employees under 17 years of age may drive on public roadways as part of his or her job, if that employment is subject to the Fair Labor Standards Act (FLSA).

Minors under 17 years old (Federal Law)Seventeen-year-olds may drive on public roadways as part of their employment, ONLY if the following requirements are met:

The driving is limited to daylight hours. The 17-year-old holds a state license for the type of driving involved in the job performed. The 17-year-old has successfully completed a state approved driver education course and has no record of

any moving violation at the time of hire. The automobile or truck is equipped with a seat belt for the driver and any passengers and the employer has

instructed the youth that the seat belts must be used when driving the vehicle. The automobile or truck does not exceed 6,000 pounds gross vehicle weight. Such driving is only occasional and incidental to the 17-year-old's employment.

Youth may drive no more than 1/3 of the work time in any workday and no more than 20% of the work time in a workweek.

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Minors under 18 years of age (Federal Law)

Examples of hazardous occupations for minors under 18 years of age

Jobs involving the manufacturing and storing of explosives Coal mining, logging, and saw mill work Operating power-driven woodworking machines, bakery machines, or paper product machines Jobs with exposure to radioactive substances Operating a power-driven hoisting apparatus Operating power-driven metal forming, punching, and shearing machines Mining, other than coal mining Meat processing jobs (slaughtering, packing, processing, or rendering) Manufacturing brick, tile, and kindred products Operating power-driven circular saws, band saws, and guillotine shears Work in wrecking, demolition, and ship breaking operations Roofing work Excavation jobs

Breaks and Meal Periods

Neither the Fair Labor Standards Act (FLSA) nor Georgia law requires breaks or meal periods be given to workers. However, many employers do provide breaks and meal periods. Breaks of short duration (from 5 to 20 minutes) are common. The FLSA requires that workers be paid for short break periods; however, an employer does not have to compensate for meal periods of thirty minutes or more as long as the workers are free to use the meal period time as they wish and are not required to perform work during that time.

The Child Labor Section of the Georgia Department of Labor performs the following functions:

Reviews all issued Employment Certificates to ensure that job duties do not appear to be in violation of the law and that the form has been properly completed

Conducts inspections of possible law violations Issues Certificates of Consent for minors in entertainment Makes child labor presentations to schools, employers, etc. Provides Issuing Officers with blank Employment Certificates The GDOL Child Labor section administers and monitors the guidelines and restrictions for the

employment of anyone who has not reached his or her 18th birthday. When there are differences in child labor laws (federal, state, and local), the law providing the more stringent standard must be observed.

Completion Instructions for Employment Certificate  

Employment Certificate (State Law)

An Employment Certificate, commonly called a Work Permit, is required for all minors who have not reached their 18th birthday. Minors may obtain Work Permits from:

A school Issuing Officer (including most private schools) The county School Superintendent's office

Got a Job?  Get a Work Permit!   It's the Law!

Instructions for Completing an Employment Certificate for Minors Under age 18

BLOCK A (Completed and signed by the minor)

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Address should include a street number and name, city, and zip code. Ensure age and date of birth are consistent. Sign, do not print signature.

NOTE: When a minor receives a job offer, he or she gives the form to the employer.

BLOCK B (Completed by Employer)

Ensure street address, city, zip code, and phone number are completed. Complete the type of work to be performed. Return certificate to minor.

BLOCK C (Completed by Issuing Officer)

After Blocks A and B have been completed and signed, the minor takes the Certificate to an authorized Issuing Officer.

Issuing Officers may be the:

County Superintendent of Schools or his or her designee. Designated Issuing Officer of a public school. Principal Administrative Officer of a licensed private school or his or her designee. Review Blocks A and B to assure completeness including signatures. Verify date of birth of minor. Complete and sign Block C. Distribute forms. (White copy to Employer; pink copy to GDOL; yellow copy filed in minor's school

record by Issuing Officer).

NOTE: Home schooled minors, minors not attending school, and minors from out-of-state must have their certificates issued by one of the above sources. These minors should take their birth certificate to the Issuing Officer. To work in Georgia, the employment certificate must be issued by a Georgia Issuing Officer. After the Issuing Officer has completed Block C, he or she will present the original (white) copy of the Certificate to the minor.

Certificate MaintenanceThe minor takes the original (white) copy of the certificate to the Employer. The Employer must maintain this copy of the certificate on the premises where the work is performed for the duration of the minor’s employment.

NOTE: Minors 16 and 17 years of age who are issued a permanent identification card (Form DOL-4102) by the Issuing Officer should retain the card themselves. A minor should present his/her first Employer with the original copy of the employment certificate. For subsequent employment, a minor should present the ID card to the new Employer who must make a copy of the ID card and return the original to the minor. A copy of the ID card must be maintained on the premises where the work is performed as long as the minor is employed.

Age Requirements

Minimum Age Work Eligibility Requirements

At least 14 years of age (Federal Law) At least 12 years of age (State Law)

State law concerning minimum age applies only to those employers not subject to the federal Fair Labor Standards Act (FLSA). Employers may call the USDOL Wage and Hour Division to find out if they are subject to FLSA.

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Georgia Department of Labor Atlanta Child Labor Section

(404) 232-3260

U.S. Department of Labor, Wage and Hour Division

Atlanta (404)893-4600 Savannah (912) 652-4221

Law Exceptions and WIA

The following types of employment are exempt from State Child labor laws:

Minors who work for a parent or a person standing in the place of a parent who owns the business Agriculture jobs Domestic service in a private home

Federal Law has the following exemptions: Minors who work for a parent who owns the business are exempt from hour restrictions, but not from hazardous/prohibited occupationsNOTE: Federal law regulates minors working in agriculture.

Workforce Investment Act (WIA)

WIA employment is not exempt from State or Federal Child Labor Law. Employment certificates MUST BE completed and issued in the same manner as other employment. WIA

operative MAY NOT sign as Issuing Officer (unless they are an authorized Issuing Officer). Employment certificates are required for ALL MINORS who have not reached their 18th birthday. Individuals who have reached their 18th birthday do not need employment certificates. Employer name and address MUST BE completed (not shown simply as WIA). Type of work MUST BE completed.

Minors in Entertainment

ENTERTAINMENT EMPLOYMENT is defined as: association through performance or participation with any motion picture production company, theatrical group or association, broadcasting (radio and television) or photographic modeling agency whether or not monetary remuneration is provided.

Employer Requirements

Complete an Employment of Minors in Entertainment application. Ensure application for each minor is legible and completed in its entirety. Ensure that the parent or guardian has completed and signed the appropriate portion of the form. Submit application by FAX or mail along with a copy of the script or storyboard to:

Georgia Department of LaborChild Labor Section148 International Blvd., N.E., Suite 810Atlanta, Georgia 30303-1751

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Phone: (404) 232-3260FAX: (404) 232-3264 Applications shall be submitted to the Georgia Department of Labor to be received not less than five (5) working days PRIOR to the first day the minor begins work in Georgia (including rehearsals). If there is no problem, a Certificate of Consent for the Employment of Minors will be issued to the employer.It is illegal for a minor to begin work in Georgia prior to the employer receiving Certificate of Consent.

Hours of ParticipationMinors 15 years of age and under may not work or be present at a production or performance site for more than 10 hours. Such 10 hour maximum shall include at a minimum:

One hour break for meals One hour rest and recreation period, if the minor is present for more than 4 hours Additional breaks as may be necessary to ensure the health, safety, and well-being of the minor

Educational Requirements

When employment of minors 15 years of age and under requires absence from regular school curriculum in excess of 2 consecutive calendar school days, an authorized tutor must be provided at the location of the production or performance. The tutor shall be provided by the production or performance company; and neither the minor, nor the minor's family, shall incur in part or whole the cost associated with the tutor. Each minor shall be provided at least 3 hours of instruction per day.

MENTOR ACKNOWLEDGEMENT OF RESPONSIBILITIES FORM

This Mentor Handbook has been created to help each WBL mentor gain the greatest possible benefit from the WBL experience. It is important that every mentor understands the contents of the WBL Mentor Handbook and be encouraged to follow the rules and guidelines set forth in the WBL Mentor Handbook. Please sign this Mentor Handbook form and return to the WBL Coordinator. Your signature acknowledges receipt of a copy of the WBL Mentor Handbook and indicates that you understand the responsibilities outlined in this Mentor Handbook.

Mentor Name (Please Print) _________________________________________________________________________

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Mentor Signature _____________________________________ Date ________________

Business Name ______________________________________________________________________

Email _____________________________________________________________________________

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