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Figure B Typical LP organizational structure, roles, and responsibilities 39 15 Fiscal Agent In most case study and non-case study LPs, an education entity serves as fiscal agent for the LP. For example, 8 of the 13 case study LPs have designated their county office of education as fiscal agent. An additional 4 case study LPs have given fiscal responsibility to a school district. Only one case study LP, the Sacramento Regional STC Alliance, selected a regional economic development organization — LEED (Linking Education and Economic Development) — as fiscal agent. This organization was chosen as lead agency because of its success in creating business-education partnerships prior to passage of the write my term paper for me STWOA.

Workforce Silicon Valley, currently serves as its own lead agency. Two additional non-case study LPs report that they will form similar non-profit organizations once their STC funding ends. According to one LP director, obtaining non-profit status makes an LP eligible to apply for a variety of different kinds of grant monies. Governing Body Within most LPs, a governing body (e. Partnership Board, Leadership Council, Coordinating Council, Collaborative Assembly) is responsible for setting broad policy, establishing organizational priorities, and providing general guidance and assistance with oversight to the LP director and his or her staff. While some governing bodies meet monthly, many meet only 2 to 4 times each year. In some LPs these committees are actually subcommittees of the governing body, while in others they are separate committees altogether. Some LPs have organized their committees around different key elements of STC (e. LP-Level Operational Team In most LPs, the LP-level operational team is comprised of the LP director and his or her staff.

Overall, the LP-level operational team is responsible for overseeing implementation of STC across the LP. Data fiom telephone interviews with non-case study LP directors suggest that strong leadership at the LP level has been very important to the success of STC implementation. Without it, some LPs have struggled to get their STC efforts off the ground.

More specifically, several current LP directors in non-case study LPs report that leadership turnover at the LP level (e. For LPs that experienced such turnover, lack of write my term paper for me strong and consistent leadership has made it difficult to develop a central vision, establish a stable organizational structure, recruit and maintain relations with key partners, and generate momentum in implementing STC. District coordinators are typically responsible for developing and implementing STC plans within their districts. School-site STC coordinators customer service essays are responsible for sharing information about STC with teachers, encouraging teacher and student participation in STC activities, and overseeing implementation efforts at their school sites. In addition, they sometimes help recruit business partners willing to provide WBL opportunities and speak in classrooms or at career fairs. Both district and school-site coordinators serve as conduits between schools and LP staff Changes in LP Composition and Organizational Structure Data gathered from the case study LPs suggest that the composition and organizational structures of these LPs have remained fairly stable over time, perhaps because a majority of these LPs existed prior to STC fimding and already had fairly well-established organizational sfructures and some collaborative working relationships in place.

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Despite relative stability, some changes in composition and structure have occurred. Similar changes have occurred in non-case study LPs.

In addition, some LPs have expanded or contracted their organizational structures. The LP has expanded membership on this committee to include representatives from the Department of Children, Youth, and Families, the San Francisco Labor Council, and San Francisco State University. It is important to note that not all LPs assume responsibilities within all 8 categories. For example, not all LPs have opted to award mini-grants as a strategy for coordinating and supporting STC implementation. O ERIC 42 18 Promoting STC Most LPs have spent significant amounts of time and money promoting STC in an effort to generate public awareness about and build support for STC efforts. Through newsletters, Web sites, promotional mailers, newspaper articles, special events and presentations (e. And, many LPs have worked hard to facilitate communication and collaboration between key partners. Sometimes LP staff recruit employers themselves and sometimes they find one or more partners (e.

Several LPs have created learning collaboratives (i. Most LPs see their role as liaison between partners as integral to the success of STC. In fact, several non-case study LP directors believe that many STC efforts would cease to exist without an intermediary agency (e.

Some LPs report that the mini-grant approach has resulted in innovative implementation of STC. For example, one LP used mini-grant funding to establish model regional career centers where students and adults can research careers during extended hours. There appears to be wide variation in the processes LPs have used to award and administer STC mini-grants. While the mini-grant process find someone to write my paper has been informal in some LPs, it has been structured in others, requiring districts and schools to submit specific write my term paper for me plans for implementing, monitoring, evaluating, and sustaining their proposed STC programs. Several non-case study LPs report modifying their mini-grant processes over time to address difficulties encountered.

For example, one non-case study LP stopped offering mini-grants directly to schools. They now distribute mini-grants only to districts as a way to encourage development of districtwide STC systems rather than sporadic implementation of STC at limited school sites.

Another non-case study LP was unable to award mini-grants to some schools during the first year of its state implementation 43 19 grant due to problems with the mini-grant applications submitted by the schools. In subsequent years, the LP hired several consultants to help districts and schools prepare their STC mini-grant. Coordinating Specific STC Activities for Students Some LPs, including both partnerships that do and those that do not award mini-grants, have assumed direct responsibility for coordinating selected STC activities that serve students within their partnerships.

While the specific activities that these LPs organize and implement vary fi-om one LP to another, examples include purchasing career assessment software and other career- related materials for use in career centers, organizing regional or school-based career fairs and guest speaker programs, organizing and sponsoring regional field trips to work sites, coordinating annual job shadow events (i. Groundhog Job Shadow Day), and establishing internship programs.

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