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Question 22
I was looking for information on how STW ideas can be implemented in
small rural schools with limited business bases and very limited resources
for transportation, etc. Two thirds of our students would immediately benefit
from exposure to real business practices - they have NO IDEA what work really
means, and definitely no clue that being able to speak and write correctly
has anything to do with being able to earn a living. The community struggles
enough to fund the bare minimum school program - how do we add the STW concepts??
Anything you can forward that will help me to build a case for STW implementation
would be helpful. If I can just get a program started for targeted students
and have them succeed, I can then present evidence on how all students can
be helped by the STW initiative.
Thanks for your extended help.
- Jane Garvey Hughes
- 20 Upper Hallow Road
- Stowe, VT 05672
STW Wizard Strategies
Strategy 1
First of all, you should be contacting the STW partnership coordinator
in your region if you haven't done so already. Vermont is rural everywhere
and many great things are happening around the State. Therefore, there is
some precedence from which to work.
I do have a few suggestions regarding how to deal with limited employers.
First of all, be sure about why you need to work with employers to begin
with. Although work-based learning opportunities are important for students,
never use these experiences as an "alternative" to what students
are learning in school. Rather, community experiences need to be seen as
reinforcers and enhancers to classroom learning. In this light, one of the
most important things schools need to do is come to grips with how the economy
we now live in has demanded a new set of skills/knowledge for success. Vermont
used to offer a "teacher externship" summer program and maybe
this would be a way for some of your colleagues to learn more about these
changes. Out of this should come things such as Cooperative learning, project-based
learning, developmental guidance, etc. In other words, students can obtain
a tremendous amount of necessary workforce skills (see SCANS) from within
the school walls themselves. Other things you could look at are school run
entrepreneurship endeavors like a school store, day care center, bank, newspaper,
etc. These activities can and should be run like a "real" business
and would in turn provide for employment experiences which could easily
tie into the curriculum. Finally, look into other community based learning
activities which may be available in your school and town such as community
service learning - yet another wonderful way for students to obtain necessary
skills.
One more thing. You mentioned that the community struggles financially
and could not ADD another program. This brings up an important point. That
is, anyone who attempts to implement STW as an "add-on" is doomed
for failure. STW must been seen as a framework or guide for overall school-wide
reform. Outside of training costs, it should not cost more money for the
teachers to teach in a manner which meets the needs of all students and
the outside world, or for them to assess students in a manner which really
looks at how well they are obtaining a full range of skills. In addition,
it will not cost more money to provide students with the information they
need to make effective post-secondary choices. These are some of the core
elements of the STW initiative and coincide strongly with Vermont's Education
Reform legislation. I encourage you to find out more about the ways in which
your State sees STW as a means of achieving education reform and not a new
thing asked for as a result of it. Good luck.
Strategy 2
Rural areas should remember to look beyond the private business sector
and tap into professionals employed in local government agencies. These
may include city, township, county, state and federal government staff.
For example, in northern Minnesota we use a lot of the government professionals
from the US Forest Service, USDA, National Parks, State Parks, Department
of Natural Resources, engineers from public works departments and Department
of Transportation, public health nurses, county human services social workers,
law enforcement (city police, county sheriff deputies and jailers, state
troopers), as well as the accompanying administrative and support staff
related to all of these people.
There are many good examples of student-organized businesses that have
been established in rural areas. The hardware and grocery stores in Rothsay,
Minnesota are relatively well-known projects. Another organization that
is a possible resource is Georgia REAL (Rural Entrepreneurship through Action
Learning) Enterprises. Contact them at 706-546-9061.
Strategy 3
Coming from very rural Minnesota, countryside dotted with very small
towns, I can speak confidently about the willingness of farmers, household
managers, livestock owners/ranchers, grocery store, grain elevators, and
gas station operators to share their "real business" experiences
with schools. Nobody asks them! The have books to balance, checking accounts
to keep. They have to do inventory, file taxes, maybe pay employees. The
local post office, bank, and church all have operating procedures, can provide
opportunities to deal with the public by phone and face-to-face. Is there
a video rental shop or library? A restaurant or clothing store? Business
abounds in rural communities. You just have to give people an idea of what
kind of work experience you are looking for the students, help to structure
it, and help to evaluate its effectiveness.
Strategy 4
I have seen a variety of approaches used in small towns. It normally
becomes a community activity with many players involved. Some rehabilitation
services have developed relationships with businesses called a Buisness
Advisory Committee which looks at ways to help youth fit into their businesses
and provides training for businesses on ADA and various topics and that
they network with one another. Some of them come to schools to provide inservices
for students also.
In other towns I have seen the Chamber of Commerce do some or all of
this. St Francis School District in Minnesota has developed a system for
doing career exploration and job shadowing with a lot of students. Little
Falls has a wonderful team that works with youth from birth to infinity.
School-to-work is not a school issue but rather a community activity
and the more players come to gether for the good of the students the more
ideas and funding is found. Start small and keep adding ideas, activities
and people and the funding will follow. Have an excitement and positive
attitude and include students, parents, businesses etc etc etc... Generate
a WE can do it attitude!
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