Building SHSM teams and partnerships

Overview

To succeed, your Specialist High Skills Major (SHSM) program needs an organizational structure that your school and school board can rely on, in both now and in the future.

As part of developing your SHSM’s strategic plan, you will:

• determine the composition of SHSM teams
• select SHSM sector advisors
• identify and establish partnerships

Learn how these teams and partnerships contribute to your SHSM’s success.

School SHSM teams

The school SHSM team is typically made up of key school and board staff. This team oversees all aspects of program delivery, including:

• enrolment
• timetabling
• student tracking
• monitoring program success

The team works closely with their advisors during the SHSM planning process and on an ongoing basis following the launch of the program.

Who should be on your school SHSM team

The composition of school SHSM teams is based on local circumstances and needs. Effective members often bring:

• professional or technical expertise
• excellent communication and organizational skills
• a strong sense of commitment

School staff

• school principals
• teachers of major credit courses and other required credit courses in the SHSM bundle of credits
• co-op teachers
• guidance counsellors
• designated teachers of dual credit courses
• vice principals

Board staff

• SHSM leads
• superintendents of education
• Student Success leaders
• Student Success teachers
• members of the school board's programming team (for programs such as co-op, technological education and the Ontario Youth Apprenticeship Program)

Sector advisors

• local employers
• representatives of colleges and universities
• members of training centres
• representatives of community agencies (such as cultural centres, business associations, chambers of commerce)
• regional sector-specific human resource council
• representatives of youth employment centres
• representatives of local business education councils
• union representatives
• local First Nations, Métis, Inuit and/or urban Indigenous partners (as identified by Indigenous Education Councils and/or Indigenous education leads)

School and school board community

• students
• parents and school council members
• members of your school boards’ parent involvement committee

Sector advisors provide advice to help ensure that students will earn an SHSM that stakeholders value. For example, industry members may:

• provide advice on aligning students' classroom experience with current workplace expectations
• suggest reliable service providers for sector certifications and training courses
• support and facilitate SHSM program implementation
• work closely with the school SHSM team

Building supportive partnerships

Strong partnerships are crucial to the sustainability of your SHSM.  These partnerships may be with school boards, postsecondary institutions, community organizations, businesses and industry sectors.

School boards and schools should focus on fostering and maintaining partnerships that strengthen existing community ties.

We strongly recommend that coterminous and neighbouring boards approach SHSM implementation as a joint venture to:

• maximize student opportunities
• reduce duplications
• use time and resources effectively

Partnering with other boards or schools

There are many ways your board or school can work with others to deliver SHSM programs. For example, you can partner to:

• share transportation and facility costs
• coordinate certification and training delivery (such as sharing training providers)
• support professional development
• share co-op placement databases
• offer experiential learning opportunities (such as shared facilities, staff or transportation)
• deliver SPEs through shared expertise
• coordinate reach ahead opportunities with postsecondary and community partners
• share equipment, maintenance, marketing and consumables
• share qualified staff (for example, by bringing students together at a host school for major credit courses)
• align school timetables and reporting and transportation schedules
• streamline board policies and procedures (such as field-trip permission forms)
• address liability and health and safety issues
• develop and deliver contextualized learning activities (CLAs)
• manage student registration (such as shared registers)

Partnering with colleges, training centres and universities

Strong partnerships with local colleges, training centres and universities are critical to SHSM success. Partnering school boards should approach these institutions as a team rather than individually.

When forming these partnerships, consider:

• geographical factors (such as location of institutions with relevant programs)
• existing agreements (for example, those for experiential learning, reach ahead activities, dual credits and articulation)
• access to Dual Credit Program opportunities (such as activities and forums)
• capacity of the institution (such as available seats in postsecondary programs)
• support for students with special education needs

Partnering with business, industry and the community

Community and economic sector partners play an important role in your SHSM’s success. They can provide resources and opportunities for:

• certification and training
• experiential education
• sector-partnered experiences
• co-op placements

Industry education councils, workforce planning boards, training centres and Employment Ontario are key resources for establishing and promoting partnerships.

When planning how to deliver the 5 required components of an SHSM, collaborate with a wide range of community partners.

The table below has recommendations on who to partner with and why.

Tools and resources

Find sector-specific requirements and resources for each type of SHSM.

Find checklists to help:

• guide the work of your school SHSM team
• confirm staff and program readiness
• identify the responsibilities of your school SHSM team and sector advisors