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SCHOOL TO WORK
Submitted by Skills for Tomorrow
High School, St. Paul, MN
SUMMARY
School to Work is the programmatic emphasis of Skills for Tomorrow
High School (SFTHS). The School to Work program at SFTHS helps urban
high school students gain the skills they need to be successful in postsecondary
training and the workplace.
Reasons for Practice
The idea for Skills for Tomorrow High School originated when Jean
Dunn, Executive Director of the Teamster Service Bureau, and Dr. David
Johnson, Director of the Institute on Community Integration at the University
of Minnesota, were collaborating on a federal grant to assist teamsters
who had been downsized or laid off from their jobs. These individuals
needed to be retrained in order to gain entry back into the workforce.
Dr. Johnson was also the president of the board at Rockford School District
and had a hand in molding charter legislation in Minnesota. He and his
board considered what it would mean for Rockford to charter a school.
They both saw the need for youth to be trained for the highly skilled
21st-century workplace. In order to be successful, the Rockford board
knew that they would have to bring businesses to the table. They approached
Tom Triplett, Executive Director of the Minnesota Business Partnership,
who supported the concept of public school choice in Minnesota and decided
to help found a charter school with a mission to assist high school
students in making the transition to postsecondary education and the
high-skill workplace by integrating academic instruction and work-based
experiences in a culturally-respectful learning environment.
As a result, Skills for Tomorrow High School became a partnership between
business, education, labor, postsecondary schools, and several community-based
organizations and agencies. Businesses want higher skilled workers who
know how to work in diverse teams, solve problems, and make decisions.
Unions want members who can compete competently in the global market,
armed with stronger skills in math, reading, writing, problem solving,
decision-making, and teamwork.
Length of Time in Effect
Established in March 1994, Skills for Tomorrow High School is the nation's
oldest school-to-work charter school.
FULL DESCRIPTION
BUSINESSES AND UNIONS seek high school graduates with essential skills:
the ability to read and learn, write clearly and concisely, and work
on a team, to name only a few of the 37 SCANS
skills. Skills for Tomorrow High School's curriculum is designed to
address these skill areas through the five separate educational components
listed below. The unique components of the program include: assessing
student progress using SCANS skills, a 180-hour service learning project,
a 400-hour internship, at least one postsecondary course, and presentation
of a multimedia business portfolio to panel of business people.
| The Academy |
This component begins to prepare students who are
entering high school or have less than 15 high school credits. All
Academy students are required to complete their core courses with
a "C" or better, have a 90% attendance record, complete
three job shadowing experiences, and mediate conflict in a peaceful
way. Students also work intensively on their reading, writing, mathematics,
and science skills. |
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Phase I
Training Phase |
This component continues to reinforce reading, writing,
mathematics and science skills, while beginning to teach teamwork
skills. In addition to the requirements in the Academy, Phase I
students also are required to complete two quarters of coursework
emphasizing teamwork, leadership, interpersonal conflict resolution,
and problem solving. |
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Phase II
Service
Learning Phase |
This component continues to reinforce reading, writing,
and mathematics skills, while beginning to teach students about
the world of work through meaningful, substantive service learning
projects. In addition to the requirements of Phase I, students must
help the community by volunteering 180 hours at a local nonprofit
agency with a team and also independently. Students serve elementary
schools and nursing homes, assist with city parks and recreation,
or participate in other nonprofit organizations. Through these experiences,
students learn the importance of giving back to their community.
If attendance or performance is unsatisfactory, the student will
be terminated from his or her position (i.e., authentic learning). |
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Phase III
Internship
Phase |
This component reinforces reading, writing, and mathematics
skills, while immersing students in the world-of-work through employment
training, work-readiness programs, and internships. In addition
to the requirements of previous phases, students must complete a
400-hour internship. The SCANS skills are used exclusively for assessment
of students' progress. Students are taught entry-level skills and
are given feedback about their progress in specific SCANS skill
areas by both a site supervisor and an internship supervisor. |
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Phase IV
Postsecondary Education Option (PSEO) Phase
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This component teaches students the importance
of continuing their education beyond high school and knowing how
to confidently present themselves to future employers. Students
are expected to complete at least one course at a postsecondary
educational institution and pass with 75% or better. Students also
must prepare a multimedia portfolio that they present to a panel
of business and community leaders before they graduate. |
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In order to provide meaningful service learning and internship experiences
to students, Skills for Tomorrow High School collaborates extensively
with the Teamsters Service Bureau, the University of Minnesota, Minnesota
Business Partnership, the Rockford School District, Goodwill/Easter Seals,
Minnesota Wild, Target Corporation, the City of St. Paul, and numerous
other organizations.
Skills for Tomorrow High School URL: http://www.skillsfortomorow.org
CONTACT INFORMATION
Tess Tiernan
Director
Skills for Tomorrow High School
547 Wheeler Street North
St. Paul, MN 55104
Telephone: 651-647-6000 x 13
E-mail: tesst@goldengate.net
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