Area 1: Goals:

In 2001, Larry D. Spence asked, “Why is education more resistant to innovation than business, agriculture, or communication? Because parents, reporters, citizens, children, politicians, and professional educators share an unshakable image of what teachers and students are supposed to do….teaching is telling, learning is absorbing, and knowledge is subject-matter content.”
The “International Business Practice Firm” (IBPF) is not a traditional course.  Instead of sitting in rows and reading a textbook, the “employees” (students of the class) work cooperatively to run a virtual chocolate company—Favor-It, Inc.; there are no tests, no one raises his or her hand to join in a discussion. 

The course simulates a community-based business—Bromilow’s Chocolate Company, in West Paterson.  The class follows a model prescribed by Mercer County Community College.  During a typical 45 minute period, the “employees” create marketing materials, transfer “virtual” money, communicate via e-mail to international countries like Spain and France, update their website www.favoritinc.com, and buy inventory using a “just in time” system.  Annually, the firm members present their accomplishments to the “Board of Trustees” (the Passaic Valley Board of Education), in May.

IBPF is designed to reflect the Core Curriculum Content Standards (CCCS) and the NJ Cross-Content Workplace Readiness Standards (CCWRS).  To gain acceptance in the course, potential employees prepare a resume, and interview with members of the school’s administration at the end of their junior year (CCWRS 1.1, 1.10, 1.11).  Once a member of  Favor-It,  technology is utilized everyday; whether it be e-mailing an international “virtual” company regarding an order, using the fax machine to fax a sales invoice to Canada, videoconferencing with other “companies”, filming a normal day in the “office”, or uploading the current season’s catalog onto our website (CCWRS 2.1-2.9), (CCCS 8.1). 

The instructor is not a teacher in as much a coach.  When questions arise, the instructor will ask the probing questions, but will often not directly answer the questions; therefore, the students will be responsible, inevitably, for solving the problem (CCWRS 3.1, 3.14, 3.15).  Every decision made is a learning opportunity; the student employees either learn that based on their choice the “company” grew, and prospered, or they learn that their choice might need a little massaging to gain their intended outcome (CCCS 9.1, 9.2).

Area 2: Activities:

During a typical “45 minute workday”, the student employees must work together to get the job done.  They realize quickly that if Accounting doesn’t effectively communicate with Marketing, bills won’t get paid and profits will slip. The employees must find the answers to age-old questions such as “how do we accomplish a goal if everyone isn’t working to their potential?”.  During the course of the year, a trade show opportunity presents itself. For the last two years, the “employees” of Favor-It, Inc. have visited the New York City Trade Fair, hosted by Virtual Enterprises of New York, but have not hosted a booth.

This year the “company” will be actively taking part by hosting their own booth. The trade show is exactly the same as other typical industry trade shows—the one difference is that all transactions are made with virtual money. By having a booth, contacts will be made with other firms and their employees, sales of our product will be made, and communication skills will be tremendously impacted. These students will have the chance to speak to people from all over the world. The opportunity to actively take part in the Trade Show is an opportunity of a lifetime for the 18 seniors currently enrolled in the class.

Once the Trade Show is over, the business will process all orders placed at the Show; begin to write and organize the annual report for the next set of employees; and prepare their annual presentation highlighting their accomplishments for the “Board of Trustees” (the Passaic Valley Board of Education), in May. As the company winds down towards the end of May, the recruitment process for employees (from the junior class) will commence. The new recruits must prepare a resume, and withstand intense interview questions from the Administration at Passaic Valley. 

Area 3: Outside Resources:

The IBPF epitomizes the connection between the classroom and the “real world”.  Our partner firm—Bromilow Chocolates—has supported this endeavor from its infancy to where it is today.  The proprietor of Bromilows, Mrs. Ida Stewart has graciously given students the “behind the scenes tour” of her facility and store in West Paterson.  She has answered their questions about how the business runs, and what it takes to make a small family owned business into a national success.

Mercer County Community College (MCCC) has also been a valuable resource for the success of this course. Professor Carol Weber has worked directly with the instructor, and with the students concerning the “virtual running of the company”. Passaic Valley High School belongs to the virtual network hosted at MCCC. We are members of the Central Services Bank System (CSBS). All of our “virtual money” is housed and handled at MCCC. Our inventory is also purchased from their “marketplace”.

In order to make participation in the “Virtual Trade Show at New York City” a reality, additional financial support has been necessary. The International Business Practice Firm received a mini-grant from the Passaic Valley Education Foundation to help defer the expenses. We are also the recipients of a CVS Corporation “All Kids Can” Classroom Grant. We are one of five schools to receive funding from CVS to make our participation in the virtual trade show a “reality”.

Because of the requirements and structure of the course, this course is eligible for Middle College credit offered by Fairleigh Dickinson College. Being part of the Middle College program allows students to receive three college credits before they even graduate from high school.

Area 4: Evaluation:

In IBPF students are given the chance to put into practice business related skills and abilities that they have learned about in other theory classes. On a daily basis they tap into these skills to “get the job done”. This year, IBPF has utilized the avenue of videoconferencing more so than in the past.   

Our Firm was selected to present at a videoconference with Mercer County Community College attended by educators who are contemplating starting their own firm at their respective schools. As a spin-off from that conference, we hosted a supervisor and a potential teacher in our class from a neighboring school. These educators wanted to experience the unique “workplace setting” first-hand. They had a terrific time observing and questioning the “student employees” about work and the course.

As the year progresses, student employees take part in an employee appraisal evaluation. This evaluative tool allows “employees” to take a look at all they have accomplished half way through the year. As the year moves along, employees compile a portfolio that showcases their accomplishments. The culminating evaluation takes the form of their annual presentation before administration, the board of education, the parents of the student employees, and potential “recruits” for the following year. This presentation truly puts into perspective how much this class accomplishes in such a short amount of time. It is a terrific evening where the line between student and successful business people becomes very thin—practically transparent.

Area 5: Stability:

IBPF is now in its third successful year. The immense support of administration, our partner company, students, parents, and the board of education has allowed the program to grow in ways initially not conceived. This course is the first to receive the weight of honors in the business department. The program coordinator is fully committed to the prosperity of the course, which is evidenced by the new approaches implemented this year (i.e. videoconferences, trade show participation).

This course fills in the innovative gap between education and business previously spoken about by Larry Spence. It serves as a logical progression between theory, and the business world. As one student currently enrolled in the class put it, “This has truly been an interesting experience and something that’s given me a glimpse of what I hope to pursue. I can only hope that I’ve left my stamp on this company and that future years have as much fun, while learning, as I have.”—Eric Reed, Class of 2007, Passaic Valley High School.

Area 6: Endorsements:

Under the expert guidance of teacher and the support of the School District, this program has developed into a model for others to replicate.  Passaic Valley has created the perfect environment for teaching and learning.  The classroom teacher, along with the students, created a simulated business that transacts business with other schools both domestically and internationally.

Professor Carol Weber, Director of Center of Simulated Business Services, Mercer County Community College

The International Business Practice Firm was a wonderful experience during Nick’s senior year.  The hands-on environment reaffirmed Nick’s decision to major in business in college and pursue business as a future career. I firmly support the endeavors of this program; it is valuable exposure for the students of Passaic Valley High School.

Donna Worrall, Mother of Nicholas Worrall, Class of 2006 and Former Student of IBPF

I am glad to be a part of this exciting opportunity linking the classroom with the community.  I embrace the chance to share my business expertise with today’s students who will soon be tomorrow’s business owners and leaders.

Ida Stewart, Sole Proprietor of Bromilow’s Chocolates, West Paterson, New Jersey