Education Philosophy

Over the course of thirty-six years, Smokey House education programming helped thousands of Vermont young people stay in high school by enhancing their educational experience with applied learning and intensive training. The centerpiece of Smokey House’s program was the relationship between youth, land, and learning, and both the Youthwork and Environmental Field Studies programs generally adhered to the following principles and practices of work-based learning:

• Meaningful Relationships with Skilled, Caring Adults – The relationship that develops between youth and adult leaders as they work together to accomplish mutual goals is the foundation for academic, social, and emotional learning. Youth worked in small teams (ideally, six participants) with one skilled leader who acted as supervisor, mentor, and instructor.
• Real Work – Young people engaged in work that is real. When participants understood that community members were relying on them, they were inspired to produce quality work and meet adult expectations.  Through their work, the youth took an active role in the community, building relationships with adults that nurtured their sense of belonging and encouraged continued success.
• Supportive Environment –The provision of a safe and supportive environment is necessary for learning.  A supportive environment allows mistakes to be learning opportunities and empowers participants to take risks that help them grow socially and emotionally.
• Active Engagement – The work-based learning provider actively engages school personnel, human service providers, and parents or guardians to support the participant’s learning goals and address any personal, family, or health issues that impede his or her ability to succeed.
• Integrated and Applied Learning – Work projects require youth to integrate and apply their knowledge in ways that are difficult in the confines of a classroom.  On the job, participants use academic skills (e.g., reading, writing, math, science), social skills (e.g., communication, teamwork), and workplace skills (e.g., managing resources, time, and money) to solve real problems.  In this way, they practice transferring knowledge between school and the workplace and learn how academic subjects are relevant beyond the classroom.
• Ongoing Assessment – Adult leaders establish clear guidelines for students’ participation and behavior. Using a benchmarking system, leaders regularly assess and document youth participant’s progress toward meeting industry-based standards of job skills, attitudes and habits.  With their leader, youth participants set individualized academic, social, and workplace goals, review progress towards them, and set new goals.  These benchmarks are the basis for school-awarded academic credit.
• Distinct School/Service Provider Roles – A work-based learning program augments but does not replace classroom learning.  To ensure that students’ education spans all fields of knowledge and vital results (as laid out in Vermont’s Framework of Standards and Learning Opportunities), schools and service providers work together to balance school-based learning and work-based learning.  Collaborative agreements establish policies supporting each organization’s distinct role.