Minnesota’s most popular Work-Based Learning endorsement program.
Flexible/online. Self-paced. Grant funded.

More than 450 teachers to date have earned their licenses through our programs. Our programs provide a personalized and efficient path to licensure without tuition, grades, textbooks, or the traditional confines of the academic year.

Intake Application

Jump to: About the Work-Based Learning Licensure Endorsement | About our Licensure Program | Program Enrollment | Program Cost | Program Standards | FAQs

About the CTE Work-Based Learning Endorsement

A Minnesota CTE teacher with the Work-Based Learning (WBL) licensure endorsement (160000) is authorized to provide instruction to students in grades 9 through 12 that enables students to learn through work and to consult and collaborate with families, other teachers, and business, industry, labor, and community representatives in designing, implementing, and evaluating student learning through work. This licensure endorsement can only be applied to a teaching license in grades 9-12. School counselors, principals, or others with services or administrative-only, non-teaching licenses cannot add the endorsement. Individuals with only an elementary or middle grades, non-9-12 license also cannot add the endorsement.

Rule 8710.4825 defines WBL as “learning through paid and unpaid work-based experiences where the worksite is the educational setting for one or more hours of the school day or week for one or more quarters or semesters of the school year.”

Note: It is inaccurate that teachers coordinating WBL experiences less than 40 hours are not required to hold the licensure endorsement. While MDE Rule 3505.4300 may specify that teachers must hold the WBL endorsement when a CTE program includes placement of paid or unpaid learning experiences of more than 40 hours, that does not mean they do not need it if the experience is less than 40 hours. Further, this definition only applies within the context of MDE program approval; teacher licensure is under the authority of PELSB, not MDE. PELSB defines WBL as “one or more hours of the school day.” We recommend all CTE teachers possess the WBL endorsement.

Courses in CTE: Work-Based Learning

– Introduction to Career and Technical Education
– Career Exploration
– Career Seminar 1 and 2 (Foundational WBL)
– Work Experience: Internship/Placement, Ownership/Entrepreneurship, Research WBL, Service Learning WBL

– Livestock, Poultry, or Equine Operation/School Farm (Agriculture, Energy, and Natural Resources)
– Aquaculture Operation/School Farm (Agriculture, Energy, and Natural Resources)
– Garden and Crop Operation/School Farm (Agriculture, Energy, and Natural Resources)
– Greenhouse and Nursery Operation (Agriculture, Energy, and Natural Resources)
– Floral and Landscaping Operation (Agriculture, Energy, and Natural Resources)
– Forestry Operation/School Forest (Agriculture, Energy, and Natural Resources)
– Ag. Fabrication and Repair Operation (Agriculture, Energy, and Natural Resources)
– Food Processing Operation (Agriculture, Energy, and Natural Resources)
– School Store (Finance, Marketing, Management, and Digital Technology)
– Desktop Publishing/Yearbook (Finance, Marketing, Management, and Digital Technology)
– Broadcasting/Media Operation (Finance, Marketing, Management, and Digital Technology)
– Culinary, Coffee Shop, and Restaurant Operation (Hospitality, Design, and Entertainment)
– Photography or Graphic Design Operation (Hospitality, Design, and Entertainment)
– Childcare Operation (Healthcare, Human Services, Public Safety, and Education)
– Medical Clinic (Healthcare, Human Services, Public Safety, and Education)
– Cosmetology/Barber or Nails Operation (Healthcare, Human Services, Public Safety, and Education)
– Construction Operation (Construction, Manufacturing, and Transportation)
– Manufacturing and Fabrication Operation (Construction, Manufacturing, and Transportation)
– Transportation Repair and Driving (Construction, Manufacturing, and Transportation)

– Career Seminar 1 and 2 (Foundational WBL)
– Work Experience: Internship/Placement, Ownership/Entrepreneurship, Research WBL, Service Learning WBL

About our Licensure Program

Our online, flexible Work-Based Learning licensure program is both initial licensure for teachers new to the profession who are industry experts (i.e., Tier 1) and working toward permanency (Tier 3) who are also enrolling in another one of our CTE licensure programs, and additional licensure for teachers who hold a current teaching license (Tier 3 or 4) and are looking to add another licensure area. Initial licensure candidates must also be enrolled in another one of our CTE licensure programs, as a candidate for this license must hold “another Minnesota license valid for teaching in grades 9 through 12” (8710.4825). Individuals without either industry experience or teaching experience (e.g., a recent high school graduate) would be best served in a traditional teacher preparation program. Non-CTE teachers looking to add the WBL endorsement would be best served in another PELSB-approved WBL program.

PELSB-Approved

State Licensing Board Approved Program in Work-Based Learning

Enrollment Requirements

To enroll in our PELSB-approved teaching licensure endorsement program for Minnesota 9-12 Work-Based Learning, candidates must meet just four requirements:

  • Currently be the Teacher of Record for a Work-Based Learning course (Tier 1, Tier 2, or an OFP in CTE WBL or Special Education WBL), or you must have a job offer specifically for a Work-Based Learning assignment in a Minnesota school district.
    • Specific to the WBL endorsement: An active Minnesota teaching license (administration and related services are not eligible) in grades 9-12 or enrollment in one of our initial licensure programs. We are not able to enroll an initial licensure candidate for only the WBL endorsement without also enrolling in another one of our CTE licensure programs, as WBL is an endorsement, not a full license.
    • Non-CTE teachers wanting to add the endorsement may not be eligible for our programs, due to our grant funding requirements.
  • Experience working with students.
  • An interview with program staff.

Removing barriers to licensure.

  • Candidates teach using their industry experience while completing licensure—and earning a paycheck.
  • Simple and free enrollment process—no ACT or GRE testing, or GPA requirements.
  • No application or enrollment fees—the program is grant funded and free for those accepted.
General Questions? Schedule a Meeting

Cost

ENDORSEMENT

$3,500

This program is generally free for CTE teacher candidates accepted into the program thanks to grant funding from
the federal Perkins Grant and the Minnesota Service Cooperatives’ CTE Consortium Grant.

Program Required Standards

Our licensure program is flexible and self-paced. We start by mapping out any current industry experience, teaching experience, and prior knowledge or coursework you have to specific licensure standards; we do not need you to complete extra work for standards you are already an expert in. We then design a custom plan with you for any standards that are unmet and you need help with. This usually looks like professional development, online modules, participating in teacher organization trainings, etc.; a custom experience that best fits how you want to learn. Throughout the program, and even after program completion, we provide mentoring, coaching, curriculum, and resources to ensure your success. Ultimately, when you are able to show proficiency in all of the standards, we recommend you to PELSB for licensure.

Rethinking teacher preparation.

  • Competency and standards-based instruction—no mandatory assignments, grades, or homework.
  • Content is both online and available in-person to best fit your unique needs—no rigid schedules or required classes.
  • Recognition of prior experience, training, and certifications—no need to complete extra work for standards you are already an expert in.
  • Flexible timeline—complete as fast or as slow as you are able to, depending on your needs.
See an Example Online Module

Step One – Core Skills

Core Skills for Teachers of CTE (8710.8000)

COR standards are not a requirement of the WBL endorsement, but are required within all of LCSC’s programs; LCSC uses COR to demonstrate some of the WBL standards. Candidates may complete the Core Skills standards by participating in an in-person professional development conference offered by LCSC (i.e., CTE Core Bootcamp). After completing the learning experience, candidates submit evidence documents in Proserva to document their learning. We will also recognize prior learning to demonstrate the standards if candidates provide evidence of previous professional development (e.g., CTE TIP), post-secondary coursework, teaching experience, etc.

  • COR1: State and Federal Laws, Policies, and Data Practices
  • COR2: CTE Curriculum and Course Development
  • COR3: Safe and Appropriate Methods of Instruction
  • COR4: Career Development Theory and Practice
  • COR5: Management of Learning Environments

Step Two – Pedagogy/Methods

Standards of Effective Practice (8710.2000)

SEPs are not a requirement of the WBL endorsement as candidates either already completed the SEPs in their initial license, or will be completing them in the license paired with the endorsement.

Step Three – Subject Matter

Teacher Coordinator of Work-Based Learning (8710.4825)

Candidates complete online professional development or individualized training offered by LCSC to complete these standards. We will also recognize prior learning to demonstrate the standards if candidates provide evidence of previous professional development, post-secondary coursework, teaching experience, etc.

  • WBL1: Central Concepts, Inquiry, History, and Context
  • WBL2: Customizing the WBL Experience
  • WBL3: Implementing the Infrastructure
  • WBL4: Guiding Partnerships

Step Four – Clinical Experience

Clinical Experiences (8705.1010)

A minimum of 80 clinical hours at the end of the program. Candidates serve as teacher of record and teach within their own classroom. Initial licensure candidates seeking another license with LCSC may extend their 12 full-time weeks of face-to-face student teaching at the end of the program by 80 hours (i.e., 14 full-time weeks) for their clinical.

  • CTE3: Practicum Experience

Frequently Asked Questions

Work-Based Learning Frequently Asked Questions

A: Work‑Based Learning (WBL) is a structured educational program that provides students with instruction at both the school and at an employer work site. WBL experiences help students connect classroom learning to potential careers and support students in becoming career and college ready.

A: Work‑Based Learning (160000), Diversified Occupations (000750 for ACTE‑SPED), and legacy vocational teacher‑coordinator licenses that remain valid for WBL coordination.

A: Lakes Country Service Cooperative, Bethel University, St. Cloud State University, Southwest Minnesota State University, University of Minnesota – Crookston, and University of Minnesota – Twin Cities.

A: Career seminar courses, work‑experience courses, apprenticeship courses, school‑based enterprise courses such as student‑run stores, greenhouses, catering businesses, or repair shops, and more.

A: Work release is not WBL. In work release, a school administrator allows a student to leave school to work without any school involvement. No credit is earned and no general education revenue is generated. Because work release is not part of a state‑approved program, schools must carefully consider any liability for time students spend away from school.

A: A program must include a career seminar with career exploration, work‑readiness skills, safety, and labor law instruction; coordinator approval of student placement sites using a worksite selection form; signed individual training agreements between the school, student, parents or guardians, and employer; individual training plans outlining specific learning and goals; performance evaluations documenting progress; verification of both school and employer liability insurance and workers’ compensation; adequate supervision by licensed educators and worksite personnel to ensure compliance with agreements, goals, child labor laws, and safety; documentation of both general and job‑specific safety instruction; and a WBL advisory committee with at least 50 percent of members from industry.

A: The Professional Educator Licensing and Standards Board (PELSB) requires anyone coordinating paid or unpaid WBL experiences during school hours to hold either a teacher‑coordinator license issued under the vocational legacy licensure rules or a combination of a WBL endorsement with a secondary classroom teaching license (Minnesota Rule 3505.4300). Teachers coordinating WBL programs for students with disabilities (license 000750) must hold both the WBL endorsement (or any teacher‑coordinator license) and a qualifying secondary special education license. 

It is inaccurate that teachers coordinating WBL experiences less than 40 hours are not required to hold the licensure endorsement. While MDE Rule 3505.4300 may specify that teachers must hold the WBL endorsement when a CTE program includes placement of paid or unpaid learning experiences of more than 40 hours, that does not mean they do not need it if the experience is less than 40 hours. Further, this definition only applies within the context of MDE program approval; teacher licensure is under the authority of PELSB, not MDE. PELSB defines WBL as “one or more hours of the school day.” We recommend all CTE teachers possess the WBL endorsement.

A: This is an approved WBL program that provides students with disabilities the opportunity to develop work readiness skills and participate in competitive, integrated employment. It is intended for students who require a special education teacher to supervise their work experiences because of the unique needs associated with their disability.

A: No. These activities may be used in a career seminar to develop employability skills, but they are not considered competitive, integrated employment. Competitive integrated employment occurs when the student works full or part time at minimum wage or higher, with wages and benefits similar to those without disabilities performing the same work, and works alongside coworkers without disabilities.

A: Yes, with agreement of the school. The agency serves only as a placement vehicle and does not function as the employer or WBL coordinator. The employer and the school’s WBL coordinator remain responsible for the training agreement, training plan, supervision, safety, and all documentation.

A: The student’s IEP team determines whether WBL should be taken for credit or completed as a community‑based transition activity.

A: If WBL is taken for credit, it should be documented in the course of study section of the student’s transition plan. If the student participates in a transition activity separate from WBL for credit, it should be documented in the transition services section (below the line) as a community experience. The IEP should also include the student’s present level of performance, needs, goals and objectives, and a process for evaluating progress.

A: VRS can support school ACTE‑SPED programs by assisting with student placement into work experiences, likely only for Category 1 students as of spring 2025. The school WBL coordinator must always supervise the school‑supported work experience, but VRS or VRS‑contracted providers can assist in follow‑up.

A: As of April 7, 2025, VRS has closed priority categories 2, 3, and 4. Eligible individuals in those categories will be placed on a statewide waiting list. Eligible applicants in category 1 will not go on a waiting list. When resources become available, participants on the waitlist will be considered in order of application date and open priority category. For more details, see the VR+CP Updates bulletin. For guidance on authorizing waiver Employment Development services for people on a waitlist for VRS services, see Employment Services Authorization Guidance.

A: Minnesota does not have state-level CTE standards. Instead, under Minnesota Statutes, section 120B.022, subdivision 1a, local school districts must adopt standards for their CTE programs. Districts must base these on national CTE standards, national industry standards, or the Minnesota CTE frameworks when creating their local standards. See the Resources page on the MN CTE website for more information and links to these standards and frameworks.

Licensure Frequently Asked Questions

A: Most candidates pay nothing out of pocket. Legislative appropriations and grant funding cover program costs for a limited number of participants. Some Perkins consortia also prioritize teacher recruitment and retention and may provide additional support.

A: The program is self‑paced and varies based on your background and experience. Most candidates complete within one to two years.

A: LCSC’s program is a state‑approved alternative licensure program, not based in higher education. It is highly individualized and focused on applying content in real classrooms rather than only knowing it. This approach often feels different from traditional programs but creates a deeper, more practical learning experience.

A: We do not award grades, credits, or degrees. Completion leads to licensure rather than academic credit.

A: Most content is delivered online. Minnesota requires at least 75% of an online program to be virtual, but some parts—such as Core Skills training—are short, in‑person sessions held regionally. Required clinical experiences (student teaching or practicum) are always in‑person and school‑based. Occasionally we offer optional in‑person professional development in place of virtual components.

A: A CTE license is a Minnesota teaching license in which the teacher has demonstrated foundational CTE skills as well as content and technical expertise in a career field (such as agriculture, construction, or health sciences). “CTE license” is a general category of licenses, not a single specific license. A list of current CTE licenses is available here.

A: No. Minnesota has not issued vocational licenses since 1999 (with rare exceptions through 2001), and those terms do not appear in current rule or statute. Minnesota issues licenses and endorsements, not certifications. To avoid confusion, these outdated terms should not be used.

A: Once you are accepted and enrolled in one of LCSC’s programs, you will receive a notification in your Proserva profile when it is time to sign up for Core Skills.

A: No. If you are enrolled in the licensure program, the LCSC team has already identified funding to cover your costs.

A: There is no separate “alternative license.” All Minnesota teaching licenses are the same regardless of whether a teacher completed a traditional or alternative program. Salary is determined by each district’s collective bargaining agreement (contract), which typically uses steps (years of experience) and lanes (degree level) to set pay. Teachers entering from industry often need to negotiate to show that their years of industry experience are as valuable as teaching experience. In addition, Career and Technical Education (CTE) licensure has a bachelor’s‑degree exemption, so pay structures built around bachelor’s degrees do not always fit well. Many contracts, however, include provisions that support CTE licensure.

A: You may apply, but admission requires that you are a Teacher of Record (Tier 1, Tier 2, or OFP) or that you hold a job offer in a Minnesota district. This ensures candidates can complete required practicum experiences.

A: You must be currently teaching as a Teacher of Record (Tier 1, Tier 2, or OFP) or have a job offer in a Minnesota district.
You must be teaching in the subject area for which you seek licensure.
You must have experience working with students.
You must complete an interview with program staff.
Some licensure areas also require five years of industry experience, an industry certification, or a related degree.

A: Contact Siri Livdahl, Program Coordinator of Admission and Advising, at slivdahl@lcsc.org.

A: No. The Technology (100100) license is not a CTE license and is not eligible for Minnesota Department of Education CTE program approval. Although it shares some skills with Construction, Manufacturing, Transportation, and/or Communications Technology licenses, it does not meet key CTE requirements.

A: No. LCSC’s program is an alternative licensure program approved by the state but not affiliated with a college or university.

A: Not always. Most CTE licensure areas allow entry with an associate’s degree, an industry certification, or five years of relevant experience.

A: No. The program leads to licensure but does not award credits or degrees.

A: We do not offer traditional financial aid such as FAFSA, but most participants have their costs covered through grants.

A: Because the program is self‑paced, you may pause and resume as needed. We encourage regular communication with your advisor to plan your timeline.