• Posted by ED Staff
• December 6, 2018
• Choice, Headlines, News, Rethink School

Sierra didn’t always dream of working in the insurance business. In fact, until recently, she didn’t even know if she’d finish high school.

But with the help of a caring counselor, a local business and an innovative state effort, Sierra is now thriving in her new role as a full-time employee at Pinnacol Assurance.

Her journey from struggling student to working professional began when Sierra’s counselor approached her with a new opportunity through CareerWise, a Colorado nonprofit that helps businesses recruit talent through paid apprenticeships that begin in high school.

Sierra (center) speaks in a meeting with U.S. Senator Michael Bennet.

“I was stuck. My life is kind of different. I have no parents, so I am really on my own,” said Sierra. The Colorado resident says she spent her early years being “tossed around a lot” without a stable home to ground her academically or personally – so she planned on dropping out.

Despite Sierra’s reservations, her counselor thought the program would be a “good fit.” So the high schooler conducted research and then attended a presentation by Pinnacol, a Denver-based insurance company. Work at the company had exciting benefits, including a tuition reimbursement program.

“I knew I had to have this opportunity,” said Sierra. “I grabbed it.” During the first year of the program, CareerWise students attend high school classes three days a week and participate in on-the-job training for up to 16 hours per week. By the third year, students have finished their formal academic classes, and begin working 32 hours or more.

Work-based learning opportunities like Sierra’s are part of a statewide push to promote apprenticeships. By strengthening the talent pipeline, state leaders believe Colorado can build a competitive economy now, and maintain that edge in the future.

The Business Experiential Learning Commission – a state effort – travelled to Switzerland in 2016 to learn about the country’s successful apprenticeship model and find ways to adapt what’s working there for Colorado businesses, communities, and students. Since then, the Commission has developed a work-based learning system – including apprenticeships – that prepares residents to meet the demands of today’s economy.

The braces aren’t immediately detectable, tucked inside the pant legs of their owner, 17-year-old Tim Farmer. They are a vital part of Tim’s life, however, and are the focus of his photograph and essay on display at the U.S. Department of Education (ED) headquarters in Washington, D.C.

Tim travelled recently from Bentonville, Arkansas, to attend a joint celebration at ED of exceptional student art and writing. Some of it, like Tim’s, came to ED from 11 museum members of the Association of Art Museum Directors (AAMD), which views art education and the promotion of student art as central to its and its members’ mission; others won top honors in the national Scholastic Art & Writing Awards competition. On hand for the art exhibit opening were student artists and writers from across the country, their families, arts educators and leaders, congressional staff, and ED staff.

Rethinking education for the 21st century means recognizing that learning can happen anytime, anywhere – far beyond the boundaries of the school day or a brick and mortar building. Secretary DeVos has challenged the nation to question everything, to ensure that nothing limits students from being prepared for what comes next. Here at the Department of Education, we believe in putting our principles into action – and we’ve taken the Secretary’s challenge to heart. Yesterday, more than 180 children joined their family member at the Lyndon B. Johnson Building to learn about  skills used on the job and to think about where their talents can take them in life.

The day’s motto was “Workforce Development for All.” Activities focused on empowering these children to effect positive changes within their homes, schools, and communities. Interactive learning experiences helped build skills like teamwork, communication, and critical thinking – skills that equip the next generation for rewarding careers and fulfilling 

Employers need a strong pool of available labor with the skills and knowledge to sustain and grow their business, adding more jobs to the economy. No arguments there. Foundations and community organizations want to see lower-wage workers get the qualifications they need for the kind of jobs that can support a middle-class family. Again, wholeheartedly agree. 

To me, the question is, are we doing the hard work to meet these learners where they are so that we can achieve that vision of a strategically trained workforce? The people who are in most need of career training are often least able to take advantage of it. 

If you’re struggling to patch together childcare between relatives with an unpredictable work schedule, how will you manage adding hours a week of training or classes? If you’re working two jobs to just make it to your next paycheck, how will you afford to cut back your shifts? If your supervisor won’t adjust your schedule to accommodate your program, if you’re caring for your elderly father at night and there’s never time to study, if you’re behind on your rent and not sure where you’ll be living next month, how can you put in the time and energy needed to succeed?

CTE HIGH SCHOOL JOURNALLISM