Thoreau
Academy’s
Stocks & Bonds
Caring Comes First
From hosting a shoe drive fundraiser for children and animals, to receiving an award for supporting a classmate,
Thoreau students truly value caring.
Train, Delegate, Defer
Facilitators can shape experiences by stepping back and
allowing students to discover.
Upgrade Service Industry Ventures
Combining cross-grade interaction with more service
jobs is a winning equation.
Expect to be a Work-In-Progress
Connect with Community
Students attract a crowd for Micro Mania Night and Jack
Allen advises on securing community partners.
Keep Alumni Engaged
Alum on her days as a student at Thoreau.; from 7th grade
lawyer to double majoring at George Washington University.
Fill in the Gap
With a little bit of creativity, any program – whether budget
cut or steadfast – can be integrated with MicroSociety.
Expand Financial Literacy
The Emerald City Exchange started as a simulated
MicroSociety activities are arranged by strands and is con- stock market in actual stocks but switched to stock options
stantly changing with new opportunities for learning.
based on net profits for their own ventures.
Tips from a
MicroSociety Middle School,
Special Edition, 1 of 2
that arise naturally in the society and to the interests and talents of its citizens. Understanding the MicroSociety strand
structure provides the means for connecting curriculum to real
world applications, such as needed job skills while scaffold
knowledge in the process. This flexibility multiplies the opportunities for children to find and experience success, to make a
difference in their communities, and to become leaders in a
global vision. It also allows the school community to make the
most of what it has while spelling out the kind of community it
wants.
Caring might not be the first adjective that comes to
mind when middle schoolers are mentioned, but Thoreau is on
a mission to change the popular ( mis ) conception that adolescents are self-centered. In May, the school received the
2014 Art of Healing Award for their unparalleled support of
classmate Luis Delarosa. Luis was unable to join Thoreau's
MicroSociety due to his battle with Leukemia, but that didn't
prevent his classmates from letting him know how much they
admired him. These 7th graders gathered outside in the
school parking lot to spell out their support.
Sadly, Luis passed away prior to joining his peers,
but his story and the story of the compassionate students and
faculty of Thoreau lives on. It offers us a peak into the HEART
strand that is the backbone of the empathetic culture of
Thoreau.
The sensitivity, humanity, and generosity of these
students also helped them win the district-wide Ebony Bowl
for the second year in a
row. Scoring the most
points ever scored in
twenty years the Ebony
Bowl has existed, the
team of five answered
questions across the
spectrum of African
American history, literature, business, and other
areas of African American contributions to our nation.
Emerald City Micro Citizens also launched the Endowment Fund, to promote giving by holding shoe drives and
other events to fundraise for children and animals. The Endowment Fund also provides them the experience of running
a non-profit organization and the opportunity to learn what it
means to make a career from giving back to others. Student
Henry Allen collected
gently worn shoes as donations for part of his
community service project. He exceeded his goal
of collecting 200 pairs of
shoes for those in need in
the larger Thoreau Community.
Caring reveals itself in a variety of ways. When Tulsa
Public Schools was struggling to balance its budget, the board
considered selling Thoreau Demonstration Academy and
moving its MicroSociety to a
new home. On the evening
of an informational meeting,
students and alumnae decided to exercise their first
amendment right by chanting, "Heck no, we won't go!
Heck no, we won't go!"
outside the school.
Madison Smith, a newer alum of Thoreau stated “ I
have a 4-year-old brother and a 9-year-old sister, and they
both need to come through here. I don't want the school to get
moved. ” That was nearly two years ago. As you might have
expected, Thoreau hasn ’ t gone anywhere.
According to parent Jeremy Rabinowitz, “ The
teachers care – every day, all the time. ” Jack Allen, Chairman of HUB International explains “ Every organization has a
culture. Sometimes it is nurtured, sometimes it just happens.
At Thoreau, everyone knows that someone cares about
you. ”
With the supportive atmosphere at Thoreau, it is not
surprising that staff turnover is incredibly low. Teachers typically only leave to become trainers, principals or to enter re-
Together, the teachers, parents, and students of Thoreau Demonstration Academy have created a community with
an exceptionally innovative approach to the Economy strand.
Starting off as a simulated stock market where students made
mock investments following the reported fluctuations in the real
market, the Emerald City Exchange now operates its stock
options based on net profits of Emerald City ’ s ventures.
Through this innovative venture, not only are students purchasing shares and building financial portfolios, but they are
also learning how to invest in their constantly changing society.
On top of this, Students of Thoreau graduate from 8th grade
already having an understanding of the 14 standards of personal finance education required for graduation of high school
students!
Though incredibly innovative with their Economy
strand, Thoreau allows their business ventures – including the
Emerald City Stock Exchange – to fade into the background
as they maintain a balance among the other MicroSociety
strands. According to parent
Barney James, “ When I first
entered the school to see if our
children should attend, I saw kids
running businesses and thought,
ok that ’ s cute. But when our
daughter started school there, I
began to learn so much more
about the opportunities it provides. MicroSociety helps young
people identify and nurture their
uniqueness. The activities make
learning valuable and experiences memorable, while also connecting academics with behavior. At Thoreau, kids don ’ t say
‘ I ’ v e read about that, ’ they say ‘ I ’ v e done that ’ . ”
For Mr. James and his family, the MicroSociety at
Thoreau is not just about financial literacy and job skills. “ As
my daughter said recently, ‘ it looks like it is about business
but really it is about leadership, team building and a sense of
community where we all learn to get along ’ . And now my son
is coming along, and already he has learned that while he
could make more money as a lawyer, he wants to pursue what
he loves. Finding a vocation that you love is key to finding contentment. I admire that. It seems to me that MicroSociety holds
the school together. It is essential to its fabric and helps make
the school what it is. ”
Thoreau has received Oklahoma ’ s Supreme
Court ’ s School of the Year award for its Microsociety program. Oklahoma Best Practice model school and its students
have placed in the sustainable energy essay contest sponsored by the city of Tulsa. According to Mr. James, “ While it
is nice to be recognized by awards, it is the activities themselves that make learning valuable and memorable. They create the uniqueness of the day.”
Others agree. It is the activities that make Thoreau
unique and sufficiently attractive that parents move their children from private schools in order to join the Thoreau community. And they keep growing and changing every year.
“ I ’ v e been at Thoreau from the beginning, ” says
Marsha Weddington, MicroSociety
Coordinator. “ My initial experi-
ence with MicroSociety was over
18 years ago with a video of the
first MicroSociety school –
McDonough City Magnet – in
Lowell, Massachusetts. I thought,
how wonderful would it be to operate a school like that! Along with
George and Carolynn Richmond,
the City Magnet teachers were my
guides and inspiration. Now, as we
approach our 18th year, I am proud to say that we are a work
in progress. It is important that MicroSociety keep growing,
that it not be a stagnant string of food and craft ventures, but a
thriving society that changes to meet the interests of our students, the goals of our teachers, and the evolving opportunities
that arise in the real world. ”
tirement. Building this kind of culture begins at the top, where
Principal Padalino leads by example. This past December, he
participated in a motorcycle ride to collect toys for the needy.
Another parent, Barney James adds, “ The staff at Thoreau is
tremendous – from the classroom teachers to the instructional
aides and non-instructional staff. Even the athletic coaches are
not just about winning. They concern themselves with who the
children are and what they do. From the moment you enter the
Implementing MicroSociety is a process for teachers
as well as for students. While teachers spend less time as lecturers and more time as managers of learning, students spend
less time memorizing and more time learning through application and innovation.
MicroSociety arranges activities into six strands: Technology, Economy, Academy, Citizenship & Government, Humanities & Arts, and HEART. Each strand, and its substrands,
consists of core subjects, sources of knowledge and employment experiences. For example, through the Economy strand,
with its financial services substrand, students interact with math
through bank statements, audits and portfolios as bank tellers
or auctioneers. Each allows schools the opportunity to tailor
MicroSociety to fits its needs. Hence, the outline of strands as
presented below is exemplary, but by no means exhaustive –
as we will explore with Thoreau.
MicroSociety Strands & Substrands
Technology Strand
Facilitates problem solving through tools and processes
and applications of technology
Substrands: Research laboratories, consulting, computer
aided design, information services
Economy Strand
Organizes the production, sale and distribution of goods
and services in the community
Substrands: Accounting, auditing, bookkeeping, financial
services, export/import, retail, manufacturing.
Academy Strand
Offers courses drawing on the basic skills, core
subjects, hobbies, and professional studies
Substrands: Bar exam courses, Peacekeeper
Academy, Management 101, Finance Academy,
job training
Citizenship & Government Strand
Establishes government and creates institutions
laws, traditions and customs that make governing
possible.
Substrands: Executive, PeaceKeepers, IRS,
Department of Economic Growth, Judicial,
Legislative, Lobbying
Humanities & Arts Strand
Incorporates the arts, theater, dance, sports, and
philosophical exploration
Substrands: arts, culture, entertainments, libraries,
and museums
HEART Strand
Focuses on children developing a social consciousness
and sense of responsibility for the community through
Humanity, Ethics, Aesthetics, Reflections, Respect, Reason & Responsibility, and Trust
Substrands: Council of Sachems, Service projects, community beautification.
The MicroSociety learning laboratory connects the
liberal arts disciplines to business ventures and government
agencies associated with these strands, providing students with
opportunities to apply what they have learned in the classroom
on the job. As the model rolls out, it adapts to learning situations
Kids have so much pressure on them today, ” says
mother, Mara Novy, a biomedical engineer. “ When they are
engaged in Micro, they don’ t know they are learning so it is
relaxing for them and, in my opinion, that is when they learn the
most. There is a peacefulness during that part of the day. Observing students during Micro is a Zen experience. ” She added,
“ W e would not have so many drop outs in this country if kids
were just engaged! ”
One of MicroSociety ’ s founding principles is to accelerate student engagement, so it stands to reason that students
benefit from networking with their peers. Once everyone is
trained, it is important for adults to step back to help students
manage their own environment. As facilitators help students start
and manage their own enterprises, students show adults that
they can be reliable on the job, as well as
capable of dealing with their successes and
their challenges.
Banking facilitator, Ernest ( Lad ) Heisten,
offers some very helpful tips:
a. Facilitators are critical in shaping the kind
of experiences students have in MicroSociety. Our primary
goal, and the measure of our success, is how much we can
successfully work ourselves out of the job. The facilitator
needs to appropriately get out of the way so the students
can run things. Try being sick for a week and see how they
rise to the occasion!
school , Principal Padalino is
out front persuading you with
his positive message. With
him, it is never about ‘ m e ’
but always about ‘ we ’ . ”
b. Don ’ t be surprised if your “ s tars ” disappoint and your
quiet ones from whom you don ’ t expect anything surpass
them all. Assume nothing about the skill sets and maturity
level students bring to the business as employees and customers. There may be large gaps between their academic
performance and their ability to successfully translate their
skills into a practical work setting but over time, one feeds
on the other!
c. Employees need positive reinforcement and real consequences in real time.
d. Allow students the opportunity to solve their problems and to
make mistakes. Rescuing or bailing out businesses breeds
dependency and the expectation of future rescues and
handouts. By developing and testing solutions on their own,
students increase their sense of ownership
e. It is important to let the managers make as many decisions
as they are able to make. Let them lead regular business
meetings and hold employees accountable. Provide them
the opportunity to take on more and more responsibility, and
they will rise to the challenge.
The result?
According to parent Barney James, “ Our daughter
graduated having developed the ability to see what needs to be
done and how to make it happen – this confidence has given
her other opportunities outside of the classroom. While only a
freshman, her soccer coach invited her to join the senior soccer
team, not just because of skills, but because of the leadership
she demonstrates. ” Parent Mara Novy agrees, “ My son has a
foundation of self-confidence he did not have before arriving at
Thoreau. In our experience, this is universal to the Thoreau
experience. Students work together, regardless of background
or age, so 6th graders are not intimidated by 8th graders. In fact,
oftentimes 8th graders need to go to the younger students for
help. In the end, they all gain confidence and humility. ”
“ A t Thoreau, you see an ease among peers because
they have gotten to know each other on the job or somewhere
in the society. That culture, that caring for one another is very
different from what we see at other schools, ” Mara ’ s hus-
band, Jeremy Rabinowitz adds,
“ B osses of Millennials will tell you
how challenging it is to find graduates who can collaborate and work
as a team. Yet businesses can rise
or fall depending upon their success. The kids at Thoreau are demonstrating that it can be done and
MicroSociety is showing us how. ”
Every day we hear stories of school systems losing
dollars for the arts, citizenship, character education and even
athletics. At the same time, they are being saddled with new
responsibilities for which they are held accountable with no
additional resources. What ’ s more, some offerings such as
pre-engineering and higher math are available to some students but not all. This creates a two tier system of opportunity.
America will be the greatest loser in its ability to compete globally if we don ’ t find better solutions in an economy where everyone must do more with less.
While market demand is often the deciding factor in
student ventures, a conversation with two of Thoreau ’ s enterprising students reveals that learning and engagement is often
greater in jobs outside the ever-popular food and craft shops.
Currently an Auctioneer in Emerald City's new venture, Stocks
and Bonds Exchange, 7th grader Richard Hasegawa says,
"Service jobs are more challenging,
and teach more about responsibility
than food or craft ventures do."
Richard is in a unique position, as the Stock Market has
quickly become central to commerce in Emerald City. As Auctioneer, he interacts with all members
of the community, across grade
levels, assisting with investor purchases of stocks and bonds in response to changes in the market.
"Being Auctioneer, I see that so much happens so
fast. The trading floor is a chaotic place, you learn to be responsible to your fellow students, and it forces you to stay
organized." Richard has had to sharpen his communication
skills too. “ Failing to communicate will make it all fall apart, ”
he says. “ I feel like I belong to a tight knit community, where
everyone works hard and relies on one another to get the work
done. Through Micro, I have learned that being responsible
motivates me. I don ’ t like to leave a job half-done. Even when
I don ’ t feel like it, I understand that it is my responsibility to
contribute – even ideas, because ideas are essential to our
working together successfully. Everybody in Stocks and Bonds
has done every job so we all understand how it works and how
important every role is to make the whole venture work. Micro
helps us understand our place in the world. ”
Hailyn Sandres, also a 7th grader, came to Thoreau
after she attended Micro Mania night and shadowed another
student on the job. "Everyone was
really, really friendly, ” she says.
“ I knew right away that Thoreau
was the place for me." As an entrepreneur, Hailyn understands the
importance of things like giving
effective presentations and customer service. “ Every consumer
wants to know that you will treat
them well and that you will have
quality products, ” she declares.
Hailyn told us about the paperwork
she must fill out so that her venture can be assessed for its
value in Thoreau ’ s stock exchange. "I must submit a report to
the Chamber of Commerce every month. If we don't get it in,
they can shut us down. This paper work provides all the necessary financial data that helps student workers valuate our venture ’ s share price. My company is valued at 10 Emeralds a
share!" Her enthusiasm clearly shows that Hailyn feels her
hard work is paying off.
Hailyn explained that her friends in other Tulsa
schools are divided by grade and rarely get to know their peers
outside their class. "It's important for everyone to know everyone," she says. "Younger kids like talking to older kids, and by
According to Micro Mom, Mara Novy, “ MicroSociety
can fill the gap. ” A biomedical engineer, Mrs. Novy speaks
from experience. “ The way to create future scientists and engineers is to not get behind in math. This is especially true for
girls. In MicroSociety, kids learn to embrace numbers as their
friend. Students perform hundreds of calculations and transactions weekly – even though they don ’ t notice they are learning Math. They see its utility and don ’ t shy away from it. The
same is true for science, engineering and technology. ” And of
course everyone is concerned about the new standards. In
Micro, kids apply those standards along with STEM, the arts,
citizenship and character every day. All subjects are integrated
seamlessly through real world application.
In the above featured diagram, banking facilitator Lad
Heisten offers an example of how to connect math skills with
banking, and the new stock market facilitator Courtney Davison
connects finance and investment skills to the lessons in his
social studies curriculum. The Humanities and Arts strand of
MicroSociety is woven into the economy as for-profit companies and non-profit organizations so that every student is sup-
ported in pursuit of their dreams.
With a little bit of creativity, any program – whether
budget cut or steadfast – can be integrated with MicroSociety.
At Thoreau, for example, every student participates in TRIBES,
a step-by-step process to achieve specific learning goals. This
is accomplished by honoring four agreements: attentive listening, appreciation/no put downs, mutual respect, and the right to
pass. With TRIBES, students learn a set of collaborative skills
so they can work well together in long-term groups. The focus
is on how to:
help each other work on tasks
set goals and solve problems
monitor and assess progress
celebrate achievements
In a miniature society, teachers become managers of instruction. Every organization and every institution offers new opportunities for children to succeed. Here, everything connects.
talking to younger kids, the older kids get a sense of leadership
and responsibility." For Hailyn, these traits are further fostered
during the TRIBES component of the day. At Thoreau, homeroom is replaced with a Tribe – a mixed grade class of students who meet in conversation circles in the morning and
again at the end of the day in teacher mediated discussion.
Kids take the opportunity to check-in with each other, share
ideas, and get advice from their teacher on a variety of topics,
from managing their workload in class to personal issues like
bullying. Hailyn, noticing a sixth grader ’ s disorganized binder,
took it upon herself to mentor her younger classmate. "Her
binder was a mess. So I gave her some dividers to help her
organize it, and told her that her homework folder should only
keep her homework. Staying organized is a big part of what I
learned during Micro. A well-built business won't survive if you
aren't organized. ” Combining opportunities for cross-grade
interaction with more Service Jobs is a winning equation for
helping students develop the skills they'll need to collaborate
and communicate effectively.
Kids are fascinated by money. Its size, shape, texture
– and its power. On the grounds
that talk of money can be controversial, many teachers avoid the
subject. In contrast, economists
view money as a morally neutral
tool to facilitate saving, investing,
lending, giving, buying, and selling. Having an internal currency in
school helps teachers create real
world experiences and real investment and saving opportunities
in a safe, non-threatening environment. An internal currency
turns a school into an economics laboratory. Students experience the meaning of credit and the direct access to capital markets that it can provide. When attractive investment opportunities arise, students learn that credit provides investors and ventures the purchasing power to take advantage of the opportunities.
It began as a simulated stock market program where students
made mock investments in actual stocks and bonds while following reported fluctuations in the real market and monitoring
their investments. However, the possibilities for an exciting new
level of financial literacy were too good to pass by. Davison and
Rabinowitz streamlined the stock options based on net profits
of Emerald City ’ s ventures.
“ W e know we have been successful when our alumni return to visit. We engage with them, learn
of their successes and we see the impact of a job well done. ”
MicroSociety Coordinator, Marsha Weddington
Graduates of Thoreau Demonstration Academy return to their alma mater – often. They volunteer during Micro
Mania Night, they help facilitate ventures and agencies they
helped launch as students and they even reach out to us at
MicroSociety Headquarters to help spread the magic to more
schools. Recently we heard from Brooke Cramberg, a Thoreau
alum now enrolled at George Washington University. We
asked her to share reflections on her time at Thoreau.
“ I remember entering the school
grounds and seeing Thoreau’ s
ideals at work: a great outdoor
environment with spots where we
gathered to talk, circle tables to
promote discussion of new concepts and decorated classrooms
and hallways that invited learning.
And at the end of the classroom
part of our day, we rushed to put
our books away and headed to
work. Lockers slammed and we rushed down the halls. It was
time for us, the students, to rule the school.
The cafeteria marketplace sported murals of inspirational leaders from all different fields of study as reminders that
Emerald City was ours to create. It was a society that promoted democracy and innovation while adhering to our city’ s
budget and laws. Whether selling lemonade or cookie dough in
our market which we called Oz, pampering a customer with a
hand paraffin wax, creating financial reports and filing taxes, or
studying to pass the Emerald Society BAR exam, we all had a
job to fulfill. And I loved that we learned responsibility, leader-
ship and the management skills needed to succeed on the job
school. What was it about work that was so enjoyable?
MicroSociety not only gave meaning to the concepts I
was learning in class – it also taught me skills I wanted, but
couldn ’ t always learn or use in a classroom environment. I
crafted and updated my resume, prepared for interviews, and
worked with peers who were not necessarily my best friends. I
learned tangible skills that I knew I would apply beyond my
educational years.
MicroSociety wasn ’ t just about the fun either – I
learned as much from my failures as I did from my successes.
Although I passed the Emerald BAR exam and became a lawyer in 7th grade, I ran for president in 8th grade and lost.
Learning to cope with failure and persisting to a different success was a valuable lesson that I learned. My peers and I developed an appreciation for how closed doors lead to new opportunities.
Who am I now? My name is Brooke Cramberg, and I
am currently a freshman at the
George Washington University double majoring in Latin American and
Hemispheric Studies and Spanish. I
now have the opportunity to make
real life changes using what I
learned as early as the 6th grade.
In fact, I recently served on the
Executive Board for George Washington ’ s first ever Dance Marathon, a twelve hour event to raise
funds for the Children ’ s Miracle
Network Hospitals. We raised over
$36,000 in less than five months. I
am so grateful not only for the skill
set I acquired at Thoreau, but also for the close ties I developed with the surrounding community during my time there.
Tulsa is a town that knows no stranger, where comfort food is
served regularly, and where country music never gets old. ”
Thoreau Demonstration Academy takes business investments beyond the entrepreneurship that is central to MicroSociety schools. These young money moguls are learning
about risk by purchasing shares of any of the 42 ventures
housed in Emerald City. The Emerald City Exchange operates
three days a week, complete with an on screen ticker displaying fluctuating share prices, dictated by live citizen bidding. A
weekly Excel spreadsheet is compiled so that the closing price
of all stocks is on record.
The Exchange was launched by teacher Courtney
Davison and local investment professional, Jeremy Rabinowitz.
Today, more than ever, students need to learn concepts of money and to examine and analyze their own economic behaviors and subsequent outcomes. According to 7th
grader Hailyn Sandres, “ The responsibilities I have learned
here are the same that I will have later. If I own a house, I will
need to pay for gas, electricity and water, and I will need to pay
on time. Micro teaches you the same responsibilities and the
same consequences. ”
The additional benefit of the stock exchange is the
healthy public competition that it helps create among businesses in the marketplace. Now the work of service agencies
can receive the kind of recognition that a craft venture might
expect when students show off the latest must-have product
around the school. With the addition of the stock exchange,
Thoreau has found a way to deepen financial literacy skills and
bolster social cohesion.
Not only can Micro Citizens at Thoreau purchase
shares, but after they make a purchase, they begin to establish
their financial portfolio in the form of a file folder tracking purchase/sale history. Portfolios can be reviewed at any time.
Trained student financial advisors walk fellow citizens through
the process of diversifying their funds so they do not invest all
of their money in one industry.
With the help of Mr. Davison, students have developed a consulting firm to help their
peers make informed decisions about
their investments. “ Our stock exchange has really raised awareness
about financial literacy. We find that
instead of spending money on a snow
cone, some students are now investing their money in hopes of making it
grow, ” says Mr. Davison.
“ W hy purchase a single snow cone when you can hold a
stake in the venture that produces them?! “
This expansion of financial literacy is music to the
ears of Principal Padalino because
Oklahoma has joined a handful of
other states requiring a financial
literacy course in order to graduate. “ At Thoreau, we are teaching high school curriculum at the
middle school level, ” says
Padalino. “ With the passage of
the Passport to Financial Literacy
Act, high schools must not only
teach but also document that they
have focused on the 14 standards
or the kids can ’ t graduate from
high school. Kids must demonstrate that they can balance a
checkbook and reconcile financial accounts. They have to be
able to do things like identify and describe the impacts of local,
state, and federal taxes upon income and standard of living.
They have to understand interest, credit card debt, identity
fraud, insurance, bankruptcy, charitable giving, and the significance of banks and other financial service providers – including loans and issues with borrowing, such as predatory lending
and payday loans. ” Thoreau alums can expect to enter High
School prepared to solve these challenges because MicroSociety provides an opportunity for them to meet all 14 points by
the end of 8th grade!
At Thoreau, students connect with the community and
the community connects with Thoreau. According to Principal
Padalino, “ MicroSociety is central to that success. ”
For this year ’ s Micro
Mania Night, front door ticker
counters documented 1,000 people in attendance. Micro Night provides a fundraising opportunity for
the school, and also a chance to
share and promote what Thoreau
does for the community. The event
gives students the opportunity to
show what they have been learning, and we all know that actions speak louder than words.
“ P arents cannot believe what they see their children doing, ”
says Padalino.
It is also the best recruitment
device the school has for attracting
new students and their families.
“ M icroSociety is fascinating, and
fun, ” says Padalino. “ Prospective
students shadow current students
throughout the evening and see what
they do on the job. Prospective parents take one look at Micro and decide that this is where they want their
children. ”
It is not uncommon for Thoreau Alumni to return and
assist with various ventures during Micro Mania Night. “ You
expect kids to be drawn back to their high school but our students come back here for the experience of Micro and the
sense of community that stays with them, ” says Padalino.
Professional volunteers have a particularly important
role in a MicroSociety at the Middle grade level. They are integral to the development of the school-based society and play a
critical role as advisors, brokers, consumers, mentors, consultants and partnerships. As “ a djunct faculty ” , they impart authentic, up-to-date, from-the-field knowledge, skills, and habits
of mind to young students. At Thoreau, “ MicroSociety has
proven so powerful, that we have students who use their MicroSociety resumes to secure summer jobs, ” says Principal
Padalino, “ and of course our partners vouch for their knowledge, skills and work ethic.
So how do you secure community
partners that you need? Chairman of
HUB International CFR and parent
advisor, Jack Allen offers the following advice:
1. First you must identify who you
need.
2. Figure out a path to get to them. Think about who you
know and who they know – everyone knows someone.
3. Someone in the school is good with people. Team up.
4. When you reach out, be clear about what you need
and why you have selected him/her.
5. Get a face to face meeting. This is essential. You
have to be able to talk with people; get to know them.
Make it personal.
6. Make your case. Every bit of statistical data confirms
that reaching children and youth early is essential. By
high school it may be too late.
7. Work with radio and TV.
8. Start small. Get in-kind donations in the beginning.
Ask for volunteers. Don ’ t go for the home run first.
9. Don ’ t give up. Be persistent and consistent. Nothing
sells like passion!