Category: St. Clair Education

Pell City schools setting example with workforce development

Story by Graham Hadley
Photos courtesy of Pell City School System

When it comes to preparing high school students for entry into the workforce, the Pell City School System is doing everything it can to stack the odds in its students’ favor.

Part of that process is the system’s continuing partnership with the St. Clair Economic Development Council, Jefferson State Community College and local businesses in a regional workforce development initiative, but a large part of it is the result of the system taking internal measures to embrace a broader view of the role of education in students’ lives.

“The key to it is having a team of people who can get information to the students because they hear about college and they hear about jobs, but they do not have a working knowledge of the steps they need to take to get a good job or a career,” said Pell City Schools Curriculum Coordinator Kim Williams.

“The second part of it is the training opportunities that go along with those jobs. Just having a team that can provide the knowledge to those students is essential.”

The efforts have paid off, not just for students and the school system, but for the community, especially for businesses and industries hungry for a well-trained workforce.

Danielle Pope, one of the Pell City High School teachers focusing on workforce training, said the success of the program did not happen overnight — it was a steady progression over the past few years.

“We went from what was originally called co-op classes to paid internships, and the process continues to progress,” she said. “The community has really gotten behind what we are trying to do. We have about 60 community partners between apprenticeships and internships.

“And we keep getting better quality internships that are more career-track based. It lets the students look at more long-term options.”

Many schools have some form of career prep, with a later focus on admission to a four-year college.

“Most schools do career prep in the eighth- and ninth-grade — but it is not very relevant to students at that age. Then for juniors, the focus is on college, looking at things like the ACT test and how to get their scores up,” Pope said.

And both Pope and Williams said college prep is still a very important part of the curriculum at Pell City, but they also are making career prep a priority to provide options for all students post graduation.

“We have AP and online classes – we have a strong core academic offering for that. The classes we have do a good job preparing students for four-year college. And we have a plethora of students following that path,” Williams said.

“But our data points to 40 to 45 percent of our students will finish their first year of college – that’s on track with data for the rest of the state. That leaves 55 percent of students who need a viable pathway to a career. They need to find a good career, and that happens through two-year colleges, career centers or workforce development.”

According to the other partners in the training programs, Pell City’s efforts have been an unqualified success, with students placed in every branch of the regional workforce, from medical offices to major construction and industrial companies.

Williams said their program worked because of the level of commitment from everyone involved as the system implemented and continues to implement more and more job-training options into the curriculum.

“Success comes from the top. Superintendent Dr. Michael Barber has been completely supportive in these programs. … Dr. Barber and the school board have been very supportive in letting us explore ways students not going into formal post-secondary academic settings can get jobs,” she said.

“There was a big push in Alabama for workforce development, with big bond issues from the state focusing on that. … Then, as far as the Pell City community goes, we have had business leaders all saying we need a skilled workforce, skilled training programs in our area to meet workforce demands.”

And those leaders have been more than willing to help put Pell City students to work.

“Then we have the EDC recognizing that need and working with David Felton, program coordinator and advisor at Jefferson State’s Manufacturing Center,” someone Williams and EDC Assistant Director Jason Roberts credit as being a key player in coordinating the community college’s role with all the other participants.

“We have all these entities in the community recognizing this need, and the school board and superintendent recognizing the need. If you don’t have key leadership positions buying in behind the program, it won’t be a success,” she said.

The other side of that are the hands-on educators and staff in the system like Williams and Pope who make the classes and programs work and continue to grow. 

“We have a career coach this year, Shelley Kaler. Our counselors have a lot on them administratively – testing, college applications and all the other essential ways they help our students every day. So, Shelley is devoted to helping students figure out what they want to do — especially students who do not know what they want to do,” Pope said.

“She is singularly focused. I think having someone on board who can help students in that one way is very important,” Williams agreed.

Pope added that Kaler’s position is particularly helpful for students who may not be on a four-year college path.

“She has taken a lot of those kids and said, ‘Let’s get you in a place that has benefits and good pay, where they can start building a career.’ Those are often places that also have tuition assistance for students who may want to explore post-secondary education options while they work,” Pope said.

In addition to that guidance and classes that can help students graduate with certification in everything from welding to medical fields, the school system also goes the extra mile to put the students together with the people who will eventually be hiring and training them.

Pope has spent years attending meetings and conferences, making the connections with business leaders, getting their feedback on what they expect from graduates looking for work and also convincing those leaders to take a more hands-on role in the education process.

“This year we are trying to figure out a way for students to get in contact with people in different industries. We did do a traditional job fair for seniors, but we also had career discussions in the medical, construction, industrial, city government and public safety fields with those leaders, including the city manager, police and fire chiefs,” Pope said.

“Partners would come in and have a panel, tell how they got where they are. Students could ask questions — and our students did a really good job asking questions, and they could stay after and talk to the panel participants.”

The students also got the opportunity to do mock interviews with the employers who might be doing the real interview one day. That was so successful that the school actually had one student hired from a mock interview.

Pope said the response from the students has been positive. But, just as important, the partners have also been impressed with the students and the efforts the school is making.

“The feedback from the representatives who came was positive. They kept saying, ‘I did not have anything like this when I was in high school,’” and they wished they did, she said.

“Between 20 to 30 business reps took part this year, with juniors and seniors taking part from the school. We got a lot of good feedback from people in the community — people who want to do this.”

The school system has been focusing in the highest demand areas: industry and manufacturing, construction and medicine. But they are continually adding classes, with pharmacy tech, information technology and other areas becoming more in demand.

And because of partnerships with Jeff State and local businesses and a program initiated by the state that allows people like firefighters or accountants to become educators certified to teach their specific areas of expertise, many of the classes being taught can lead to some level of skills certification at graduation.

“We had six students pass their pharmacy tech certification at the end of the year this year,” Williams said.

“It has been a team effort,” Williams said. “Jeff State has the resources to supply the training. Businesses have the need. The EDC looks after the overall economic health of the community. The superintendent and the board support our programs,” she said.

“Everyone is on the same page, sharing the same vision.”

Cooperative effort key to training skilled labor force

Story by Graham Hadley
Photos by Michael Callahan and Graham Hadley

In this technological and professional age, it is easy for students — and parents and teachers — to focus heavily on high-profile skills involving computers, programming, electronics and web design or to place students on narrow education tracks with the ultimate goal of receiving at least a four-year college degree.

But as the baby-boomer generation retires, so will a large portion of the industrial- and construction-skilled workforce.

And that poses a huge problem, not just for Alabama, but for the rest of the United States as well.

It’s a problem business owners, working in conjunction with educators in Alabama at the high school and post-secondary levels, are hoping to reverse — and to do so in such a way that helps retain students in school and make sure they have a solid foundation to succeed after graduation.

Changing workforce needs

Pell City’s Garrison Steel owner John Garrison speculates his is the last generation of workers trained by previous masters in such essential skills as welding, fitting, plumbing, electrical work and similar fields.

A combination of factors has steered the country away from the kind of apprentice-style training that Garrison and other construction and industrial leaders say is so essential to key economic sectors of the workforce.

When he was first starting out in the business, training in industrial construction, unions were strong and Americans tended to buy American.

“By and large, the unions to a large degree as far as construction, trained the generation I represent,” Garrison said. That was in the late 1960s.

But soon the unions started to lose traction to non-union businesses.

Today, he estimates the unions — and their highly skilled multi-generational employees — only represent 10, maybe 11 percent of the industrial workforce in the United States.

And then there was the image of working in construction or factories. Before the government, through organizations like OSHA, started putting a premium on safe working conditions, construction and manufacturing jobs were dangerous. Those workers wanted something better and safer for their children and often pushed them to pursue a college education.

Garrison said that attitude, combined with a similar government view with initiatives like No Child Left Behind, have gutted the skilled labor force.

“We are going to run out of skilled workers — they predicted that in the 1990s,” Garrison said. “And we are seeing that now.”

The shortage actually caught something of a break during the recent spate of recessions because the demand for those employees was low.

But as the economy continues to turn the corner, the demand for welders, electricians, plumbers and their skilled coworkers is on the rise.

And companies are finding it increasingly difficult to fill those positions, Garrison said.

Multifaceted Problem;
Multifaceted Solution

At the same time the skilled labor gap was growing, so were dropout rates in public schools. The new one-size-fits-all approach to education was not working for many students — teens who were capable of succeeding but who had no interest in pursuing a four-year degree right out of high school.

The solution to both problems lies in working together, agreed Garrison and Pell City Schools Superintendent Dr. Michael Barber.

“We are working to redefine what a successful student is,” Barber said. “What we have to be is very careful to look at all careers, all professions.

“College is important, but there are students who don’t want to go to a four-year college. That’s not where their talent and skills are and not where they want to go. But they can still go out into the workforce and make a great living.

“We want to bring comprehensiveness to their educational experiences. Pull back the curtain and let them see what is out there,” he said.

To do that, the high school, businesses like Garrison Steel and Goodgame Company, and community colleges like Jefferson State are working hand-in-hand to give exactly those students the job experience, the training and exposure to the real-world work environment to put them on the path to success.

What started with industry-backed programs, like the construction-focused Go Build Alabama, has expanded exponentially to include a wide variety of needed skill sets. Students can start earning certification and training toward jobs in everything from medicine — certified nursing assistants and pharmacy assistants — to police and firefighters through the Bridge School and other programs while still in high school.

Students on the construction side of things are able to dual enroll at Jefferson State and other colleges and work on-the-job at companies like Garrison Steel and Goodgame Company. They can begin receiving accreditation with the National Center for Construction Education and Research — the industry performance standard for workers in building-related fields.

“NCCER was developed in the mid 1990s for construction only. … Over 79 trades are covered — things like welding, crane operation, plumbing,” Garrison said. Students who graduate high school with some of that certification in place, proving they have taken the core curriculum needed for that skill, are much more likely to land a well-paying job right out of school.

“If I see a student has some NCCER and says they have been through the core curriculum, now we have the door cracked open. We have a student who knows about our industry. That gives them a big leg up,” he said.

That training certification is nationally, and in some cases internationally, recognized.

“They might work in Alabama, West Texas, Oklahoma — anywhere in the U.S. — or some place like Dubai,” Garrison said.

A Two-Way Street

Students who take part in the training, who go to the job sites, are not only gaining invaluable training and experience for themselves — the idea is contagious as they share what they have seen with other students, said PCHS Principal Dr. Tony Dowdy.

“I have seen our students go out to these work places and bring that work mentality back to their high school. Before this, we had students who might not have been able to finish with a diploma. Seeing the workplace requirements, they want that diploma so they can go back and get hired at those places they visited or trained at.

“I have heard conversations between students, students telling other students that poor performance won’t cut it at places like Goodgame and Garrison or the Fire Department,” he said.

Pell City High School has gradually been phasing in this new approach to education over the past few years, said Dr. Kim Williams, system curriculum coordinator.

“We wanted to have a consistency in message. We took students to the steam plant in Wilsonville two or three years ago. That was our first big move in workforce development. We make sure we have something every quarter for the students that won’t let go of that. We are staying with this message,” she said.

Reinforcing that, Williams has been appointed to the Pell City Industrial Development Board.

“Three years ago, the school system joined the EDC (St. Clair Economic Development Council). We needed to be sitting at that table. That has allowed us to be part of what is going on and to look at trends in hiring needs,” Barber said.

Everyone came back from that first trip excited, and the ball has never stopped rolling since.

“We have done an exceptional job of identifying students who want to be in construction or welding. Getting them together in a classroom and seeing them feed off each other’s enthusiasm in a positive way, that, as their teacher, has been very cool,” said Brittany Beasley, an agriscience teacher at PCHS.

As students gain valuable work experience and skills, so do their mentors. They can actually earn teaching certificates by training students in their respective specialties.

“Through the Alabama Department of Education, there is a mentoring program where the professionals can earn certification as teachers. … They have to complete a year-long program, then they can earn their certification,” Williams said.

Already, Pell City Fire Chief Mike Burdett and firefighter Jeff Parrish have completed their certifications. “And we have two more on track to earn theirs,” she said.

Two police officers have received training on their certification, something that Principal Dowdy pointed out is available to any skilled field, “electrician, HVAC, etc. It’s another way to get skilled trainers into the classroom.”

“The advantage is, they bring real-life experience to the table. They don’t have to come in and sell themselves. They capture the attention of the students,” Williams added.

For the employers, it means ready-made workers already familiar with their jobs and with the work ethic that is expected of them. Garrison pointed out he has two students, Matthew Gunter McCrory and Karl David Graves, who graduated in 2015, working for his company. And they are following in the footsteps of other PCHS grads at Garrison Steel.

“These young guys can turn out to be very desirable employees because of the work ethic they learned,” he said.

Win-win Situation
is Just the Beginning

The program is too new for there to be hard numbers, but Williams says the school system has definitely started to see positive results, from more students entering the workplace to a decrease in dropouts.

“There is a large number of students who are positively placed, employed in an industry or in construction in fields like welding. Because of what I teach, I tend to stay in touch with my old students — it is easier to do in these types of classes. We have a vested interest in our students after graduation,” Beasley said, adding that it helps them keep track of workforce demands and which businesses are needing specific skills filled.

Though she is an agriscience teacher, she saw these programs as a way for “us to stay relevant. I now teach welding, intro to metal fabrication, intro to MIG welding, inert gas and flux cored arc welding” in addition to more traditional agricultural classes. That means her students can not only work as farmers, they can also find jobs repairing farm and other heavy equipment.

And while many students are taking advantage of the new opportunities afforded them, just as many students are still on track for four-year degrees.

“We still have the same number of students receiving scholarships, the same number of students going on to four-year degrees, but we have a lot of students going into the workforce, too,” Barber said.

The school system has hired a workforce coordinator, Danielle Pope, whose job it is to communicate with local businesses and industries about their needs.

“Then, during the students’ senior year, she matches students with employers,” Williams said.

“It’s about making the school system relevant to the community beyond education. We are asking what are the needs of the community and how can we tailor our program to meet those needs,” Barber said.