This is an overview presentation of the Brookwood Cluster Schools' K-12 Entrepreneurship Program. The program teaches students to develop an entrepreneurial mindset (problem solving, critical thinking, creativity, professionalism, etc.) at all grade levels K-12, which is essential for personal success and community development. At the high school level, the four-year program is fully integrated with core language arts (for credit).

1. The Brookwood
Integrated
Entrepreneurship
Program
“Entrepreneurship is where you take your unique
gift and use it to create value for others.”
- Chris Hanks, Director of the Shore Entrepreneurship Center at KSU

2. Hiring managers see deficits in college graduates:
60% lack problem solving
44% lack written expression
46% lack communication skills
39% lack public speaking skills
36% have below average interpersonal/teamwork skills
Entrepreneurial mindset education is the ultimate
source of advantage.

3. What is the best way to teach
Entrepreneurship?
Our Philosophy: Mindset first…Then Skillset.

6.  Our Philosophy of Experiential Learning
 Community Engagement – Speaker Series,
Round Tables, and One-on-One Mentorship
 Pitch “Shark-Tank” Style for Investment Funds

7. S.U.C.C.E.S.S. Pitch Techniques - Integrated into
multiple projects and activities
Professionalism
Soft Skills
Communication Skills

8.  Over 25 student business licenses issued by the City of
Snellville
 Over $20,000 investment funding awarded
 Featured in the American School Board Journal, Education
Talk Radio, ACTE Techniques Magazine, and Snellville Spirit
Magazine (student articles)
 Snellville Best Young Entrepreneur of the Year in 2014, 2015,
2016, 2017, and 2018
 Awarded professional consulting services valued at $7,000

10. Sense of Belonging
Reason to come to school
Teamwork and collaboration
Economic development
value and entrepreneur
mindset
…So what was missing?

12. Traditional Language Arts Curriculum Includes:
Reading classics, fiction, and non-fiction
Writing about literary works
Real-life application - blogs, college essays, resumes,
mainly academic in nature
Research Skills
Critical Thinking Skills
…So what was missing?

13. 9th GRADE YEAR
Focus: Building Foundational Knowledge
•Honors or CP 9th Grade Language Arts
•Marketing Principles
•Marketing Management
= 3 units of credit in 2 class periods
9th GRADE YEAR
Focus: Building Foundational Knowledge
•Honors or CP 9th Grade Language Arts
•Marketing Principles
•Marketing Management
= 3 units of credit in 2 class periods
10th GRADE YEAR
Focus: Launching a Business
•Honors or CP 10th Grade Language Arts
•Marketing & Entrepreneurship
•Public Speaking (Lang Arts Elective)
= 3 units of credit in 2 class periods
10th GRADE YEAR
Focus: Launching a Business
•Honors or CP 10th Grade Language Arts
•Marketing & Entrepreneurship
•Public Speaking (Lang Arts Elective)
= 3 units of credit in 2 class periods
11th
and 12th
GRADE YEAR
Honors or CP Language Arts with
Entrepreneurial Lens with focus on
11th – Philanthropy / 12th
- Leadership
Additional Opportunities: Operating a
Business
Option 1 – Work-Based Learning
Option 2 – School-Based Enterprise:
Aquaponics, Bronco Stampede, Hoof Prints
11th
and 12th
GRADE YEAR
Honors or CP Language Arts with
Entrepreneurial Lens with focus on
11th – Philanthropy / 12th
- Leadership
Additional Opportunities: Operating a
Business
Option 1 – Work-Based Learning
Option 2 – School-Based Enterprise:

14. CTE course drives instruction; however, it is
difficult to see where language arts starts and
business ends.
CTE with LA focus
LA with a CTE product
Parallel Teaching and Co-teaching
Two hour block
Stations/Rotations - workshop model; example
SWOT analysis

15. Assignment: CONDUCT A SWOT ANALYSIS of Toyota
Motor Corporation based on the evidence you find in
Documents A – F.
Directions:
1. Write your SWOT analysis in complete sentences.
2. Cite your source properly.
3. Choose four colored pencils (one for each element of
SWOT). Underline the exact evidence you are using to
support your SWOT analysis.
4. Write your analysis on a separate sheet of paper.
SampleSample AssignmentAssignment

16. Rigor
Missing out on classical
education
Transitioning back to
standard language arts
Performance on
standardized tests
Losing control
Increased Rigor through PBL
Still read the classics – Great
Expectations, Lord of the Flies,
etc.
Several students transitioned out
after 1st semester
EOC scores equal to standard
language arts (better than
anticipated in some students)
Embraced out-of-the-box
collaboration

18. 18

19. 19

20. “…Taking this class is probably the best decision I have made in my teenage life.
Unlike other standard classes I have learned certain tools that will be forever in
my use. Tools that will help me deal with money, literal situations, and nail
biting business decisions. Tools that make my imaginary tool box equipped
with a plethora of tools that make me a force to be reckoned with in the real
world… [I feel like I am] in a prestigious class because there are always students
asking about my experience. During the break between the two periods
students say things like, “I wish I was taking that class”. When visitors come
into our classroom they are in awe of the work we are completing and the level
of assignments we are receiving. I cannot tell you how many times some body
has come into our classroom and said “wow” because they were shocked at the
work ethic of the students in this class and in me.”--- Darius
“Entrepreneurship has shaped my attitude towards school because if I wasn’t in
this class, I would not look forward to school at all. It adds spice to my day
every day. There’s never a dull moment.” --- A’Aliyah

22. Why?
It is important to create a growth mindset beginning at
the kindergarten level through fifth grade to help students
understand the importance of perseverance and the idea
that different perspectives/ideas are vital to success.
How?
Students participate in hands-on problem solving through
team building activities, building community within the
classroom/school. Teach soft skills early.
Be proactive, not reactive.

23. Classroom:
*Literature connections (connecting reading/writing to
entrepreneurship vocabulary and concepts)
*Job applications/interviews
*Kid businesses
*Community Entrepreneurial Speakers
*Team building (integrating academic curriculum)
*Token economy
*Expos/market Day

24. School-wide
*Jobs/applications/Students helping students
*Entrepreneurship Special Area Class K-5
*School/Cluster wide trainings
*Observations by other school districts/business leaders
*Partnerships with community businesses
*Token economy
*Colt Caboodle (school store)
*Common thread of vocabulary is pervasive
throughout the school

25. *Attendance increased
*Initiative taken at school/home
*Ownership/pride in their jobs
*Gives intrinsic motivation
*Inspires creativity
*Academically/socially challenged
students thrive
*Positive behavior increases due to possible loss of job

26. Five Forks Middle School
 Integration of Entrepreneurship into the Social Studies
curriculum through PBL application
 Extra-curricular Entrepreneurship Club
Crews Middle School
 8th
Grade Shark Tank Pitch and Market Day Initiative
 School-wide Entrepreneurial Mindset Advisement Lessons

28. 28

29. The Greatest Job in the World
https://www.youtube.com/watch?v=nPO2gcx4Y8Y
https://www.youtube.com/watch?v=nPO2gcx4Y8Y

30.  REAL LEDGE Entrepreneurship Curriculum
Instructional Crosswalk
 Pacing Suggestion:
 “Pre-Launch” Activities – August to October
 Entrepreneurship Basics
 Opportunity Recognition
 “The Launch” – November – April
 Minimum Viable Product/Customer Discovery
 The Business Plan Project – “Building the Business”
 Roundtables – Led by local entrepreneurs
 “The Pitch” – Shrimp Tank Competition - May

31. Cindy Quinlan, CTE Department Chair
Brookwood High School, Gwinnett County Public Schools
Cindy_Quinlan@gwinnett.k12.ga.us
Office: 678-344-9023