• share their accomplishments – those things of which they are most proud?
• identify their gifts, their strengths, their talents, and their skills?
• communicate with others about courses taken, jobs held, extracurricular activities and volunteer work, and awards and recognition?

Building a resumé could actually be thought of as helping students learn how to share their gifts.
So how can schools assist students in developing resumés that are really useful and that reflect each student’s own unique contribution to life and the world around them? The book, Creating Your High School Resumé, was designed as a workbook to guide all students in building their resumés. One way shared through this guide is to teach resumé writing in your classes. Through resumé writing, you can make a difference in the lives of your students and, in turn, help them to help themselves. The process of resumé writing is a learning experience; it can provide clear direction in students’ lives through building upon their interests, school activities, skills, and what they want in future careers! Resumé writing can be a way to get students motivated to join in activities that they might enjoy and to become skilled or knowledgeable in a field of interest.
With the development of a really good resumé, youth can begin to see that they are accomplished and have much to be proud of. For students who may never have become involved in school or community activities, it could be just the ticket to helping them begin.
Resumés can also help students to see trends in their interests and skills. Resumés can be ongoing records of a student’s life story, can become part of a larger portfolio showcase, and can be used as part of a holistic process for future planning. When students have been through a basic resumé-writing curriculum, they’ll have a hands-on product they can be proud to show families, teachers, and future employers.
Resumé writing can be taught in any class by any teacher. Students frequently look to their teachers for guidance and many times will cite teachers as their most trusted confidantes and inspiring mentors. You can start today by supporting students to become more involved in their schools, in their communities, and to take to pride in themselves through identifying their best abilities and accomplishments.

Contributed by Kathryn Kraemer Troutman, author of Creating Your High School Resume (1999).

For more information on how to integrate resumé writing into the curriculum, teachers of any grade level may find the step-by-step approach to resumé writing presented in her book to be useful. For ordering information or to review the book’s table of contents, visit the Resume Place Website at www.resume-place.com, link to the teen segment at www.teenresumes.com, or call (888) 480-8265.

Award-Winning School-to-Work Sites
The All Means All School-to-Work Award was given to partners in school-to-work systems that provide choice, access, and participation to all of their learners. All of the award site profiles are available on the project Website at ici.umn.edu/all/award.html. This issue of School to What? highlights three of the current award sites. Given the dynamic and fluid nature of the School-to-Work Initiative, project sites may have grown, evolved, or changed significantly. Contact sites individually for updates on their current status and projects.

[Editorial Note: Funding for the All Means All School-to-Work Project ended in 1996. The following sites may no longer be in operation, or the contacts may be out of date. We are publishing this information for your use as much of it may be relevant to the current work of assisting youth with disabilities in the transition from school to post-school opportunities.]

Linking Learning to Life
Linking Learning to Life (LLL) is a school-to-career partnership of the Burlington (VT) School District, the Lake Champlain Regional Chamber of Commerce, and the University of Vermont. Its mission is “to improve the educational performance and advancement, and the employment and career prospects, of all Burlington students.” It combines work-based learning strategies such as employer visits, service learning, and long-term internships with student reflection on interests and goals. One of the most powerful tools for bringing about this reflection and action is the Individual Student Development (or Career) Portfolio. Linking Learning to Life initiated portfolios last year with all 9th graders at Burlington High School, and plans to expand to other grades each year, gradually involving all students. Portfolio support is provided to students, teachers, and parents by district staff through the Career Direction Center at the high school. This approach bridges school, home, and career life, creating a full community supporting all students. The partnership has also expanded its program to assume a leadership role by convening a citywide team focused on meeting the needs of out-of-school youth, bringing them into community with schools, community-based organizations, and the city.
For more information, contact Rich Tulikangas, Director, at (802) 951-8850, or by e-mail at rtulikangas@burlhs.k12.vt.us

The Entrepreneurial Immersion Program
Close to 10 years ago, the Silver Spring Elementary School, in Milwaukee, Wisconsin, realized the need to change its curriculum. The new focus was based on a need to enhance the achievement of all students through cooperative sharing of resources. It offered students a number of positive role models and established links between the school and business, industry, and education. The Silver Spring Elementary School Entrepreneurial Immersion Program is the end result. This program includes development of business skills, technology, math, career awareness, communication, and work-like simulated experiences for all students. To teach these skills, each classroom creates and operates an individual business, designed collaboratively by teachers and students. Business training facilities, offices, businesses, and manufacturing areas have become learning sites for the K-6 students at Silver Spring, as they learn how to create and run their businesses. The mentor/tutor program at the school offers all students a one-to-one relationship with a positive role model to encourage, support, and enhance classroom learning.
One of the personal stories coming out of this program tells of a 5th grade participant who was interviewed by bank personnel at a local bank as part of a mock-interview exercise. When the interviewer asked if the student had any questions, the girl (interviewing for the position of bank teller) asked, “What is your job?” He replied, “A manager.” The student said, “That’s the job I’d like to have.”
For more information, contact the Silver Spring Elementary School at (414) 228-8630.

St. Charles County School-to-Work Consortium
The St. Charles County School-to-Work Consortium has developed a week-long career awareness camp, designed to help all students under-stand the range of careers available within the six career pathways adopted by the state of Missouri. The camp is open to students going into 7th and 8th grades to prepare them for the career units they are required to complete as 8th graders. The activities for each day in this 40-hour camp curriculum include team building exercises (fun and games developed with all students in mind), career development activities, and career exploration in at least one career pathway. Segments of “The Real Game” are used to emphasize goal and priority setting, as well as time and money management. The entire community comes together in developing the consortium responsible for creating and directing the camp, with representatives from every school district in the county, various businesses and industries, social service agencies, an at-risk agency, and students and parents themselves.
For more information, contact Arlene Hoffman at (314) 922-8342, or by
e-mail at ahoffman@chuck.stchas.edu

Building Resumés in the Classroom
Helping students learn to write a resumé can’t be that hard, can it? After all, most of us have had to create one at one time or another, right? But integrating this into our curriculum might be a little more difficult.
One method that has been quite useful in a classroom setting is called a “section-by-section” approach to resumé writing. This approach makes it easier for students to understand the purpose of developing a resumé, as well as how to actually pull it together. Presenting the resumé in sections also makes the process less overwhelming and, believe it or not, even fun! The development of a resumé may be the first chance some students have had to identify and share what they do really well. Students can also be surprised that they have so much to include in their resumés! This can be an extremely rewarding experience for teachers as well – the knowledge that you have helped each student to feel good about themselves, to share their gifts, and to realize their potential. So, where should you start?

1. My Personal Assets. Ask students to develop a list of personal assets that may eventually be added to their resumés. Students may not know where to begin, so provide some examples, such as interests or activities in school, participation in community events or clubs, new skills they have dev-eloped, a special course taken, a job shadowing or work experience opportunity, awards they have won, or doing well at a job they currently hold.
2. Small Group Bragging. This is the fun part! With enough time, students can break into groups of four to eight so that everyone can share what they have written. This allows students to brag, learn, laugh, and enjoy talking about their accomplishments. They also get a chance to hear about others’ accomplishments. It’s a rare and valuable time for students to talk about their own achievements and to learn from others.

Using this model, teachers can walk students through all of the following essential resumé components:

• Personal Information: Name, address, phone number, e-mail and fax number. This is also a good time to help students identify what not to share – information that is private and not required on a resumé, such as a Social Security number.
• Education: A student’s educational history can include their school name, address, and expected graduation date.
• Special Curriculum: This might include college preparatory courses, technical and career preparation courses, as well as other specific courses a student may be especially proud of.
• Honors: These can be community-based or academic. Any award, recognition, or honor received can be shared here. Remember, no honor is “too small” to include!
• Activities: This includes both the student’s role and the organ-ization’s. Examples might include, “Point Guard, JV Basketball,” “Editor, Oriole Sentinel School Newspaper,” or “Drummer, Kiwanis Youth Jazz Band.”
• Workshops/Summer Programs: This might include summer camp or workshops and lessons for theater, athletics, writing, music and other interests.
• Work Experience and Internships: Many students work at jobs in the community, during the summer, on vacations, or after school that demonstrate the ability to get to work, manage both work and school, and communicate with the public. Internships can be included here just like “real jobs.” This could also include other types of career exposure, such as field trips, job shadowing, mentoring, as well as career-related lectures and training.
• Community Service: This can include such things as volunteer work in the neighborhood, on committees, and with events, as well as being a member of comm-unity organizations or boards.
• Skills: All students have soft and hard skills. Soft skills can include things that might be referred to as personal qualities/assets: responsible, loyal, hard-working, energetic, etc. Hard skills are more concrete and can be demonstrated: Proficient in Microsoft Word 7.0, extensive public speaking, skilled at research and writing. These skills are important to add to the resumé, both for future employers and for the students’ own sense of satisfaction and accomplishment.

Additional skills and techniques students can learn in order to put their best foot forward include how to market their resumés, write good cover letters and fax cover letters, develop mentors and networks, use the Internet to search for jobs, identify key words to use on resumés, and develop a portfolio to showcase their accomplishments. Help students learn to help themselves – integrate resumé writing into your curriculum today!

Contributed by Kathryn Kraemer Troutman, author of Creating Your High School Resume (1999), published by Jist Works, Inc.

School-to-Work Resources

School-to-What? Check it Out! Day-Planner Inserts
A new tool produced by the School-to-Work Technical Assistance Project at the Institute on Community Integration, University of Minnesota. Its purpose is to support investment in all learners through access to school and community learning experiences. The materials include laminated, full-color, day-planner inserts for students, school staff, employers, and parents; a student Personal Assets & Goal Setting Sheet; and a how-to manual for school staff with ideas on using the day-planner inserts with students. Available from the Institute’s Publications Office; call (612) 624-4512 for a price list.

Reclaiming our Prodigal Sons and Daughters by Larry Brendtro and Scott Larson. Offers a penetrating portrayal of the rootlessness of many of today’s youth and a powerful four-step plan for reaching them. Based on the best research and practice available on positive youth development. Published by the National Educational Service and available from The Reclaiming Youth Network at (888) 647-2532 or www.reclaiming.com/bookstore/

The Kid’s Guide to Service Projects by Barbara Lewis. Over 500 service ideas for youth who want to make a difference, from simple things you can do on your own to large-scale commitments that involve whole communities. Published by Free Spirit Publishing and available from The Reclaiming Youth Network at (888) 647-2532 or www.reclaiming.com/bookstore/

Published by the All Means All School-to-Work Project, a collaborative project of the Institute on Community Integration (UAP), College of Education and Human Development, University of Minnesota, and the Interagency Office on Transition Services, Minnesota Department of Children, Families and Learning.

The views expressed in School to What? are those of the authors and do not necessarily reflect the views of the All Means All School-to-Work Project; Minnesota Department of Children, Families and Learning; Institute on Community Integration or their funding sources. The University of Minnesota and the Minnesota Department of Children, Families and Learning are equal opportunity employers and educators.