How do we get students prepared for the jobs of the future? At Los Angeles' Foshay Tech Academy—a 150-student school-within-a-school at Foshay Learning Center and where more than 87 percent of students qualify for free lunch—I'm teaching high school students the skills and mindsets they need to be ready for the workforce and college.

As lead technology teacher, that means I ensure my students learn theories about computer science by making the content relevant to student knowledge. I regularly change and adapt my lessons to reflect the current landscape in technology. Far from dry lectures, my instruction is based on problem solving and making inquiries, which generates the curiosity needed to engage students in computing.

My students know how to do everything from programming a vocabulary game for their foreign language class and animating a chemical reaction for their chemistry class to coding and designing a website about a discovery in genetics. But in the field of technology—and in life—they must learn to discover how to do things on their own. My lessons must motivate them to make a plan, carry it out and then review, reflect, and redesign to improve until it is successful.

I believe my students are capable of achieving anything, but success requires more than just learning marketable skills. They need work ethic, perseverance and gumption, too. Two years ago I started having my students from tenth grade onward create digital portfolios that contain their resume, student work, and letters of recommendation. I require them to update this portfolio every semester.

We started the portfolios using Google Sites, but then I got smart. Last year I asked the sophomores to find free web sites to build their portfolios. Then they worked in pairs to make a sample portfolio for a teacher. Finally, they presented the different sites and then chose the one they liked best. The portfolios are now more professional and the students also have more pride and ownership over them since the work came from them versus a direct order from me.

My students also need to learn to navigate the working world in order to seek and create opportunities for themselves. To facilitate that, I've connected them with a wide range of science, tech, engineering, arts and math (STEAM) professionals who give them real world feedback about the quality of their work. The portfolios are critiqued by mentors, used in mock interviews, and are the starting point for the students to create job shadow and informational interviews.

The juniors send their resumes and cover letters to human resource people and writers in order to get feedback about how they can improve. My seniors present their final ad campaign projects to actual advertising executives in their company’s conference room and defend their digital portfolios in a group of peers and ad agency mentors. Their final grade is based on the scores from the audience. The students as a whole then vote for their peers to determine who has the best projects and the winners are celebrated on our website and at our end of year "Techies Got Talent" event.

A handful of students got in touch with me the summer after I first taught them how to create the portfolios to tell me that when it came to finding summer jobs and internships, they're far ahead of the pack due to the portfolios. As a result, I spread the word to the other academies on campus and now my students are teaching everyone else how to create them.

I recently asked them what they have learned from me and aside from answers like web design, Photoshop, and Flash animation, a surprising amount of students said something to the effect of, "You have taught me that I can do anything, I just need to put the work in and promote myself to others." Ultimately that mindset—combined with their skills—is what will enable them to thrive in the 21st century economy.


This article was written for good.is as part of an editorial series exploring the balance between student learning and job skills

On the first day of school when I meet my 10th graders I welcome them into my room by looking them in the eye, shaking their hand and introducing myself. They must respond the same; otherwise they must try again… and again. My class starts professionally and we stay that way through the three years we spend together from 10th-12th grade.

I teach a technology program that runs three years and I am passionate about teaching my students how to learn on their own, navigate the professional world through resumes, cover letters, and informational interviews, and to realize that every opportunity is a prospect for networking and applying it to their future.

STUDENT TESTIMONIALS:
Melissa R, Class of 2012: Mrs. Aaronson teaches far more than what her curriculum requires; she offers students life lessons that we'd otherwise learn through harsh experiences. I do not only refer to the interviewing, business, and presentation tips that were drilled into minds since we met her but also the introspective lessons of learning who we are. In a particularly stressful time in my life, Mrs. Aaronson noticed my tension and addressed a problematic aspect of my personality. She confronted this instability and taught me that learning how to balance my life will help me live a more successful life. She reminded me of an even more vital sentiment: no matter how stubbornly independent a person is, everyone needs to learn when to ask for help, step away from something admittedly too difficult, and rest when it is necessary. Far beyond the actions of any of my other teachers, Mrs. Aaronson has taken a more personal approach to actually aid me through the obstacles that will constantly appear as time goes on. However, I am no more extraordinary than any of my classmates. Mrs. Aaronson actively seeks out ways to guide every student any way she can.

Demsy L, Class of 2012: In this world of inspiring figures that people look up to, there is Mrs. Aaronson. A force of nature disguised as a teacher emitting inspiration, perseverance, intelligence and just plain awesomeness. As a student, she has inspired me to always put my best foot forward, she has told me that being myself, is the key to my success. While being sincere she has always pointed out what I can improve in my academic life. Always willing to help, she has demonstrated great caring not only for me but for all her students.

The students in my Technology Academy begin creating their digital portfolios in the 10th grade which include their resumes, cover letters, work samples (websites, animations, writing samples, videos, etc), and community service reflections – all of which get  reviewed by our business partners and mentors. Every project or challenge they do is meant to connect to the real world.

Recently, the juniors took on a tutorial project. The challenge: Choose a software program you are interested in and find a tutorial and create something new using that program. At first, most of the students just clicked around the computer and looked lost. The freedom to explore on their own was a foreign concept. However, after a few days of more students getting the idea – the room was finally buzzing with students trying to create new things on their own and sharing their accomplishments with each other. The smiles were contagious. The students then had to try to recreate what they learned using a similar software program and write a reflection. One student ended his reflection with this statement: “From this experience, I learned that I can learn anything I want without having my teacher telling me. I now feel confident that I can learn any program out there if I choose.” He asked if I was upset by this statement. I told him I had never felt more successful as a teacher.

Professional Biography

 My years as a professional outside the classroom play a big role in what I do as a teacher and coordinator of a high school career academy.  Prior to teaching, I was a production manager for Nickelodeon’s Blue’s Clues in New York where I had to manage people with a variety of personalities, master the art of multi-tasking, and hire art directors, prop masters and interns. In order to get this job I had to network my way into the television industry and to move quickly up the ladder and gain experience. I became resourceful and as a result became a proactive problem solver.

I loved my years in television production, but I always knew that my destiny was teaching. I am motivated by my mother, Aviva Freeman, a Response to Instruction and Intervention Expert and inspiration for teachers all over District 1 in LAUSD. I like to think that I inherited a bit of her natural ability since I have always gravitated toward teaching roles starting as a young kid where I tutored kindergartners, worked at camps and after college graduation, I was a museum educator and a consultant to assist teachers integrate technology into their classrooms.

When I returned to Los Angeles in order for my husband and me to live closer to our families, I applied for the Los Angeles Teaching Fellows program that trained professionals to be teachers. I was fortunate to do my student teaching at Foshay Learning Center and even luckier to land the position of Technology Teacher of the High School Technology Academy right away. I tell everyone that I have one of the best jobs in LAUSD.

As the lead technology teacher I expose the students to some of the top industry standard software on the market such as Dreamweaver to make websites, Flash for animation, and Photoshop for graphic design. All these projects, plus video production and programming get compiled into the students’ professional digital portfolios. I am able to keep the technology updated due to the California Partnership Academy grant I applied for and receive every year since 2004.

One of my greatest contributions is the production of the digital portfolios that now all students on Foshay’s campus create, starting in the 10th grade. I feel passionately that in order to be skilled at a career, the students need to know how to get a job. I started the online digital portfolio two years ago and after that first summer a handful of students got in touch with me to tell me how far ahead of the other students in their college they were due to the portfolios. Their resumes and proof of experience got them better jobs and scholarships.  As a result I spread the word to the other academies on campus and now my students are teaching everyone else how to create these websites.

I take pride in the work that I do and I am always looking to share my ideas in order to get feedback and to assist others in adopting highly engaging and relevant activities in their classroom. I have presented for the past three years at the Educating for Careers Conference in order to share how I build mentoring programs, work with business partners and co-create cross-curricular projects with my team of teachers. In 2010, my Technology Academy was selected as one of the top ten academies in the state and a video was made about us as a sample model academy in order to help educate and inspire others about the academy model.

As the WASC Coordinator, I was able to get the teachers to communicate more with each other and share their best practices. As a result we are more informed of data, more in tune with each other and spread common messages and themes throughout our classrooms including a 10th grade International Baccalaureate Ethics Unit, college research, career shadows and resume writing.