Local School to Work Partnerships
The School-to-Work (STW) partnership model is based on the idea that there are significant economies of scale in the provision of STW programs, and therefore that groups of districts working together on relatively large projects will achieve more. than individual districts working alone. on smaller projects. As soon as a state has established a state association and begins receiving STW funds, local associations are formed. Local associations can then start applying for grants. Each state sets its own guidelines for the local association structure and grant application process. To be eligible for funding, local associations generally must demonstrate that school districts are committed to the project, that at least some local businesses are active participants in the venture, and that the activities and projects planned will be of sufficient scale to benefit the community. students in multiple schools and/or districts. Once a local association meets these criteria and receives funding, the state appoints a grant facilitator who works with the association to implement the STW system it has proposed.
As noted above, the rationale for the local partnership structure is based on the idea that STW programming can be delivered more effectively if at least some activities are provided at an organizational level higher than the individual school or district. This increase in effectiveness can occur for a variety of reasons.
First, a local association can serve as a communication link connecting participating schools and districts. In this capacity, the partnership can speed the flow of information about successful practices from one school or district to another. You can also collect and disseminate STW information from outside sources more efficiently than can be done at the individual school level.
Second, a local association may organize STW activities that need to attract students from multiple schools or districts to achieve the minimum scale necessary for efficient operation. For example, a specialized training program at a local business may appeal to only one or two students at a single school. By making such a program available to students from multiple schools, an association can create enough demand to ensure its success.
Third, a local association can simplify the task of establishing STW links between individual schools and local businesses. Too often, schools don’t have the resources or contacts to effectively reach out to local businesses. Local associations, in part because trade representatives sit on their board, usually have these resources or contacts. Also, when serving students, individual businesses generally prefer to work with a central organization rather than a multitude of individual schools.
Fourth, a local association includes representation from a wide range of industries and is therefore more knowledgeable about regional industry groups appropriate for curriculum development than individual schools. Participating companies can then engage with schools in drafting standards and identifying industry skills.
The end result is that the local partnership structure greatly expands the information and opportunities available to individual schools seeking to establish STW programs. Schools have access to more industry options and work experiences for their students and more information about effective internships elsewhere than if they were working entirely on their own. All of these programs perform one or more of the above partnership functions for participating schools.
The types of programs described in this section have been carried out by a variety of local associations with considerable success. In all cases, coordination at the local association level has provided teachers, districts and schools with opportunities that they would not have had working on their own.
Establishing opportunities for educators in the workplace
Educator in the Workplace programs provide workplace experience for teachers. Its primary goal is to expose teachers to business issues and increase their knowledge of the skills necessary for successful employment. Some programs put teachers on the job for periods of up to an entire summer. In other programs the experience is shorter, sometimes for a single day. The result is that a greater understanding of business operations, career opportunities, and the daily demands of the workplace will enable teachers to better prepare their students for the real world of work. The most effective programs require teachers to develop lesson plans based on their experiences in the workplace. Participating teachers also often prepare staff development programs for their colleagues based on their experiences in the workplace. In all cases, local partnerships institute Workplace Educator opportunities for teachers.
make business connections
Many associations have established ongoing links between educators and local businesses to encourage easy communication. The programs have business representatives who serve on boards that visit schools and classrooms regularly. The associations also sponsor events that encourage ongoing dialogue between teachers and employers. The local association contacts companies and facilitates communication with schools.
Development of professional awareness programs
The STW requires participating schools to provide career awareness activities in the K-12 curriculum. To provide career awareness more efficiently, many local associations are developing career awareness materials and/or organizing career awareness activities and then making them available to all districts and schools in the association. Many associations have developed collections of career awareness materials available at central locations within the association region or on an association-developed website. Associations also arrange for local business representatives to visit the school and make presentations in classrooms, during assemblies, and on career days outlining alternative career paths.
Provide work experiences to students
The partnerships draw students from many school districts and place them in a variety of programs, from fully paid internships to shadow learning experiences. Because the local association is involved, these opportunities are available to many more students. Some associations have made the provision of student work experiences and student participation a requirement of the STW program.
Operating Student Camps
Intensive career exploration is possible for students through summer camps. These camps rely heavily on the participation of local businesses. They give students the opportunity to experience an in-depth look at one or more careers. Because they are organized at the association level, students also have the opportunity to meet students from neighboring school districts and businesses have the opportunity to reach a larger number of students.
Improve school district communication
Many associations have assembled collections of STW best practice materials drawn from the experiences of schools and districts both within and outside the association. These posts typically include not only descriptions of individual projects, but also a variety of supporting materials, such as forms, letters, links to the syllabus, and evaluations from both students and teachers.
Organization of workshops/seminars
In addition to providing information in print, the associations often conduct best practice seminars and workshops for a broad spectrum of STW participants, including teachers, school administrators, parents, and employers. These programs serve many purposes for local partnerships: the ability to share materials and programs developed among school districts; the opportunity to keep the lines of communication open between educators and local businesses; and an opportunity to promote the STW initiative.
Development of regional skills related to the career
Racing group development is an integral part of the STW model. Local associations can provide the necessary information and resources for schools to develop realistic professional groups. The participation of area companies in this process is vital to its success. The associations have formed teams comprised of educators and employers to outline skills that focus on specific occupations or industries prominent in their region.
developing curriculum
There is a need to create new curricular materials to enhance the school-based learning component of STW programs. Often these materials are based on general competencies and specific skills. Local associations have often taken the lead in helping to prepare these materials. In some cases, associations simply provide financial support to educators to write the appropriate manuals and lesson plans. In other cases, associations have been involved in project-based curriculum development.
Final remarks
Local STW associations are just beginning to have a significant impact on the STW programs of individual schools and districts. The associations have instituted many valuable programs for teachers and students, established connections with local businesses, and initiated reviews of the STW curriculum. The longevity of these programs beyond STW funding remains to be seen, however, if educators, businesses, students, and parents see a benefit to the economic development of their communities, continued local support for these initiatives.