Learning Through Interests/Internship Program Family Information

This video provides information about the Bellevue Big Picture Learning Through Interests/Internship program – goals, benefits, internship process, roles of students, family members and school staff.

Learning Through Interests/Internship Program (LTI)

School Philosophy

At Bellevue Big Picture School we believe that learning opportunities are everywhere, not just inside the classroom. Our philosophy is that we learn best when we are personally motivated, have a passion for what we are doing, and when knowledge unfolds authentically. Internships help students build knowledge, understanding and skills in the context of real-world work.

• Personalized Learning – Each student has a Big Picture Learning Plan and an Internship Project. Students work with a team that includes their parent or guardian, mentor, and advisor to create a learning plan based on their interests and goals. The learning plan guides the work, and the internship is a key way students connect school learning to real‑world experience.
• Exhibitions – At the end of each semester, students present what they have learned. They create professional presentations that show their internship projects, skills, and growth. Families, mentors, advisors, peers, and community members attend to listen, reflect, and give feedback.
• Advisory – Every student belongs to a small advisory group that meets throughout the week. Advisors know their students well and help build a strong, supportive community. Advisors stay in close contact with mentors through email, phone calls, and site visits to support both the student and the mentor.

Internship Information

• Please watch the video above for information about the entire process and detailed information.
• Dress: Internships require appropriate clothing. During an internship, different dress is suitable for various aspects of the work. The Mentor should explain the dress expectation to the Intern.
• Insurance: A Hold Harmless Agreement is included in the Worksite Learning Agreement at the beginning of the internship. The Bellevue School District also holds a certificate of coverage from the Schools Insurance Association of Washington.
• Transportation: It is the responsibility of the Intern and their family to get to and from the workplace. Arrangements are made for each situation. District policy does not allow students to ride in a Mentor’s car for any reason.

Internship Milestones

• Interns, Mentor, Parent/Guardian, Advisor, and Coordinator complete the Learning Agreement, and set goals.
• Mentor completes background clearance and meets with Coordinator for orientation and site safety check.
• Mentors receive a welcome message from the Intern’s Advisor outlining expectations.
• Mentor and Intern complete worksite orientation on first day.
• Advisor schedules periodic meetings with the Intern and Mentor to discuss progress.
• Learning goals are confirmed and project ideas are developed.
• Interns document time, goals, and reflections weekly. Mentors receive an email to verify hours.
• Internship Evaluations are sent every 6-8 weeks by the Coordinator.

Role of the Student

• Finding Internship – Students take the lead in their internship search process with support from Advisors, Parents/Guardians, and others. There are three (3) main ways students find internships:

1. Networking with family, friends, community, and places in the area.
2. Searching for sites related to interests on the internet.
3. Connecting with Mentor’s who have worked with our students in the past through ImBlaze, our internship management software.

• Finding an internship can happen at any time (summer, weekends, non-Advisory time) and there is dedicated time in Advisory with Advisor support. Students new to the Big Picture High School participate in orientation and skill building workshops. Many first internships are focused on students learning workplace and soft skills. In-person internships are preferred, but virtual internships are possible with Advisor approval.
• Many beginning internships focus on transferable skills like problem-solving, critical thinking, leadership, adaptability, teamwork, communication, professional writing, active listening, creativity, attention to detail, project management, and relationship building. As students get older and develop transferable skills internships become more focused on specific career areas.
• Informational Interviews, Job Shadows, and Internship – When searching for internship, students send emails and make phone calls, initially asking for an informational interview. Informational interviews are about 30 minutes and are mostly conducted virtually. If the interview goes well, students can ask for an internship with the Mentor. If an internship is agreed upon, the student asks for the needed information to pass to the LTI Coordinator who initiates the startup process: (bit.ly/StartInternship) Job Shadows need pre-approval by the LTI Coordinator. In-person internships are preferred, but virtual internships are possible with Advisor approval.
• During an Internship – While developing their project based on their BP Learning Plan Internship Goals, documenting progress, and Mentor feedback, interns should demonstrate honesty, punctuality, cooperation, confidentiality, and respect for others. Interns record their internship attendance in ImBlaze by checking in on arrival and out when they leave, notifying their Mentor and/or Backup Contact, Advisor, and school of any absence. They should inform the Mentor and/or Backup Contact of any problems, concerns, accidents, or injuries immediately. Interns review and sign their Internship Evaluation with their Mentor.

Role of the Parent/Guardian

• Parents/Guardians support their child by helping in the search process, encouraging active participation, punctuality, and personal growth. When an internship starts parents/guardians responsibilities include transportation to and from an internship site, and ensuring all absences are reported to the school (425-456-7800) and/or Advisor.

Role of the Advisor

• Advisors support and guide students in realizing their interests, developing their BP Learning Plan, and support in finding an internship. When the internship begins, the Intern’s Advisor becomes the Mentor’s primary contact from school. The Advisor contacts the Mentor toward the beginning of the internship to introduce themself and request a site visit to talk about the Intern’s learning and project. Advisors check in regularly, available to answer questions and document internship attendance.

Role of the LTI Support Team

• The LTI Coordinator initiates the startup process by sending an informational email and Worksite Learning Agreement to the Intern, Mentor, Backup Contact, Parent/Guardian, and Advisor. The email includes instructions, a Mentor Orientation document, a request for a Site Safety Check, and a link for the Mentor and Backup Contact background clearance. Once all this is completed, the internship can begin.
• The Community Partnership Coordinator and the Parent Partnership Coordinator build connections with new partners and maintain relationships with established partners. They assist in helping students connect with internship partners.

Role of the Mentor

A mentor opens the door for students to learn alongside an adult who shares their interests and passions. Through a genuine relationship, a mentor makes a powerful commitment to a young person’s growth—both personally and professionally. They don’t just teach about a career field or the workplace; they guide, coach, and model what it means to show up with purpose, curiosity, and integrity.

A Big Picture mentor is someone who believes they can make a difference. They hold high expectations because they see the intern’s potential, even before the student fully sees it in themselves. They invest time, build trust, and create space for meaningful connection. They encourage while also challenging, knowing that growth comes from both support and stretch.

They lead by example, sharing their passion and love for their work. They trust interns with real responsibilities, hold them accountable, and remain patient through the learning process. Most importantly, they help students discover not just what they can do—but who they can become.

• Communication:
  • Notifies school if Intern does not attend without communicating their absence.
  • Meets regularly with the Intern and communicates with the Advisor.
  • Verifies an Intern's attendance.
  • Complete internship evaluations.
• Collaboration:
  • Identifies common interests, discusses goals for the internship and the Intern’s learning.
  • Works with the Intern and Advisor to plan meaningful work and a challenging project.
  • Reflects with the Intern on learning goals and project progress.
  • Attends the Intern’s exhibition and offer feedback if available.
• Other Considerations:
  • Plans for when busy, late, or not available. Asks the Backup Contact to supervise Intern when out of the workplace.

Project Examples