perspectives
 in Education and Deafness
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Practical Ideas for the Classroom and Community
Volume 16, Number 5,
May/June1998
Creating School to Work
Initiatives For Deaf Students
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Linking the classroom to the businesses and industry through programmatic
partnerships has proven to be highly successful in helping students to make the transition from school to work.
by Glenn B. Anderson & Susan McGee
Glenn B. Anderson, PhD, is a Full Professor and Director of Training at the University of Arkansas Rehabilitation Research and
Training Center for Persons who are Deaf and Hard of Hearing and Chairman of the Board of Trustees for Gallaudet University. He
welcomes comments on this article via email: ganderso@comp.uark.edu.
Susan McGee is a Research Associate at the University of Arkansas Rehabilitation Research and Training Center for Persons who are
Deaf and Hard of Hearing, who has taught ESL and conducted nationwide interviews with secondary and postsecondary students who are
deaf and hard of hearing. She welcomes comments on this article via email: smcgee@comp.uark.edu.
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The 1990s would seem to be an ideal time for students to enter the
job market. The number of jobs in several regions of the US is increasing faster than the number of available and qualified
workers (Greenwald, 1997, p. 55). While many of these jobs require training beyond high school, not all require a 4-year college
degree. The increase in the number of jobs is predicted to continue well into the next century. However, the traditional
education in many secondary schools is not adequately preparing youth for this job market.
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A Freemont employer enters the classroom to help California School for the Deaf students show off their newly developed interview
skills. Photo courtesy of California School for the Deaf Fremont
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To address this problem, Congress passed the School-to-Work Opportunities Act of 1994. The Act, as well as similar laws in more
than a dozen states, encourages schools to better prepare students to enter and compete in the workplace. The strategies developed
as a result of these laws are known as "school-to-work" or "school-to-careers" initiatives. They are based on incorporating
classroom learning with learning in the workplace, or exposing students to "real work in real workplaces." (Bailey, 1995, p.1).
The goals of these initiatives apply to all youth—deaf, hearing, hard of hearing, college-bound, or non-college-bound.
However, because change in the workplace is occurring so rapidly, schools alone cannot prepare students. Many others must also
work together to create new visions and strategies. Establishing partnerships among schools, employers, postsecondary
institutions, and community-based programs such as vocational rehabilitation is the key to linking effective classroom and
workplace learning.
Philosophy and Core Components of the School to Work Initiatives
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Partnerships between schools and adult service agencies can be critical when Colorado School for the Deaf achieved a partnership
with Pikes Peak Community College, students gained access to a full array of technology. Photo courtesy of Colorado School for the
Deaf and Blind. |
A basic premise of school-to-work initiatives is that every student can benefit from exposure to career options through applying
abstract concepts to real-life situations and learning by doing (1997 School-to-Work Report to Congress). Through these
approaches, students increase their understanding of academic subjects by observing how knowledge learned in the classroom is
applied in the real world. They also learn job-specific information and skills in actual workplace settings and relate them to
their classroom learning.
For many young people, the transition from school to career is unstructured, haphazard, and often frustrating (1996 School-to-Work
Report to Congress). It may take them many years to settle on a stable job or career after leaving school. School-to-work
initiatives address this problem by helping young people define career goals early and determine which postsecondary education or
training options best fit their career interests (1996 School-to-Work Report to Congress; Chew, 1995).
Perhaps the most significant premise of school-to-work initiatives is the emphasis on integrating school-based and work-based
learning. The focus is on "preparation through work" as opposed to "preparation for work" (Chew, 1995). By integrating
school-based and work-based learning, pathways can be created for students as they move from school to further education or their
first jobs.
Three core components of the School-to-Work Act of 1994 emphasize this preparation through work: school-based learning, work-based
learning, and connecting activities (1997 School-to-Work Report to Congress p.13).
- School-based learning includes instruction and curricula that integrate academic and technical or vocational learning to
enable students to meet high academic standards linked to postsecondary and/or career pathways. It involves instruction and
classroom learning that is coordinated with training and work experiences, career awareness, career exploration, counseling
programs, and regularly scheduled student evaluations.
- Work-based learning incorporates workplaces as learning environments. It includes job training and work experiences that are
coordinated with classroom learning, workplace mentoring, and instruction in general workplace competencies. These activities
cover—to the extent possible—all aspects of an industry. Work-based learning is often designed around students' career majors, and
students may earn a skill certificate.
- Connecting activities link school to work efforts. A range of activities, and considerable effort, are necessary to integrate
school-based and work-based learning. Connecting activities include matching students with employers, securing worksite
supervisors, providing technical assistance to employers, providing services and outreach to parents and community and business
representatives, and evaluating program outcomes.
Key Elements of Successful School-to-Work Partnerships
Partnerships between schools, employers, postsecondary programs, and community-based programs such as vocational rehabilitation
are critical for the success of the "preparation through work" approach. Because many school-to-work initiatives are new and
evolving, most programs are still being developed and implemented. However, it is possible to identify elements critical to
effective school-to-work partnerships (Olson, 1997; 1996 School-to-Work Report to Congress; Charner, Fraser, Hubbard, Rogers, &
Horne, 1995). These include:
Supportive and committed leadership
Successful partnerships are guided by supportive and committed leadership among schools, businesses, postsecondary programs, and
community-based programs. This group of people brings schools and businesses together in. successful partnerships based on strong
relationships and trust.
In Boston, for example, a steering committee guides the city's school-to-work initiatives. The committee co-chairs include the
Superintendent of Schools and the chairman of the Conference of Boston Teaching Hospitals. The presidents or vice-presidents of
several local colleges and universities, representatives of local industries, the mayor's chief of staff, and representatives from
organized labor and community-based organizations also serve on the committee (Olson, 1997).
Committed Staff
Successful partnerships are guided by committed program staff. The leadership of teachers, counselors, worksite mentors, and other
support staff is essential. They must be innovative, adaptable, and willing to take risks while working with schools and
worksites. They must often assume diverse roles such as providing placement assistance, professional development training,
outreach and technical assistance, tutoring, job coaching, interpreting, and other functions. Most importantly, they must also
have the support of their administrators and supervisors (Charner, Fraser, Hubbard, Rogers, & Horne, 1995).
In Boston, a cluster of industries is paired with a group of high schools. Each cluster has a committee of worksite supervisors,
teachers, and school-to-work coordinators that develops a sequence of work-based learning experiences for students. These range
from paid work experiences to career education, such as job shadowing and mentorships, to full-time apprenticeships (Olson, 1997).
Support from Local and State Government
Successful partnerships are guided by support from local and state government. They are most likely to succeed in communities and
states that have a comprehensive vision linking school-to-work with broader education reform and workforce development
initiatives.
In Massachusetts, school-to-work initiatives are developed in industries the state identified as critical growth areas, such as
financial services, biotechnology, and marine services. Wisconsin's school-to-work initiative was spurred largely through the
leadership efforts of the former state school superintendent and the current Governor. Maryland created an incentive program
encouraging trade associations, labor unions, and a consortia of employers to develop work-based learning programs with schools
that included training for worksite supervisors (Olson, 1997).
Help from Facilitators
Intermediary entities play a key role in forming and sustaining successful partnerships. Many successful partnerships include
intermediary entities or organizations such as a local chamber of commerce, private industry council, or community-based
organization, that act as facilitators. Intermediary entities often provide the infrastructure needed to form and sustain
collaboration among key partners who may not have a history of cooperation. They help facilitate activities such as fundraising,
capacity building, and implementing school-to-work initiatives.
One such intermediary entity is Career Partners, Inc., which was established by the Tulsa Chamber of Commerce. The Career
Partners, Inc., board includes a representative from each educational institution and a representative from each industry cluster.
The board sets policy, raises funds, promotes school-to-work, and serves as the students' employer of record. Career Partners,
Inc., is seeking to make school-based and work-based learning opportunities available to all 6,000 Tulsa high school seniors by
the year 2000 (Olson, 1997).
Creative Financing
Successful partnerships require considerable financial support from diverse sources. Most programs were started with funds from
the School to Work Opportunities Act, local and state funds, or support from private foundations. The challenge facing most
partnerships is how best to develop resources and funding strategies to sustain school-to-work programs.
For example, in 1993 the Austin, Texas city government and Chamber of Commerce established the non-profit Capital Area Training
Foundation to promote school-to-work initiatives. The mayor and city council committed free office space and $200,000 a year in
seed money. By 1994, the foundation had secured over $1 million in federal grants to implement school-to-work programs (Olson,
1997).
References
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Volunteer work builds good will as well as job networks for California School for the Deaf Fremont students who work at the Food
Bank. Photo courtesy of California School for the Deaf Fremont.
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Bailey, T. (1995). (Ed.). Learning to work: Employer involvement in school-to-work transition programs. Washington, DC:
The Brookings Institution.
Charner, I., Fraser-Shore, B., Hubbard, S., Rogers, A., & Horne, R. (September, 1995). Reforms of the school-to-work
transition: Findings, implications, and challenges. Phi Delta Kappan, 57-59.
Chew, C. (1995). School to work transition: Resources for counseling. Madison, WI: Center on Education and Work,
University of Wisconsin-Madison.
Greenwald, J. (January 20, 1997). Where the jobs are. Time, 149, 3, 55-62.
Olson, L. (1997). The school-to-work revolution: How employers and educators are joining together to prepare tomorrow's skilled
workforce. Reading, MA: Addison-Wesley.
Report to Congress (September, 1997). Implementation of the school-to-work opportunities Act of 1994. Washington, D.C.: National
School-to-Work Opportunities Office.
Report to Congress (September, 1996). Implementation of the school to work opportunities act of 1994. Washington, D.C.: National
School to Work Opportunities Office.
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| Search for Exemplary Programs
Several research projects have identified model school-to-work initiatives. Those projects, however, did not identify model
school-to-work initiatives specifically designed to benefit deaf and hard of hearing students. To address this need, the
University of Arkansas Research and Training Center is soliciting nominations for programs that are providing school-to-work
experiences for deaf and hard of hearing students. Nominations are invited from a broad range of school to work partners,
including secondary, postsecondary, or community-based settings.
The goal is to identify programs that are successfully implementing elements of the three core components—school-based learning,
work-based learning, and connecting activities. Program profiles will be disseminated to programs interested in establishing or
improving school-to-work programs for deaf and hard of hearing students. Send nominations to the authors via their Web site or
mailing address. Nominations should include program name, contact person's name, address, phone number, and a brief statement
supporting the nomination. Contact:
Glenn Anderson, PhD, GAnderso@comp.uark.edu
Susan McGee, MS, SMcGee@comp.uark.edu
University of Arkansas Rehabilitation Research and Training Center
for Persons who are Deaf or Hard of Hearing
4601 W. Markham
Little Rock, AR 72205
(501) 686-9691 v/TTY
(501) 686-9698 (FAX)
http://www.uark.edu/depts/rehabres
The National School-to-Work Learning & Information Center
400 Virginia Avenue, Room 210
Washington, DC 20024
(800) 251-7236
(202) 401-6211 fax
http://www.stw.ed.gov |
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