Enterprising technology program by Kimberly DeVries
“A vital part of our mission is to establish a school program which reflects the values, needs and ambitions of our community.”
Enterprise High School’s website states, “a vital part of our mission is to establish a school program which reflects the values, needs and ambitions of our community.” That mission has faced obstacles, like recently when the Business and Computer Technology program ended and a new CTE program was needed. The 268-student, 20-teacher school in Clarke County is limited in resources, teachers and facilities, so implementing a new program required creative problem solving.
First, technology instructor Ashley Sisson explained, the school considered students’ preferences. “I really didn’t think the students would spend 2 years with me studying marketing or management, so I … picked Information Technology.” To implement the program, Sisson had to jump another hurdle: a required certification she did not yet have. Betsey Smith, curriculum manager at the RCU, advised that all career pathway programs have a 3-year window during which teachers can receive any necessary certifications they are missing, so that these requirements do not hinder CTE programs. After the choice was made, further obstacles loomed, including “scheduling, student participation and funding.” Sisson feared students with limited elective time would shy away from the 2-year program. Smith explained this is another way in which pathways offer flexibility: the sequencing of courses can range from one to four units of credit, depending on teacher availability and class scheduling. Another hurdle was equipment and facilities; Enterprise has overcome that by using many of the computers already at the school.Technology coordinator Chris Randall often allows the students to test their skills by maintaining and repairing the district’s computers. Some students have reported repairing computers for teachers in other classrooms, or even at home. Sisson hopes to expand the hands-on opportunities; she explained, “Fixing things in a simulation is okay, but the students show great pride in completing a job for another person.” 8