This feature article explores how work-based learning is shaping talent development in the Evansville Region.
by Sam Syroney
Mr. Heiman began his 8th grade, “Heiman’s PCC” class with the usual. First, job promotions. Three-deserving students were promoted to project managers.
Yes, project managers.
Next, a themed bell-ringer question, this one asking about regrets these 13-year-olds had.
Finally, he rounded out the first 15-minutes of class with “Ketchup-Time”, a simulated, white-collar job nightmare: the awkward chat at the water-cooler.
Why? Well, in his words:
“I asked the kids, would you rather have these awkward conversation experiences now, around your classmates, or would you rather have them later, around people you don’t necessarily know as well?”
North Junior High School teacher, Caleb Heiman is breaking the mold when it comes to teaching his “Preparing for College and Careers” (PCC) class. After assigning his students the usual aptitude tests and career assessments, and subsequently realizing that these kids didn’t really understand what these meant, Heiman wanted to challenge the traditional model of teaching a College and Career prep class by doing it his way. The Heiman PCC-way.
Heiman’s PCC is a fake marketing agency, where all students start as entry-level marking associates. “The goal for these students is to go above and beyond, to demonstrate leadership, initiative, interpersonal skills, communication skills, creativity, and to eventually complete a ‘master’s degree’ presentation in the hopes of getting promoted.” Heiman says. In this class, students can go from their entry-level position and be promoted to Project Manager, to Senior Director, and then, to CEO.
The Project Manager position can be earned by showing up on time, being kind, being a strong role model to peers, asking thoughtful questions, and showcasing leadership skills. The Senior Director and CEO positions require doing things Heiman doesn’t ask for – demonstrating leadership during group-work, completing a “master’s degree” presentation in front of school staff, going above and beyond in all projects, separating themselves from their classmates. He wants to connect how their actions in the classroom can affect them in the real world.
Heiman’s CEOs are currently rewarded with field trips, like touring different companies in and around the Evansville Region. Last year, 7 student-CEOs visited 6 local businesses and gave Shark Tank-style pitches for why these companies should invest in their education in Heiman’s PCC. They raised over $4,000. In April, the CEO’s will get to tour IU Bloomington as a reward for their efforts.
At first, you might think, “this is a lot of pressure for these kids!”, but talk to Heiman and he will emphasize to you what he conveys to his students: “You’re 8th graders, you’re 14, you’re going to make mistakes. I won’t hold you back from a promotion because of one mistake. But you need to show me you can improve.”
And it works.
These students are motivated. In the class I shadowed, they were practically jumping out of their seats to participate. And there’s a real sense of camaraderie. When promotions were given out, Heiman’s own congratulations to the new-Project Managers were drowned out by those of their peers. They clap and cheer. A lot. Heiman also told me that in past years of teaching this class he would, under his old model based on assessments, have to write several behavioral referrals for rambunctious kids. This year? Zero.
And it works, for everyone.
Heiman says some of his hardest working students are those who come from difficult backgrounds. “Students from foster care, suffering from homelessness, and who have tough backgrounds are thriving.” He told me a story of one student in his previous semester’s class who really showcased this claim:
“This student came from foster care and is involved in community programs. This student began the semester coming into class with their walls up. They seemed to hate everything and everyone, and their work ethic wasn’t very great either. Then, when I switched to the ‘Heiman’s PCC’-model, things started changing with them. They started trying harder on projects, they started greeting their fellow students at the door by name, and they began to hold classmates accountable for their work.”
Heiman sees examples like this as the core of why his model matters: giving students a sense of self-actualization that they’ve never had before.
Heiman’s vision for the future of his class involves bringing industry leaders to come and speak with his 8th graders. He envisions his students exploring different careers by interviewing professionals, going on more field trips and outside-the-classroom experiences, and conceptualizes his CEOs shadowing industry CEOs for the day. He even has an idea for teaching all his students about proper business etiquette at formal meals, by simulating one with a business partner. Small things like that, he argues, can go a long way.
Heiman’s PCC class recently completed a marketing contest project involving local businesses Parlor Doughnuts and Azzip. Students were put into groups of 4 and designed a marketing campaign (without the help of a computer) for the local business they were assigned. The top 4 campaigns got the chance to present their idea to the owners of those respective businesses. From there, the owners chose the overall winner. Projects like this define Heiman’s vision for this class — connecting students to local businesses and giving them the tools they’ll need to succeed in life.
The feedback Heiman has gotten so far has been nothing but positive. In his class, students leave notes on his board expressing their appreciation towards him. He has a whole box of personal notes from students who have taken his class. The EVSC administration has taken notice of his class and continues to be engaged. Business professionals who’ve interacted with his students have given strong, positive feedback, especially around communication skills. (One CEO-worthy-promotion story Heiman shared was around what a student did after a simulated “career-fair”. Unprompted, this student went up to business professionals, shook their hands, and thanked each of them for their time.)
In the WorkEdu team’s sphere of talent pipeline alignment, Mr. Heiman’s class shows what’s possible for work-based learning experiences for students, even for students in 8th grade. By creating a classroom that rewards initiative, communication, leadership, and growth, Mr. Heiman is helping students build the habits and confidence that will serve them for years to come.
For those of us thinking about talent pipeline alignment across the region, his class offers both a success story, as well as a challenge. How do we bring more experiences like this to more students, in more schools, with deeper support from the business community? Mr. Heiman is doing the kind of work worth celebrating, but just as importantly, it is the kind of work worth following.