• Integrated school-based and work-based learning that integrates academic and occupational learning and links between secondary and post secondary education;

• The opportunity for participating students to complete a career major;

• The provision of a strong experience in and understanding of all aspects of the industry the students are preparing to enter; and

• Equal access for students to a full range of School-to-Work components and related activities such as recruitment, enrollment, and placement activities.

• A system of study that meets the Vermont Framework and local academic standards, including, where applicable, standards under the Goals 2000 Act, and meets the requirements for post-secondary education preparation and skill certificate award;

• A system of instruction and curriculum that integrates academic and vocational training and incorporates instruction to the extent practicable, in all aspects of an industry;

• Regular evaluations of students and dropouts to identify their academic strengths and weaknesses, workplace knowledge, goals and their need for additional learning opportunities; and

• Procedures that ease student entry into additional training or post-secondary education programs, and that ease the transfer of students between education and training programs.

• Job training and work experiences coordinated with learning in school-based programs that are relevant to students’ major career choices, and lead to the award of skill certificates;

• School-based mentoring;

• Instruction and activities in general workplace competencies, including positive work attitudes, employability, and practicable skills; and

• Broad instruction, to the extent practicable, in all aspects of the industry.

• School-site mentors to act as liaisons among school, employer and community partners;

• Technical assistance to small and medium sized firms and other parties to help design comprehensive STW systems;

• Assistance to schools and employers in integrating school-based and work-based learning;

• Encouraging active participation of employers in cooperation with local education officials;

• Assistance to participants in finding jobs, continuing their education, or entering additional training and linking them with other community services to assure successful transition;

• Collecting and analyzing post-program outcomes of participants; and

• Linking youth development activities in this Act [STW] with other employer and industry strategies.

Adapted from the School-to-Work Glossary of Terms. Washington, DC: National School-to-Work Office, 1996.

Commitment to, and support for change by the school, district, and state leadership are important for successful restructuring processes. Change ultimately occurs at the school level, and administrators can play significant leadership roles, serving as catalysts to support the change process. However, administrators need the support of school district leaders. Change can occur at the local level without support from the state level, but state-level leadership and support do encourage and accelerate widespread change.

Administrators who led their schools through the change process were . . .

• dedicated to change.

• knowledgeable.

• well-read and understood the changes occurring in our society and their potential impact on education.

• informed about various reform efforts being implemented in education elsewhere.

• information-oriented and made decisions based on the careful collection and analysis of information.

• familiar with Edward Deming’s concept of continuous improvement and knew that the entire organization must be involved and committed, that change takes place slowly and on a continuous basis, and that staff members must be supported and encouraged.

• sensitive and responsive — sensitive to the changing needs of the local community as well as of their own educational community.

• responsive to their staff and the local community interacted with them, and remained involved and informed.

• able to empower others, facilitated and supported change and sought input and consensus.

Restructuring and transforming public schools involves somewhat of a change in the status quo. Overcoming the “natural” reluctance of people to change has been one of the major challenges faced by the proponents of School-to-Work.

Important factors in overcoming the obstacles to change are:

• Leadership,

• Building understanding and support,

• Involving and empowering stakeholders,

• Staff development, and

• Making a commitment to continuous improvement.