STEP 18. Generate additional administration and teacher support
Reinforcing the program by creating increased buy-in inside the district and its CTC can be done by instituting “externships”.
Internal marketing should be done periodically and whenever there is a new stakeholder. Tours, presentations and videos should be given to the new stakeholder to introduce and reinforce the value of the program even before there is any contemplation of a change in direction.
When the principal at Randolph School changed, we organized a tour of Ft. Wayne, our project site, with the new principal and members of our Advisory Council. By that time we also had a video about the program that we played for the new principal. We got immediate buy-in and never had to worry that the program would get cut because of the change in the administration.
Roddy Rivers, Randolph Career and Technical Center
STEP 19. Institutionalize program through teaching partnerships
As a medium-term strategy, the preservation trades curriculum overlay courses can be linked to other academic classes. Creating a relationship between a preservation trades project and the coursework in a history class is one such example. Architecture, mathematics, physics, and engineering can all be related. Examples are available in the curriculum at the Brooklyn School of the Arts: As students study the rise of transportation in the 1880s in history class, they read the novels of Edith Wharton and others of the time period. In math, students learn about percentile equations, used in designing cables for the Brooklyn Bridge. Earth science focuses on developing an understanding of wind, waves and erosion so students can discover how the bridge resists environmental forces.
STEP 20. Create sustainable funding sources
Initial funding is likely to dry up eventually. Partnerships with local trades businesses and organizations, local preservation organizations, foundations, and economic development agencies should all be cultivated to create a diverse and sustainable set of resources. An established and mature program might partner with a nonprofit to rehabilitate a house and then sell it to provide work experience and program funding.
In 2005, the Pennsylvania Historical and Museum Commission recognized the need to provide internship or apprenticeship opportunities for students and others interested in entering the preservation and traditional trades. We started an apprenticeship program and to augment our own apprenticeship positions, we brought in one nonprofit organization partner and several private-sector partners to offer more than a dozen paid apprentice
positions for 12 weeks every summer at locations throughout Pennsylvania. The apprenticeships include a three-day training program with both theory seminars and hands-on training by master craftsmen in various preservation and traditional trade
skills. Apprentices get to work on preservation projects at state and local historic sites or privately owned historic buildings under the guidance of a master craftsman.
Barry Loveland, Pennsylvania Historical and Museum Commission
Universities are often looking for ways to engage communities in creative ways and we very much wanted to partner with community colleges and high schools in order to expand interest in our program from a variety of disciplines.
Robert Ogle, Associate Professor in Historic Preservation, Colorado Mountain College