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Organizing Cooperative Education

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Title: Organizing Cooperative Education


1
Organizing Cooperative Education
  • Part Two

2
Public Relations
Cooperative Education
3
General Goal of Public Relations
  • Influence people through word and deed to
    understand and accept CE
  • Involves determining what people know and believe
    presently
  • Then developing a plan of activities to increase
    understanding and change beliefs when appropriate

4
Public Relations
  • Effective public relations revolves around the
    teacher-coordinator.
  • Effective communications requires a plan of
    action which utilizes a variety of methods,
    media, and strategies.
  • Public relations is essentially a task of
    communicative interpretation.

5
Public Relations
  • Public relations involves activities that are
    moving, growing, and constantly require changes.
  • Many different types of communication can be used
    to inform the school and the community about
    cooperative education.

6
Public Relations
  • Must be positive in nature
  • Must be continuous
  • Must be honest in intent and execution
  • Should be comprehensive
  • Must be simple in meaning and conception
  • Should be sensitive to attitudes and level of
    understanding of public

7
Public Relations Guidelines
  • Know your job and do it professionally
  • Make certain CE is considered integral part of
    schools program
  • Know and follow administrative policies
  • Keep administrators informed of plans
  • Become active citizen in community
  • Represent school positively in dealings with all
    people

8
Public Relations Guidelines
  • Avoid sidelines that may detract from
    professional role
  • Inform and involve parents with CE activities
  • Actively involve counselors and teachers
  • Make student growth and development the focal
    point of all you do
  • Work cooperatively with other teacher-coordinators
    to improve image of CE

9
Public Relations
  • Who are the people coordinators should be trying
    to reach???

10
Public Relations
  • Internal Audiences
  • General student body
  • Prospective students
  • Faculty members
  • Counselors
  • School administration
  • District administration

11
Internal Public Relations
  • Students
  • Unaware of opportunity
  • Do not understand its purpose
  • Appeal to interests and goals
  • Faculty
  • Influence student attitudes and interests
  • Share outcomes and how students benefited

12
Internal Public Relations
  • Administrators
  • Interested in outcomes
  • Submit statistical and narrative reports
  • Invite them to observe
  • Share problems CE faces
  • Counselors
  • Be actively involved in operation involvement
    leads to commitment
  • Ensure opportunity is beneficial

13
Public Relations
  • External Audiences
  • Families of students
  • Parent-teacher orgs
  • Personnel directors
  • Civic organizations
  • Labor organizations
  • Business owners/ managers
  • Professional orgs
  • Government officials

14
External Public Relations
  • Parents
  • Have influence on students courses
  • Misconception about meeting college entrance
    requirements
  • Must perceive it is educationally sound and
    socially acceptable

15
External Public Relations
  • Employees
  • Become involved through contacts at training
    stations
  • Essential they understand and support training
    effort
  • Organized labor groups will be concerned about
    effects on members
  • Enlist cooperation in early planning stages and
    by giving recognition for contributions

16
External Public Relations
  • Employers
  • Well informed to understand responsibilities
  • Emphasize benefits of working with school to
    develop good employees
  • Participation in advisory committees, evaluation,
    and public relation activities keeps them
    informed and involved

17
External Public Relations
  • Community Groups
  • Influential in establishing new curricula or in
    getting total community support
  • Keep them informed and include them
  • Participate in their organizations and projects
  • Have coordinator and students speak at one of
    their meetings

18
Public Relations Goals
  • What are they???

19
Public Relations Goals
  • Good-will and a favorable climate
  • Increased prestige for program
  • Improved communication and cooperation between
    school and community
  • Broader understanding of program
  • Attract satisfactory students
  • Increase interest of employers

20
Basic Functions of Planning
  • Research
  • Determine what is known and believed
  • Conclude
  • Draw conclusions from data
  • Develop Objectives
  • Determine what needs to be achieved
  • Determine Activities and Timeline
  • Decide what needs to be done and when

21
Research
  • Determine what people presently know and believe
  • Teacher-coordinators interactions
  • Questionnaires/Surveys
  • I understand the purpose of CE.
  • I believe CE provides a valuable learning
    experience.
  • I understand how CE operates.
  • Others???

22
Conclude
  • Interpret available information
  • Include several people to avoid distortion by
    preconceived beliefs
  • Extremely important process because objectives,
    activities, and timeline are based on conclusions

23
Develop Objectives
  • Indicate what needs to be accomplished
  • Identify areas of deficiency
  • Identify areas of strength
  • Determine how to rectify weaknesses and maintain
    strengths

24
Sample Objectives
  • Increase involvement of counselors and faculty
    members with operation of CE.
  • Maintain student information activities at the
    same level as last year.
  • Increase knowledge of perspective employers about
    CE.

25
Determine Activities and Timeline
  • Select what will be done to develop or maintain
    desirable public relations
  • Develop calendar determine when each activity
    will be most beneficial

26
Your Turn Meeting Your PR Goals
  • What would you do
  • to meet your goals?

27
Talk, Talk, Talk, and Talk
  • Talk at faculty meetings
  • Speak to community groups
  • Train students to speak to groups
  • Conduct open houses
  • Speak to parents
  • Speak to business groups

28
Write, Write, Write, and Write
  • Use the newspapers
  • City newspapers
  • Regional newspapers
  • School newspapers
  • Company newspapers and magazines
  • Organization newsletters
  • Whatever is available

29
News Release
  • Answer who?, what?, when?, where?, and why?
  • Appropriate times education weeks
  • Have only one person contact media
  • Establish personal contact with person
  • Meet deadlines promptly
  • Check dates, names, and places
  • Invite members of press as guests to special
    functions

30
Radio and Television
  • Special interviews
  • Family programs
  • Announcements of meetings
  • Live demonstrations
  • Spot announcements
  • Sporting events
  • Sponsored programs

31
Other PR Tools
  • Brochures
  • Business cards
  • Bulletin boards
  • Newsletter
  • Window displays
  • Posters
  • Billboards
  • Tent cards
  • Sandwich boards

Support Cooperative Education
32
Publicity
  • Any non-personal presentation of ideas that is
    not paid for by the school or the program
  • Much of what is done to promote cooperative
    education can fall into the publicity category

33
Characteristics of Publicity
  • Can be good or bad
  • Has credibility
  • Can reach mass audience
  • Intended to inform, not sell
  • Does not have a sponsor
  • Cannot be controlled by recipient

34
Disadvantages of Publicity
  • May not be accurate
  • May not be timely
  • May not be used at all
  • Can be costly in terms of image
  • Is not usually repeated

35
Informal Approach
  • Dont forget your daily encounters
  • Grocery shopping store manager
  • Getting teeth cleaned dentist and assistant
  • Filling car with gas station manager
  • Socializing parents and businesspersons who may
    be your friends

36
Employer Appreciation Activities
  • Held near end of school year to recognize
    contributions made during year
  • Banquet is most popular form
  • Can produce tremendous public relations results
  • Certificates hanging on business walls identify
    them as appreciated members of CE team fosters
    positive attitude

37
Employer Appreciation Activities
  • Benefits
  • Employers receive formal recognition
  • Students develop leadership skills in planning
    and conducting event
  • Greater prestige for CE is created
  • New role undertaken by graduating seniors may be
    ceremonialized
  • Positive public relations

38
Employer Appreciation Activities
  • Planning with students
  • Select date of activity early (Sept./Oct.)
  • Decide where activity will be
  • Collect prices and menus from acceptable sites
  • Establish planning committee
  • Establish theme

39
Employer Appreciation Activities
  • Establish timeline to complete
  • Design and print invitations and response
    requests
  • Secure funds to support activity (if fundraising
    is required should be planned well in advance)
  • Prepare and print certificates
  • Secure plaques (when appropriate)
  • Collect funds needed

40
Employer Appreciation Activities
  • Plan order of banquet program
  • Determine who receives what type of award
  • Employers
  • Students
  • School personnel
  • Advisory council members
  • Parents
  • Others?

41
Employer Appreciation Activities
  • Plan program and assign responsibility for each
    part
  • Decide who will be at the banquet and list all
    who will attend
  • Provide periodic reports on progress of plan

42
Time to Change Gears
43
Legal Aspects
44
Legal Violations
  • Be prepared to report violations
  • Immediately pull student from job
  • Anything less
  • Opens teacher-coordinator, employer, and school
    to claims of negligence and law suits
  • Risks students health, safety, or welfare
  • Damages image of program
  • Leaves coordinator open to criticism

45
Federal Regulations
  • Title VI of the Civil Rights Act of 1964
  • No person in the United States shall, on the
    ground of race, color, or national origin, be
    excluded from, be denied the benefits of, or be
    subjected to discrimination under any program or
    activity receiving federal financial assistance.

46
Federal Regulations
  • Title IX of Education Amendments of 1972
  • No person . . . shall, on the basis of sex, be
    excluded from participation in, be denied the
    benefits of, or be subjected to discrimination
    under any program or activity receiving federal
    financial assistance.

47
Federal Regulations
  • Rehabilitation Act of 1973
  • Section 504
  • No otherwise qualified handicapped individual .
    . . shall, solely by reason of his/her handicap,
    be excluded from the participation in, be denied
    the benefits of, or be subjected to
    discrimination under any program or activity
    receiving federal financial assistance.

48
Federal Regulations
  • Targeted Jobs Tax Credit
  • Incentive to employers to hire certain persons
    from targeted groups that have particularly high
    unemployment rate or other special employment
    needs
  • One group youth participating in CE who are
    members of economically disadvantaged families
  • Contact IL Dept. of Employment Security

49
Federal Regulations
  • American with Disabilities Act of 1990
  • Prohibits discrimination based on disability in
    employment among others
  • Purposes
  • End discrimination against individuals with
    disabilities
  • Provide acceptable standards of performance in
    addressing discrimination
  • Ensure enforcement of standards

50
Child Labor Laws
  • Fair Labor Standards Act of 1938 as amended
  • Contains Child Labor Regulations
  • Establishes minimum wage and overtime
  • Requires equal pay for equal work
  • Exemptions are found in various locations of the
    interpretations of the law.
  • http//www.youthrules.dol.gov/hours.htm

51
Youth Work Hours
  • Ages 14 and 15
  • Outside school hours
  • After 7 a.m. and until 7 p.m., except from June 1
    through Labor Day when work can extend until 9
    p.m.
  • Work can be no more than
  • 3 hours on a school day
  • 18 hours in a school week
  • 8 hours on a non-school day, and
  • 40 hours in non-school week

52
Youth Work Exceptions in WECEP
  • WECEP enrollment permits 14 and 15 year old
    students to work
  • During school hours for up to 23 hours per week
    when school is in session, and up to 3 hours on
    school days (including during school hours).
  • In some occupations that may otherwise be
    considered hazardous, but must be approved by
    Wage and Hour Administrator on a case by case
    basis.

53
Hazardous Non-Agricultural Jobs
  • Ages 14, 15, 16, and 17
  • Manufacturing and storing explosives
  • Driving motor vehicle and being an outside helper
    on motor vehicle
  • Logging and sawmilling
  • Power-driven woodworking machines
  • Exposure to radioactive substances
  • Power-driven hoisting apparatus
  • Power-driven metal-forming, punching, and
    shearing machines
  • Mining
  • Excavation operations
  • Meat packing or processing (including the use of
    power-driven meat slicing machines)
  • Power-driven bakery machines
  • Power-driven paper product machines, including
    scrap paper balers and paper box compactors
  • Manufacturing brick, tile, and related products
  • Power-driven circular saws, band saws, and
    guillotine shears
  • Wrecking, demolition, and shipbreaking operations
  • Roofing operations and all work on or about a
    roof

54
Hazardous Non-Agricultural Jobs
  • Ages 14 and 15
  • Communications or public utilities jobs
  • Construction or repair jobs
  • Driving motor vehicle or helping driver
  • Manufacturing and mining occupations
  • Processing occupations
  • Public messenger jobs
  • Power-driven machinery or hoisting apparatus
    other than typical office machines
  • Transporting of persons or property
  • Workrooms where products are manufactured, mined
    or processed
  • Warehousing and storage

55
Hazardous Non-Agricultural Jobs
  • Ages 14 and 15
  • Restrictions in retail stores, food service, and
    gasoline stations
  • Baking
  • Boiler or engine room work, whether in or about
  • Cooking, except with gas or electric grilles that
    do not involve cooking over an open flame and
    with deep fat fryers that are equipped with and
    utilize devices that automatically lower and
    raise the baskets in and out of the hot grease or
    oil
  • Freezers or meat coolers work
  • Maintenance or repair of a building or its
    equipment
  • Loading or unloading goods on or off trucks,
    railcars or conveyors
  • Meat processing area work
  • Operating, setting up, adjusting, cleaning,
    oiling, or repairing power-driven food slicers,
    grinders, choppers or cutters and bakery mixers
  • Outside window washing, or work standing on a
    window sill, ladder, scaffold or similar
    equipment
  • Warehouse work, except office and clerical work

56
Permissible Non-Agricultural Jobs
  • Ages 14 and 15
  • Retail and Service Industries Allowable Work
  • Bagging and carrying out customers orders
  • Cashiering, selling, modeling, art work,
    advertising, window trimming, or comparative
    shopping
  • Cleaning fruits and vegetables
  • Clean-up work and grounds maintenance - may use
    vacuums and floor waxers, but cannot use
    power-driven mowers, cutters, and trimmers
  • Clean cooking equipment, including the filtering,
    transporting and dispensing of oil and grease,
    but only when surfaces of equipment and liquids
    do not exceed 100 F
  • Delivery work by foot, bicycle, or public
    transportation
  • Kitchen and other work in preparing and serving
    food and drinks, but not cooking or baking
  • Office and clerical work
  • Pricing and tagging goods, assembling orders,
    packing, or shelving
  • Pumping gas, cleaning and polishing cars and
    trucks (but the young worker cannot repair cars,
    use garage lifting rack, or work in pits)
  • Wrapping, weighing, pricing, stocking any goods
    as long as worker does not work where meat is
    being prepared and does not work in freezers or
    meat coolers

57
Agricultural Jobs
  • Ages 14 and 15
  • Can work in agriculture
  • On any farm
  • In non-hazardous jobs

58
Hazardous Agricultural Jobs
  • Ages 14 and 15
  • Operating a tractor of over 20 Power-Take-Off
    horsepower, or connecting or disconnecting
    implements or parts to such a tractor
  • Operating or helping to operate any of the
    following machines (operating includes starting,
    stopping, adjusting, or feeding the machine or
    any other  activity involving physical contact
    with the machine)
  • Corn picker, cotton picker, grain combine, hay
    mower, forage harvester, hay baler, potato
    digger, or mobile pea viner
  • Feed grinder, crop dryer, forage blower, auger
    conveyor, or the unloading mechanism of a
    non-gravity-type self-unloading wagon or trailer
    or,
  • Power post-hole digger, power post driver, or
    nonwalking-type rotary tiller.  

59
Hazardous Agricultural Jobs (cont.)
  • Operating, or assisting to operate any of the
    following machines (operating includes starting,
    stopping, adjusting, or feeding the machine, or
    any other activity involving physical contact
    with the machine)
  • Trencher or earthmoving equipment
  • Fork lift
  • Potato combine or,
  • Power-driven circular, band, or chain saw.  
  • Working on a farm in a yard, pen, or stall
    occupied by a
  • Bull, boar, or stud horse maintained for breeding
    purposes or
  • Sow with suckling pigs, or cow with newborn calf
    with umbilical cord present.  
  • Loading, unloading, felling, bucking, or skidding
    timber with a butt (large end) diameter of more
    than 6 inches.  
  • Working from a ladder or scaffold at a height of
    over 20 feet (working includes painting,
    repairing, or building structures, pruning trees,
    picking fruit, etc.).  

60
Hazardous Agricultural Jobs (cont.)
  • Driving a bus, truck, or automobile when
    transporting passengers, or riding on a tractor
    as a passenger or helper.  
  • Working inside
  • A fruit, forage (feed), or grain storage
    structure designed to retain an oxygen deficient
    or toxic atmosphere - for example, a silo where
    fruit is left to ferment
  • An upright silo within 2 weeks after silage
    (fodder) has been added or when a top unloading
    device is in operating position
  • A manure pit or,
  • A horizontal silo while operating a tractor for
    packing purposes.
  • Handling or applying agricultural chemicals if
    the chemicals are classified under the Federal
    Insecticide, Fungicide and Rodenticide Act as
    Toxicity Category I -- identified by the word
    "Danger" and/or "Poison" with skull and
    crossbones or Toxicity Category II -- identified
    by the word "Warning" on the label. (Handling
    includes cleaning or decontaminating equipment,
    disposing of or returning empty containers, or
    serving as a flagman for aircraft applying
    agricultural chemicals.)  

61
Hazardous Agricultural Jobs (cont.)
  • Handling or using a blasting agent including, but
    not limited to dynamite, black powder, sensitized
    ammonium nitrate, blasting caps and primer cord.
     
  • Transporting, transferring, moving, or applying
    anhydrous ammonia (dry fertilizer).

62
Youth Employment
  • 18 years or older
  • May perform any job for unlimited hours
  • 16 or 17 years old
  • May perform any non-hazardous job for unlimited
    hours
  • Youth minimum wage may apply
  • Parents may employ their children in
    non-hazardous occupations at any age

63
Hazardous Non-Agricultural Jobs
  • Ages 14, 15, 16, and 17
  • Manufacturing and storing explosives
  • Driving motor vehicle and being an outside helper
    on motor vehicle
  • Logging and sawmilling
  • Manufacturing brick, tile, and related products
  • Exposure to radioactive substances
  • Power-driven hoisting apparatus
  • Power-driven bakery machines
  • Mining
  • Wrecking, demolition, and shipbreaking operations
  • Meat packing or processing (including the use of
    power-driven meat slicing machines)
  • Power-driven metal-forming, punching, and
    shearing machines
  • Power-driven paper product machines, including
    scrap paper balers and paper box compactors
  • Power-driven woodworking machines
  • Power-driven circular saws, band saws, and
    guillotine shears
  • Excavation operations
  • Roofing operations and all work on or about a
    roof

64
Hazardous Non-Agricultural Jobs Exemptions
  • The seven hazardous occupations identified by the
    asterisk permit the employment of apprentices and
    student-learners under certain conditions.

65
Hazardous Non-Agricultural Jobs Exemptions
  • Student-Learners in STW program
  • Written agreement
  • Hazardous work performed under direct and close
    supervision of qualified person
  • Safety instructions given by school and
    reinforced on the job
  • Follows schedule of organized and progressive
    skill development
  • Hazardous work is intermittent and for short
    periods of time

66
Agricultural Jobs
  • Once a young person turns 16 years old, he or
    she can do any job in agriculture.

67
Changing Gears
68
Coordination Activities
69
Coordination
  • The process of building and maintaining
    harmonious relationships between all groups
    involved in the cooperative plan, to the end that
    the student-learner receives the very best
    preparation for a chosen occupation

70
Major Components
  • Manage an admission system
  • Refine students career objective and determine
    needed learning experiences the training plan
  • Prepare, deliver, and evaluate related
    instruction
  • Develop appropriate training stations

71
Major Components (cont.)
  • Make arrangements with training stations for the
    placement and enter into a training agreement
    between school and training agency
  • Orient training station sponsors
  • Make evaluative visitations to training stations
    to determine if appropriate learning experiences
    are being provided
  • Carry out needed community public relations
    activities

72
Major Components (cont.)
  • Relate training station experiences to in-school
    laboratory learning experiences
  • Relate to students home as a partner in the
    learning process
  • Achieve terminal job placement after training or
    arranging for additional or continuing education
  • Keep up-to-date with profession

73
Planning and Organizational Activities Prior to
Instruction
  • Build image by disseminating information to
    school personnel, staff, guidance counselors,
    students, and parents
  • Make promotional contacts with community for
    training stations
  • Counsel, interview, and select prospective
    students

74
Planning and Organizational Activities Prior to
Instruction
  • Assist in arranging class schedules, including
    related instruction periods
  • Arrange for related classroom facilities,
    including furniture and fixtures
  • Select and requisition textbooks, reference
    books, and supplies

75
Create Interest in School
  • Provide counselors with information sheets and
    applications
  • Stress educational aspects of training
  • Dependability
  • Employability
  • Ability to benefit from training
  • Talk to homeroom groups or other classes
  • Create newspaper articles and/or bulletin board
    displays

76
Your Turn Attracting Students
  • Create an outline of what you would share with
    student groups
  • OR
  • Create a bulletin board or display for students

77
Selecting Students
78
Cooperative Education Students
  • Which students are most suited for enrollment in
    a coop program?
  • Entry may not be selective, but setting criteria
    should guide and deter counselors and
    administrators who want to make it a program for
    those who cant make it in other courses.

79
What Personal Characteristics are Necessary in
Students?
80
Prospective Student Characteristics
  • Academic ability
  • IQ Range (Is this important?)
  • Grade Record
  • Creativity
  • Over- and under-achievers

81
Prospective Student Characteristics
  • Vocational and Occupational Interests
  • Students career goals
  • Plan for future location of employment
  • Parental occupations
  • Grades in related course field
  • Co-curricular and extra-curricular activities
  • Vocational interest test scores

82
Prospective Student Characteristics
  • Educational background and qualifications
  • Potential to communicate well
  • English and speech grades
  • Reading ability
  • Mathematical ability
  • Curriculum followed in school
  • Pre-employment and prerequisite courses and grades

83
Prospective Student Characteristics
  • Emotional stability
  • Control of temper
  • Nervousness
  • Temperament
  • Others, as determined to be important by you

84
Prospective Student Characteristics
  • Personality factors
  • Introvert/extrovert
  • Self-starter/lethargic
  • Sense of humor
  • Physical characteristics
  • General attitude toward life

85
Prospective Student Characteristics
  • Character
  • Honesty
  • Loyalty
  • Morals
  • Ambition

86
Prospective Student Characteristics
  • Health
  • General health
  • Stamina
  • Mental health

87
Prospective Student Characteristics
  • Aptitudes and Talents
  • Art ability
  • Manual dexterity
  • Clerical aptitudes

88
Prospective Student Characteristics
  • Parental Aspirations for the child
  • What does parent want for child?
  • Are parent and child desires in conflict?
  • Do parents want child to work?
  • What are monetary expectations of parents?

89
Prospective Student Characteristics
  • Socio-economic background
  • Socio-economic level of family
  • Occupations of parents and other family members
  • Need to supplement family income
  • Career patterns of parents
  • Nature of home life

90
Prospective Student Characteristics
  • Career maturity
  • Expressed interest in an occupation
  • Work experience record
  • Willingness to assume responsibility
  • Record of attendance and punctuality
  • Work habits

91
What Would You Add?
  • Is there anything that was not included that you
    would add to the desired characteristics of
    students in your cooperative education program?

92
Admitting Students
  • Keep in mind CTE is for those who need it, want
    it, and can profit from it
  • Refine list of interested students by
  • Checking school records
  • Asking other teachers
  • Conducting personal interviews after checking
    appropriate age, sincerity of purpose, and
    possibility of class scheduling

93
Number of Students
  • Consider
  • School policy
  • Physical facilities and equipment
  • Availability of training stations
  • Amount of coordination time
  • Number of other courses taught
  • Class size in district
  • Most programs have 15 to 30 students
  • Maximum for individualizing instruction 22

94
Placement of Students
  • All interested students are allowed to apply at
    specific training station
  • One student is selected and then others are
    successively chosen if first is not hired
  • Several students are sent for interview
  • Students are allowed to find own jobs, subject to
    coordinators approval

95
Placement of Students
  • All allowed to apply
  • If career objectives have been well defined,
    allows for most natural competitive employment
    situation and leaves final choice with employer

96
Placement of Students
  • One selected
  • Coordinator is almost choosing particular student
    for a specific training station, even though
    employer has option of not selecting the student
    who comes for the interview

97
Placement of Students
  • Several students sent
  • Sent without much effort having been offered to
    match career objectives to opportunities offered
    in established training stations
  • Possibility of many adjustments and perhaps
    training station changes early in the school year

98
Placement of Students
  • Students find own
  • Weakest method
  • Indication that coordinator has made little or no
    attempt to establish training stations for
    purpose of matching students to training
    opportunities
  • Doomed to difficulties and failures and often
    become plain work experience

99
Placement of Students
  • All students should be trained in employability
    skills, specifically interview techniques
  • during a preschool orientation period,
  • during the first week of school,
  • during the prerequisite course, or
  • during a spring orientation program
  • Can be provided to group or individuals

100
Your Turn Interview Techniques
  • What would you include in an interview
    techniques training session???

101
Interview Training
  • When and where to report for interview
  • How to develop a written statement of
    qualifications for position
  • How to answer questions employers usually ask
  • How to fill out written applications
  • What to do following the interview
  • Role-playing practice interviews

102
Interviews
  • Teacher-coordinator should arrange and schedule
    interviews and complete follow-ups after
    interviews
  • Students should go to interviews and be assigned
    to training station before school begins or as
    soon as possible

103
Arranging Schedules
  • Provide direct input into pre-scheduling process
  • Trainees scheduling limitations
  • Required related instruction and supplementary
    courses
  • Coordinators have time for out-of-school
    coordination activities

104
Related Instruction Time
  • Schedule related class last period before
    training station hours begin
  • Do not waste travel time returning to school
  • Trainees may be released to profit from extra
    laboratory experiences
  • Periods of peak business activity
  • Special training sessions available at firm

105
Optional Scheduling Technique
  • Second schedule is prepared and followed
  • Cooperative plan courses are omitted in favor of
    other courses
  • Valuable when
  • Training station placements are scarce and
    trainees may not be placed until after school
    starts
  • Students employability is questionable

106
Related Instruction
  • Laboratory-type situation
  • Individualized instruction
  • Individual study
  • Participatory methods

107
Appropriate Facilities
  • Classroom
  • Lab equipment appropriate for student training
  • Tables for group discussion
  • Storage for student projects and study materials
  • Filing and shelving for reference materials
  • Adjacent office
  • Large enough to use for conferences
  • Telephone
  • Area for counseling students
  • Filing for student records

108
Instructional Materials Media
  • Substantial supply of reference materials is
    needed to facilitate individual study and small
    group projects
  • Career development materials
  • Materials should be up to date
  • Include textbooks, technical manuals, handbooks,
    trade and professional magazines, business
    literature

109
Instructional Materials Media
  • Budget 100 to 150 per student during initial
    year
  • Budget 75 to 100 after that
  • Consistently solicit technical literature from
    employers
  • Encourage students to use student organization as
    source of funds

110
Budget
  • Instructional materials
  • Secretary salary or wages and benefits
  • Resource materials
  • Extra pay for ten-month contract
  • Equipment
  • Telephone
  • Coordinator travel
  • Supplies
  • Meeting expenses

111
Staff Development
  • Illinois Association for Career and Technical
    Education
  • Illinois Career Coordinators Association
  • Attend courses, workshops, seminars, conferences
  • Participate in summer employment to maintain
    updated work experiences

112
Changing Gears
113
Enrolling Students
114
General Information
  • Admission concern proper fit of student need
    and program, not better applicants
  • Students should not be selected to insure
    successful CE plans CE plans should be developed
    to insure successful students.
  • Student school performance may not accurately
    predict work performance

115
General Information
  • Different CE plans have different purposes (skill
    development, skill application, career
    exploration, etc.) different plans may serve
    different type of student
  • Coordinator should assume responsibility for
    making final admissions decisions

116
General Information
  • Coordinators should strive to involve guidance
    counselors and teachers in admission process
  • Students in CE must be placed on the job
    students employability must be considered during
    admission process
  • Suitable transportation is necessary

117
Student Admission System
  • Informing and recruiting
  • Applying
  • Gathering information
  • Interviewing
  • Deciding
  • Informing

118
Ideas???
  • How could you inform and recruit students?

119
Informing and Recruiting
  • Purposes
  • Inform students of CE purpose
  • Show how participation can be beneficial
  • Honestly explain opportunities available as
    result of participating

120
Informing and Recruiting
  • Methods and techniques
  • Ask teachers to make referrals
  • Ask counselors to make referrals
  • Let CE students tell other students
  • Make announcements in homeroom
  • Make presentations at assemblies
  • Announce in school newspaper
  • Distribute promotional materials to students

121
Informing and Recruiting
  • More methods and techniques
  • Make classroom presentations
  • Ask CE students to make referrals
  • Encourage CE students to invite likely prospects
    to CE activities
  • Encourage training sponsors to inform student job
    applicants
  • Utilize bulletin boards
  • Develop information displays

122
Your Turn -Interest Form
  • Create a form that could be distributed to
    guidance counselors for interested students to
    complete that would help you determine who should
    be considered for the program.

123
Applying
  • Students complete application provided by
    guidance counselor
  • Application
  • Personal data
  • Career interest
  • Present class schedule
  • Work experience
  • Names of teachers for recommendations
  • Directions on how to return form

124
Gathering Information
  • Application
  • Teacher recommendations
  • Previous employer recommendations
  • Student records
  • Student attendance behavior records
  • Input from present past teachers, counselors,
    and administrators
  • More information better decision

125
Interviewing
  • Learn about student
  • Student learns about CE
  • Include parents if possible

126
Interviewing Topics
  • Purpose of CE
  • Program policies
  • Parental approval forms
  • Students career aspirations
  • Student agreement
  • Past work history

127
Deciding
  • Should be based on clear set of criteria
  • Should not become system for choosing only better
    or best students needs
  • Quantify decision if possible

128
Deciding Example Criteria
  • Be a senior in good standing
  • Be at least 16 years of age
  • Have successfully completed required sequence of
    courses
  • Obtain good recommendations from at least three
    teachers
  • Have good attendance record
  • Show potential to benefit from CE

129
Informing
  • Use letter
  • Prepare permanent files
  • Completed application
  • Personal data sheet
  • Parental approval form
  • Training agreement
  • Training plan
  • Wage and hour report
  • Job interview schedule
  • Scholastic records
  • Work permit
  • Evaluation forms

130
Informing
  • Program information for replacement
  • Student folders
  • New applications
  • Prospective employer list
  • Correspondence folder
  • Follow-up summaries
  • Reference material inventory
  • Student organization minutes
  • Advisory committee minutes
  • Related course outline
  • Copies of monthly activity report

131
Changing Again
132
Training Stations
133
Training Stations
  • Place of student employment
  • Experiences develop work skills, habits, and
    attitudes
  • What are some characteristics of a desirable
    training station?

134
Desirable Training Stations
  • Provide challenging and worthy training
  • Provide training related to career goals
  • Acceptable reputation within community
  • Follow ethical business practices
  • Employees are good role models
  • Personnel agree with CE objectives
  • Will not endanger health, safety, welfare, or
    morals of student

135
Desirable Training Stations
  • Willing and able personnel to provide adequate
    supervision and training
  • Opportunity to rotate through various aspects of
    job
  • Provide employment throughout term
  • Able to pay students
  • Accessible
  • Personnel will evaluate progress

136
Desirable Training Stations
  • Honors union agreements
  • Hiring, promotion, and dismissal practices are
    consistent with CE policy
  • Follow provisions in training plans
  • Personnel will assist in developing training plan
  • Training in jobs that offer reasonable chance of
    full-time employment later

137
Desirable Training Stations
  • Variety of learning experiences
  • Meets equal employment guidelines
  • Provide working hours within employment policy
    constraints
  • Will not displace other workers
  • Provide time for periodic conferences
  • Will evaluate student performance and provide
    feedback to coordinator and student

138
Identifying Training Stations
  • Surveys conducted during planning
  • Advisory committee members
  • Trade or business associations
  • Chamber of Commerce
  • Local employment security offices
  • Present employers of other students
  • Yellow pages
  • Classified section

139
Identifying Training Stations
  • List occupations related to career goals
  • Determine number of students who applied for each
    occupation
  • Access accurate map of region

140
Recruitment Visits
  • Business is being judged against criteria for
    effective training stations
  • If business is acceptable, coordinator is
    attempting to gain employers willingness to
    participate in CE.

141
Items to Know Before Meeting
  • Who is responsible for hiring
  • Who should you make initial contact with
  • Major products/services
  • Past involvement with CE
  • How long business has been operating
  • Any unusual promotions or activities the business
    has recently been involved in

142
Initial Meeting
  • Establish appointment with each prospective
    employer
  • Arrive on time
  • Clearly state purpose of meeting
  • Address employer concerns
  • Share program information (next slide)
  • Obtain willingness of employer to interview
    students
  • Follow up with note of thanks

143
Points to Share with Employers
  • Objective of CE
  • Relationship between training and productivity
  • Employers role
  • Hours of work required
  • Instruction is correlated with work
  • Student chose occupation
  • Coordinator will work with them all year
  • Wage paid should be similar to others
  • Receive school credit
  • Will need to evaluate performance

144
Employment Profile System
  • Helps locate stations to meet students career
    objectives
  • Business name
  • Occupation/job title(s)
  • Address of business
  • Name of contact person
  • Phone number for contact person
  • Special notes about business

145
Placing Students
  • Key factor career goal
  • Avoid seasonal jobs
  • Avoid jobs with inconvenient hours
  • Select stations with variety of valuable learning
    experiences
  • Avoid placing too many students at one training
    station
  • Determine interview method employer prefers

146
Placing Students (cont.)
  • Do not share information protected by privacy act
    release form if needed
  • Provide names of applicants to employer
  • Send more than one student to interview when
    possible
  • Final selection made by employer

147
Preparing Students
  • Arranging an interview
  • Learning about prospective employer
  • Filling out applications properly
  • Dressing appropriately
  • Arriving on time
  • Arriving without companion(s)
  • Adhering to appropriate interview techniques
  • Reviewing dos and donts
  • Listing information to seek during interview

148
Training Agreements
  • Required by state of Illinois
  • Delineates responsibilities of
  • Student
  • Employer
  • Education agency
  • Parent(s)
  • Essential and businesslike way of coming to
    agreement on responsibilities

149
Training Agreements
  • Should be signed by all
  • Everyone should receive signed copy
  • Elevates CE above work experience
  • Often adopt/adapt existing agreements

150
Elements of Training Agreement
  • General Areas
  • Statement of purpose
  • Career aspirations of student
  • Duration of training period
  • Time schedule stating minimum and maximum hours
    per week
  • Beginning wages and conditions for increases

151
Elements of Training Agreement
  • Employers responsibilities
  • Responsibilities stated and well defined
  • Identified responsibilities are integral part of
    occupational program
  • Identified responsibilities are consistent with
    school policies and community expectations

152
Elements of Training Agreement
  • Students responsibilities
  • Responsibilities are stated and well defined
  • Identified responsibilities are comprehensive
    reflect local policies and regulations that apply
    to CE students

153
Elements of Training Agreement
  • Schools responsibilities
  • Responsibilities of school, including those
    assumed by coordinator, are stated and well
    defined
  • Identified responsibilities are comprehensive
    reflect school policies and regulations
    concerning CE

154
Elements of Training Agreement
  • Parental responsibilities
  • Responsibilities are stated and well defined

155
Elements of Training Agreement
  • Other elements
  • Contains signature lines for
  • Employer
  • Student
  • Parents
  • Coordinator
  • Describes procedures for termination
  • Includes nondiscrimination statement
  • Include other forms if part of apprenticeship

156
Sample Agreement
  • See Handout

157
Training Plans
  • Required by state of Illinois
  • Must be developed for each student
  • Essential component of quality CE
  • Identify and organize student OJT experiences and
    correlate these with learning experiences in
    related class

158
Training Plans
  • Cooperatively developed
  • Coordinator
  • Employer
  • Training sponsor
  • Student
  • Determine learning experiences provided at
    training station and school

159
Training Plans
  • Consider
  • Career objective
  • Readiness for different experiences
  • Competencies needed for occupation
  • Current skills, attitudes, and knowledge
  • Learning experiences capable of handling
  • Should provide sense of achievement and growth

160
Training Plan Elements
  • Very basic to detailed
  • Schedule of specific job tasks to complete
  • What will be learned
  • When tasks will be performed
  • Provisions for instruction in safety
  • Supportive classroom instruction

161
Training Plans
  • Many have been developed
  • Illinois Office of Educational Services
  • Need to tailor to fit specific needs of student
    and opportunities at training station

162
Training Plans
  • Employer and training sponsor should specify
    desirable learning experiences
  • Coordinator may provide checklists or general
    outline of experiences from which
    employer/sponsor designate areas of instruction
    they can provide
  • Add experiences which are unique for specific
    position
  • Sequence tasks from simple to complex

163
Training Plans
  • Always subject to change as student progresses
    and strengths and weaknesses are uncovered
  • Time schedule should be flexible provide
    experiences when student is ready

164
Principles of Plan Development
  • Individualized for each student
  • Based on students career goal
  • Developed cooperatively by coordinator, student,
    employer, and sponsor
  • Indicate approximate date each major activity
    will be performed by student
  • Used during training station visits

165
Principles of Plan Development
  • Tasks evaluated by training sponsor
  • Used to schedule technical/specific instruction
    in classroom
  • Accurately reflect what will be learned in
    related class
  • Be flexible to accommodate changing student needs
  • Serve as a guide for training

166
Training Memoranda
  • Consists of training agreement and training plan
    in one document
  • State of Illinois - Handout

167
Principles forAssessing Student Progress
  • Coordinator is responsible for assigning grade
    for OJT portion
  • Input from training sponsor and employer is
    valuable in process
  • Credit must be awarded for OJT part
  • Criteria may be part of training plan

168
Principles forAssessing Student Progress
  • Concepts important for job success
  • Initiative
  • Dependability
  • Appearance
  • Cooperativeness
  • Interest in work
  • Communication
  • Tact
  • Personal hygiene
  • Ability to follow directions
  • Ability to handle criticism
  • Interpersonal relations
  • Loyalty
  • Punctuality
  • Sincerity
  • Honesty
  • Courtesy

169
Principles forAssessing Student Progress
  • Coordinators should assist sponsors in providing
    evaluation input
  • Sponsors should share perceptions regarding
    performance evaluation with students
  • Evaluation forms and processes should be
    thoroughly discussed with sponsors prior to
    evaluation

170
Principles forAssessing Student Progress
  • Coordinators maintain evaluation reports
  • Sponsors do not assign grades
  • Pass/fail option may be better but may have
    negative impact on class rank and grade point
    average

171
Evaluation
  • Determine extent to which performance objectives
    have been met
  • Depend on
  • Task to be learned
  • Acceptable level of performance
  • Element of time (how long did it take to complete
    at acceptable level)

172
Evaluation Form
  • Rating scale
  • Each person may define average and good
    differently
  • Students may believe employer awarded grade
  • Rubric
  • May eliminate discrepancies

173
Evaluation
  • Coordinator visits should be utilized to help
    determine final grade
  • Discuss evaluation with sponsor to determine
    expectations so they can be considered in
    coordinators final decision

174
Training Station Visits
  • Schedule at times convenient to sponsors and when
    students are working
  • Make appointments for first few visits and
    develop relationship which will make appointments
    unnecessary
  • Appointments will need to be made for every visit
    at some stations
  • Visit one or more times each month

175
Training Station Visits
  • Keep written records of each visit
  • Maintain accountability
  • Provide continuity should coordinator leave
  • Communicate important developments to
    administrators
  • State purpose of visit upon arrival

176
Purposes of Visits
  • Correlate OJT and LEA training efforts
  • Become familiar with student responsibilities
  • Become better acquainted with sponsor
  • Assess student progress
  • Determine whether training emphasis is being
    maintained
  • Determine sponsors assessment

177
Purposes of Visits
  • Assess adherence to training agreement and plan
  • Evaluate training station
  • Resolve problems
  • Improve working relationships between LEA and
    sponsor
  • Obtain related instructional materials
  • Encourage job rotation

178
Purposes of Visits
  • Examine working environment
  • Discuss instructional materials utilized
  • Solidify training partnership
  • Seek assistance with related instruction
  • Discuss work hours
  • Review state and federal laws
  • Assist sponsor with training function
  • Observe student performance

179
Training Station Visits
  • Foster community teacher concept view sponsors
    as essential members of instructional staff
  • Minimize interference with normal duties of
    student
  • Decline gracefully offers of free services (auto
    repairs, etc.) to avoid incurring personal
    obligations to employer

180
Dos of Visits
  • Observe practices and procedures without
    appearing to snoop
  • Be friendly
  • Show active interest in work
  • Maintain records of what transpired
  • Be sensitive to non-verbal clues to terminate
    conference

181
Dos of Visits
  • Maintain professional and businesslike manner
  • Meet with student at training station
  • Show appreciation for sponsors efforts
  • Explain purpose of visit
  • Refer frequently to training plan

182
Donts of Visit
  • Call errors, bad practices, or unsafe conditions
    to attention of student
  • Attempt to demonstrate procedure or pose as an
    expert on activity
  • Make excessive demands on sponsors time
  • Interrupt students assigned duties
  • Waste students time on unimportant issues

183
Training Sponsor Development
  • May be a new experience
  • More effective if given special help regarding
    how to train students
  • Recognize importance of role by holding group
    meeting of sponsors recognizing contribution and
    discussing common problems

184
Training Sponsor Development
  • Take time to educate spons
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