Partnerships between local schools and businesses

The School-to-Work (STW) partnership model is based on the idea that districts working together on relatively large projects will accomplish more than single districts working alone on smaller ones due to significant economies of scale in the provision of STW programming. Local partnerships are formed as soon as a state has established a statewide partnership and started receiving STW funds. Grant applications can then be submitted by the local partnerships for funding. Each state sets its own rules for the structure of local partnerships and the process of applying for grants. Typically, to be eligible for funding, local partnerships must show that school districts are committed to the project, that at least some local businesses are active participants in the enterprise, and that the planned activities and projects are of sufficient scale to benefit students in multiple schools and/or districts The state appoints a grants facilitator who works with the local partnership to implement the STW system it has proposed once the partnership has met these criteria and received funding.

According to the above rationale, the local partnership structure is based on the idea that STW programming can be more effectively implemented if at least some activities are provided above the level of an individual school or district. A rise in efficiency can occur for a number of different reasons.
When schools and districts from the same area work together, they can communicate with each other. An effective partnership can help to expedite information about successful practises from one school or district to another. When it comes to STW information from outside sources, it can do so more efficiently than an individual school can.

As a second benefit, local partnerships can organise STW activities that require the participation of students from multiple schools or districts in order to achieve the minimum scale required for efficient operation. For instance, only one or two students at a single school may be interested in a specialised training programme offered by a local business. To ensure the program’s success, a partnership should make it available to students from multiple schools.

There are three reasons why a local partnership can make it easier for schools and business to collaborate on STW initiatives. To be effective in reaching out to local businesses, schools often lack the resources or contacts necessary Many of these resources or contacts can be obtained through local partnerships because business representatives sit on the board of directors. Individual businesses prefer to work with a central organisation when providing services to students, as opposed to hundreds of different schools.

In addition, a local partnership includes representatives from a wide range of industry, and thus has a better understanding of the appropriate regional industry clusters for curriculum development than do schools alone. As a result, schools and participating businesses can work together to develop standards and identify relevant industry skills.

As a result, schools interested in starting STW programmes now have access to more resources and opportunities thanks to the local partnership structure. In comparison to working solely on their own, schools have access to more industry options and workplace experiences for their students, as well as more information about effective practises elsewhere. One or more of the partnership functions listed above are carried out by each of these programmes.

A number of local partnerships have successfully implemented the programmes described in this section. Individual teachers, school districts, and schools have all benefited from local partnership coordination in ways that they could not have achieved on their own.

Opportunities for Educators in the Workplace to Be Established

Programs like Educator in the Workplace give future educators hands-on experience in the workplace. Their main objective is to make teachers more aware of the skills needed for a successful career in business. Some programmes require teachers to work full-time during the summer months. In some programmes, the experience lasts only a few hours, or even just a few minutes. When teachers are more knowledgeable about the workings of a business, their students will be better prepared for the workplace when they graduate from high school and enter the workforce. Lesson plans that are based on teachers’ work experience are most effective. Teachers who take part in professional development activities often use what they’ve learned in the classroom to develop training materials for their colleagues. The Educator in the Workplace opportunities for teachers are instituted in all cases by local partnerships.

Developing Business Relationships

In order to facilitate easy communication between educators and local businesses, many partnerships have been established. Members of business and industry serve on advisory boards for these initiatives, and they make frequent visits to classrooms and schools. Events that promote ongoing communication between teachers and employers are often sponsored by partnerships as well. Schools and businesses can communicate more easily with the local partnership.

Creating Programs to Help People Recognize and Prepare for Potential Careers

The STW mandates that participating schools provide career awareness activities in the K-12 curriculum. Many local partnerships develop and/or organise career awareness activities and materials, and then make them available to all participating districts and schools, in order to more efficiently provide that awareness. Many partnerships have developed collections of career awareness materials available at either central locations within the partnership region or on a website developed by the partnership. Local business representatives are also invited to give presentations in classrooms, during assemblies, and on career days to help students better understand their options.

Providing Opportunities for Students to Work

A variety of programmes, ranging from full-time paid internships to job shadowing, are made possible through partnerships that bring together students from various school districts. Because the local partnership is involved, these opportunities are available to many more students. Some partnerships have made it a requirement of the STW programme to provide students with work experience and student participation.