Plan to meet with people who are reluctant to change. Some of our solutions to this dilemma were to have open lines of communication with students, teachers, parents, administrators, and industry. Second, it is important to market a program. Although as teachers we are often too busy doing what we are doing to take time out and toot our horns, it is crucial that we do so. People need to be sold on the benefits of a program. An active and involved advisory committee is a wonderful asset to the program. But faculty must also be empowered to take ownership of decisions. In addition, it is also important to keep staff members up-to-date, as many may have little understanding of the program. It is important to take time to inservice all teachers on program goals and processes. And, finally, one of the hardest things is to get the support of your administration--especially when the administration has a high turnover rate.
The next dilemma is lack of time. In order for a program to be successful, there must be a time commitment from the administration and the faculty. Administration must provide time for common planning and flexible scheduling, while the team must be committed to possibly working above and beyond what is required in a school day. Common planning, which is a key ingredient to success, is better held in the morning instead of at the end of the day. End-of-the-day planning gets bogged down with discussion of students, problems, and so on, while planning at the beginning of the day allows for a more positive focused discussion. There must be an agenda to planning meetings, and someone has to take the leadership role.
Another major dilemma for us has been the poor perception of our industry by the general public. Again, marketing, advisory committees, and use of positive media such as town meetings to inform and empower, are ways to deal with this dilemma. Politics, when infused into the school environment, are sometimes self-serving. Again, marketing--having an active advisory board and active industry leaders--can help. Also, a follow-up of graduates and employment statistics can be a real boost for the program.
Another dilemma is that we only have our students for such a short time period. Ideally, a relationship could begin at middle school through speakers, shadowing, and recruitment, and should continue beyond high school into postsecondary. Articulation agreements with postsecondary institutions allow for an easy transition from our program to students' next steps.
Another concern is that everyone wants change, and they want it yesterday. People need to be aware that an ongoing evaluation of progress is needed. Alternative methods of assessment such as employee portfolios, practical application, and authentic assessment rather than instructional testing, are all better indicators of success.
And finally, our last dilemma is about motivating students and making lifelong learning applicable. We know many of our old methods do not work with this MTV generation. First, students must have input into what programs they sign up for; we need to allow students to design some of their projects and curriculum. The students are our customers; we need to survey them, address their concerns, and build on the positives. Hands-on student-driven projects allow students to be empowered. Students influence other students, and by getting leaders and other students interested we can become a positive force in the school.
This is our story. We hope it is helpful to you.
For more information, contact
Barbara Anderson or Phil Balwinski
Marketing Component, Travel, & Tourism
South Division High School
1515 W. Lapham Boulevard
Milwaukee, WI 53204
(414) 384-9900
Fax: (414) 384-4402
e-mail: philb@freenet.uwm.edu
Bob Ilk
Milwaukee Area Technical College
6665 S. Howell Avenue
Oak Creek, WI 53154
(414) 762-2500, ext. 716
Fax: (414) 571-4640