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  Steps  to  Creating  a  High  School    

                     Entrepreneurship  Class    
 
By  Susan  Hanfland,  SCH  Consulting  and  Jeanne  Dau,  Business  Solutions  Center  at  Eastern  Illinois  University    
 
Why  do  you  need  a  class?  -­‐  Communities  are  beginning  to  realize  the  value  of  growing  their  own  
entrepreneurs  to  secure  economic  viability  in  the  future.    One  way  to  achieve  this  goal  is  to  offer  an  
experiential  entrepreneurship  class  for  high  school  students  where  businesses  are  actually  started  as  part  of  
the  class.  ClassE  in  Coles  County  and  the  CEO  class  in  Effingham  County  give  students  the  opportunity  to  view  
entrepreneurial  success  in  their  own  backyard  while  connecting  them  to  the  community  and  building  an  
entrepreneurial  success  network.  These  classes  encourage  entrepreneurial  thinking,  problem-­‐solving  and  work  
skills  development  as  well  as  an  understanding  of  business  and  professional  demeanor.  
 
What  does  the  class  look  like?  –  Juniors  and  seniors  in  high  school  actually  start  their  own  businesses  and  
work  together  on  a  group  business  in  these  yearlong  experiential  learning  classes.  Students  also  develop  their  
ability  to  write,  speak  and  act  in  a  professional  manner:  which  is  so  important  for  success.  They  interact  with  
more  than  50  business  owners  as  the  students  tour  their  businesses  and  hear  from  them  as  guest  speakers  and  
class  visitors.  There  are  no  tests  in  these  classes,  students  are  expected  to  do  their  best  work  and  they  do.  The  
students  write  a  weekly  journal  to  reflect  on  what  they  have  learned  and  emphasis  is  placed  on  translating  
what  they  have  learned  from  entrepreneurs  and  applying  that  to  their  venture.  Leadership,  teambuilding,  
problem-­‐solving  and  lessons  on  how  to  achieve  goals  are  also  key  components  in  the  curriculum.    
 
When  does  it  meet?  –  These  classes  meet  Monday  through  Friday  from  7:30  –  9  am  during  both  semesters  of  
the  school  year.  This  time  of  day  allows  the  students  to  travel  to  the  site  and  still  be  able  to  maximize  their  
participation  in  their  home  schools.  It  also  allows  local  business  people  to  stop  by  the  class  or  give  students  a  
tour  before  or  at  the  beginning  of  their  workday.  
 
Where  does  the  class  take  place?  -­‐  These  classes  take  place  in  the  community,  not  in  a  traditional  classroom.  
The  class  is  hosted  in  a  local  business  meeting  or  boardroom;  the  host  site  is  rotated  at  least  once  each  school  
quarter.    A  community  building  or  community  college  room  can  be  used  as  a  backup  in  case  the  company  
hosting  the  students  would  need  to  utilize  their  room  during  on  a  school  day.  
 
Who  usually  starts  this  class?  –  These  classes  are  offered  through  school  districts  but  are  financially  and  
instructionally  supported  by  area  businesses.    People  who  are  interested  in  kids,  the  future,  the  community,  
economic  development  and  education  are  the  ones  who  champion  this  class.  They  could  be  educators,  
business  owners  and  community  leaders.  They  could  be  people  just  like  you!    
 

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How  do  I  get  a  class  started  in  my  town  or  county?  -­‐  The  following  steps  will  illustrate  how  the  ClassE  and  CEO  
classes  were  created.  Although  there  are  many  similarities  in  the  process,  each  class  formation  varied  and  both  
committees  were  quick  to  identify  the  strengths  of  their  county  and  used  those  strengths  to  establish  their  
classes.  Keep  in  mind  that  this  process  may  take  up  to  two  years  to  get  the  class  implemented.  
 

1. Form  a  Community  Exploration  Committee  

The  committee  should  involve  business,  education  and  economic  development  
representatives  who  are  interested  in  entrepreneurship  education  and  starting  a  class.  

• Coles  County  -­‐  The  Business  Solutions  Center  at  Eastern  Illinois  University  served  as  
the  catalyst  to  generate  interest  for  the  class.  An  e-­‐class  sub-­‐committee  of  the  BSC  
advisory  board  was  formed  and  an  educator  was  recruited  to  the  advisory  board  who  
had  been  employed  by  every  school  district  in  the  county  and  familiar  with  the  school  
systems.  The  team  consisted  of  the  BSC  director,  one  assistant  school  
superintendent,  a  community  foundation  director,  an  entrepreneur  and  a  retired  
regional  education  administrator.  
 
• Effingham  County  -­‐  A  sub-­‐committee  of  the  already  established  education  committee  
from  the  Vision  2020  community  development  initiative  championed  the  class.  The  
team  consisted  of  one  regional  education  administrator,  one  teacher,  the  chamber  of  
commerce  director,  a  community  organizer,  one  community  college  representative  
and  a  representative  from  three  different  universities.  

2. Expand  the  Community  Involvement  

The  next  step  is  to  set  the  strategy  and  begin  to  broaden  the  stakeholder  base  to  gain  
acceptance  and  support.  Each  potential  school  district  superintendent  needs  to  be  shown  the  
model  and  asked  to  allow  the  program  to  be  offered  for  credit  to  their  students.  Area  
businesses  need  to  become  aware  of  the  initiative  and  asked  to  become  investors  through  
financial  contributions  and  by  sharing  their  time  and  expertise  with  the  students.  School  
districts  may  have  a  lengthy  process  for  course  approval,  almost  all  ultimately  end  in  school  
board  approval;  this  process  may  involve  multiple  presentations  to  the  board  and  appropriate  
committees.  

• Coles  County  -­‐  Coles  County  specifically  targeted  a  team  of  community  leaders  with  
different  circles  of  influence  to  champion  the  cause.  They  had  a  local  corporation  
sponsor  a  luncheon  where  the  plan  of  action  was  communicated  to  educators  and  
the  business  community  at  one  time.  They  presented  the  case  to  create  the  class  and  
called  upon  an  Effingham  County  student  to  provide  a  personal  testimonial  to  the  
value  of  the  class.  At  this  lunch,  they  outlined  ways  to  support  the  class.  They  were:  
1. Serve  as  a  champion  -­‐  actively  solicit  financial  donations  from  their  circle  of  
influence  Champions  met  after  the  luncheon  and  divided  a  list  of  prospective  

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 donors  and  gave  weekly  updates  on  their  progress.  About  ten  individuals  
assisted  in  the  fundraising  and  secured  60  investors.  
2. Serve  as  a  financial  investor  –  invest  $1,000  per  year  with  a  three  year  
commitment.    
3. Serve  as  a  class  host  –  allow  the  class  to  meet  at  your  business  for  one  
quarter.  You  must  have  wireless  access.  
4. Serve  as  a  mentor  -­‐    assist  a  student  in  the  class  as  they  create  their  business  
 
• Effingham  County  –  Effingham  County  had  one  teacher  and  one  business  person,  
both  well-­‐known  and  highly  respected  individuals,  who  met  with  potential  investors  
to  discuss  the  class  and  enlist  their  financial  support.    They  asked  each  business  
owner  to  consider  becoming  an  investor  in  the  class  by  committing  to  an  annual  
investment  $1,000  a  year  for  three  years.  

3. Form  an  Advisory  Board  

This  is  a  working  board  responsible  for  starting  and  maintaining  the  class.  Membership  on  this  
board  needs  to  be  balanced  between  school  personnel  and  business  members.  It  is  key  to  the  
success  of  the  board  that  members  realize  that,  as  a  working  board,  they  will  be  involved  in  
teacher  and  student  selection  as  well  as  expanding  community  awareness  and  involvement  
with  the  class.    They  may  also  be  involved  in  ongoing  fund  raising,  mentor  projects,  finding  
business  spaces  for  the  class  to  meet  and/or  tour,  and  identifying  community  members  who  
have  expertise  which  could  be  utilized  in  delivering  the  curriculum  to  the  students.  

• Coles  County  –  Their  first  advisory  board  was  composed  of  one  assistant  
superintendent,  one  principal  and  one  guidance  counselor.  This  gave  them  
representation  from  each  of  the  three  schools  in  Coles  County.  The  business  
community  was  composed  of  three  entrepreneurs  each  from  Mattoon  and  Charleston.    
• Effingham  County  -­‐  Their  first  advisory  board  was  composed  of  one  superintendent,  
one  principal,  one  guidance  counselor,  one  teacher,  three  business  entrepreneurs,  the  
chamber  director,  one  county  board  member,  a  community  foundation  director  (fiscal  
agent)  and  a  regional  education  administrator  (administrative  agent).  

4. Consider  Curriculum  Content  

Key  components  for  a  high  school  entrepreneurship  class  should  include,  but  not  be  limited  to:  
idea  generation,  feasibility  assessment,  marketing,  management,  risk  assessment,  legal  
structure,  financial  projections,  customer  service,  business  etiquette,  economic  principles,  
problem  solving  and  leadership  skills.  The  National  Standards  for  Entrepreneurship  Education  
can  be  found  at  www.entre-­‐ed.org.  Also,  research  state  and  local  content  standards  and  
explore  possible  links  to  other  entrepreneurship  programs  at  community  colleges  and  
universities.    

• Coles  County  –  Much  of  the  curriculum  was  created  based  on  two  models;  the  
Effingham  County  curriculum  and  the  Lake  Land  College  Business  089  curriculum  

  3011  Lumpkin  Hall  •  600  Lincoln  Ave.,  Charleston,  IL  61920  

217.581.2913  •  www.eiu.edu/bsc  
 since  the  Coles  County  class  receives  dual  credit  class  from  the  local  community  
college.      
• Effingham  County  –  When  the  first  class  began,  there  was  only  a  framework  for  the  
curriculum  and  the  National  Standards  supplied  the  foundation  and  framing  
components  for  the  curriculum.  During  the  first  year  utilizing  local  experts,  the  
curriculum  structure  took  place.  At  the  end  of  the  first  year,  the  teacher  in  
collaboration  with  an  education  administrator  wrote  the  details  of  the  curriculum,  
linked  it  to  current  state  learning  standards  as  well  as  the  National  Standards  for  
Entrepreneurship  education.  
 

5. Select  a  Teacher    
 
One  of  the  first  tasks  of  the  Advisory  Board  will  be  to  select  a  teacher  for  the  class.    The  class  
needs  to  be  facilitated  by  someone  who  is  business  education  certified  or  has  sufficient  
business  experience  to  be  provisionally  certified  to  teach  the  class;  2000  hours  of  paid  work  
experience  in  owning  or  managing  a  business.  
 
Key  characteristics  of  the  “right”  teacher  include  having  an  entrepreneurial  attitude,  someone  
who  sees  opportunities  and  possibilities  outside  of  what  exists.  This  person  must  truly  care  
about  students  and  is  interested  in  learning,  someone  who  is  not  intimidated  by  what  he/she  
doesn’t  know.  The  teacher  must  be  able  to  communicate  well  with  investors  and  partners  and  
utilize  the  expertise  each  partner  can  share  with  the  students.    The  candidate’s  business  
community  network  is  just  as  important  as  his/her  educational  background.    
 
The  Advisory  Board  Teacher  Selection  Committee  needs  to  follow  all  regular  protocol  in  
advertising  the  position  and  following  school  procedures  for  hiring.  To  qualify  for  dual  credit,  
each  community  must  work  with  its  local  community  college  to  determine  the  specific  
qualifications  needed  by  the  instructor.  

6. Select  Students    
This  process  begins  with  informing  the  guidance  counselors  about  the  class,  taking  time  to  
meet  with  them  and  also  volunteering  to  meet  with  their  students.    An  application  process  can  
give  the  selection  committee  valuable  insight  in  the  selection  process  and  is  a  learning  
experience  for  each  applicant  whether  they  are  chosen  or  not.    The  class  size  should  be  at  least  
10  and  no  more  than  22.  It  should  be  noted  that  this  class  should  be  filled  with  entrepreneurial  
thinkers  and  students  that  learn  by  doing,  not  necessarily  the  straight  A  students.    

A  luncheon  was  held  with  the  high  school  principals  and  guidance  counselors  to  introduce  the  
class  and  to  discuss  what  type  of  student  might  be  a  good  candidate  for  the  class.    An  
application  packet  was  also  disseminated  and  discussed.    In  subsequent  years,  a  lead  guidance  
counselor  (member  of  the  advisory  board)  has  communicated  with  each  of  the  participating  
districts  counselors.  

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 7. Organize  the  class  meeting  place  and  calendars  
This  is  a  true  act  of  collaboration  which  involves  all  participating  school  districts  in  setting  up  a  
common  calendar  for  student  attendance.  Many  times  the  regional  education  consortium  may  
set  the  calendar.  The  class  is  best  served  by  meeting  in  area  businesses  determining  where  the  
class  will  meet  as  a  home  base  each  school  quarter  is  essential  prior  to  the  beginning  of  the  
school  year.  The  teacher  will  make  calls  to  set  up  tour  with  the  local  businesses,  nonprofits  and  
manufacturers.  

8. Host  a  Student  Orientation  

Meet  the  students  prior  to  school  to  help  set  the  tone  that  this  isn’t  the  normal  high  school  
class.  A  mandatory  student  orientation  should  include  board  members  and  investment  
partners  as  well  as  parents  of  the  students  as  welcome  guests.  The  orientation  should  be  held  
in  a  relaxed  setting.  Allow  time  for  informal  mixing  as  well  as  a  session  describing  the  
framework  of  the  class  and  basic  expectations.  Students  need  to  know  that  they  will  meet  in  a  
business  setting  and  be  expected  to  dress  and  act  as  if  they  were  an  employee  of  that  
business.  Students  should  have  chance  to  meet  the  teacher,  fellow  students  and  other  
community  members  involved  in  the  class.    

9. Build  a  Business  Success  Network  

The  Advisory  Board  needs  to  be  in  the  class  often  so  that  students  see  them  as  part  of  the  
class.  The  business  partners  are  encouraged  to  be  with  the  class  for  informal  activities  as  well  
as  to  share  their  expertise  or  just  stop  by.  Mentoring  students  is  an  ongoing  activity.  Whether  
you  formally  match  students  or  let  informal  relationships  develop,  both  partners  and  students  
should  be  encouraged  to  continually  communicate.  This  creates  an  anchor  to  the  community.  
Alumni  need  to  become  part  of  an  ongoing  communication  network.    This  can  be  achieved  
relatively  easily  through  tools  such  as  e-­‐blasts,  social  media  pages  and  messages.  The  Advisory  
Board  will  continue  to  work  to  expand  the  number  of  business  partners  to  assure  there  is  
sustainable  finance  but  just  as  importantly  to  have  a  community  sense  of  ownership.  
 

10. Communication  With  Education  

The  school  districts  are  an  equal  partner  in  the  business  network  and  this  program  must  be  
truly  collaborative  and  requires  excellent  communication  to  be  sustained.    Schools  need  to  
understand  what  the  class  is  all  about  and  the  opportunities  available  through  this  out-­‐of-­‐the-­‐  
box  way  of  delivering  this  information.    Superintendents,  high  school  principals  and  guidance  
counselors  need  to  be  a  part  of  the  team  and  invited  especially  to  all  class  events.    All  events  
planned  by  the  class  should  be  coordinated  to  minimize  calendar  conflicts.    School  personnel  
should  be  encouraged  to  attend  the  class  as  often  as  they  can.  
 

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217.581.2913  •  www.eiu.edu/bsc  
 The  administrative  agent  for  a  community-­‐based  class  may  be  a  school  district  or  a  consortium  
of  districts.    They  are  key  to  student  identification,  recruitment  and  enrollment.    They  are  
responsible  for  accreditation,  as  well  as  processing  student  grades  and  attendance  records.    
The  counselors  need  to  know  as  much  about  the  class  as  possible  to  inform  students  and  
parents  of  this  opportunity.    The  teacher  is  supported  and  evaluated  by  school  personnel.    
Most  state  laws  require  accurate  attendance  records  for  multiple  purposes.    For  this  reason  
the  teacher  must  report  absences  daily  to  the  home  school  district.    Each  school  district  has  
specific  guidelines  for  reporting  grades  so  these  need  to  be  adhered  to  by  the  teacher.      
Keeping  ongoing  communication  frequent  and  open  is  the  best  way  to  ensure  school  
ownership  of  the  class.  
 

Additional  Resources:      

Business  Solutions  Center  at  Eastern  Illinois  University  www.eiu.edu/bsc  

SCH  Consulting  -­‐  [email protected]  

Midland  States  Entrepreneurial  Institute  -­‐  http://midlandinstitute.com  

  3011  Lumpkin  Hall  •  600  Lincoln  Ave.,  Charleston,  IL  61920  

217.581.2913  •  www.eiu.edu/bsc