coordinating cooperative education programs cte 4923
Post on 20-Dec-2015
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Coop Review Cooperative Education
A method of instruction whereby school personnel and business people work together to instruct and train students for occupational employment
Topics Covered in 4913 Program types History Advantages Responsibilities of team players Steps to planning a program Legal aspects Public relations Student organizations Evaluating programs
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
Major Components Manage an admission system Refine student’s career objective and
determine needed learning experiences – the training plan
Prepare, deliver, and evaluate related instruction
Develop appropriate training stations
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
Major Components (cont.) Relate training station experiences to in-
school laboratory learning experiences Relate to student’s 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
Planning and Organizational Activities Prior to Instruction
Build positive 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
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
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
Coop Approaches Parallel Approach
School attendance in the mornings and work in training station in the afternoon.
Alternating Approach Full-time school for 3-6 months and then full-time
work for 3-6 months (works well in post-secondary programs).
Two Coop Philosophies For high quality students
College bound Represent school well in community
For students who will benefit from program Have financial need Not necessarily top in class May seek full-time employment upon graduation
What Is Your Position??? Debate two philosophies Each group comes up with at least five
supporting statements Share with other group
Each group has a rebuttal to other groups
Criteria for Screening Students Local guidelines should be consistent with
state guidelines
Labor laws should guide selection criteria – age requirements, work permits, minimum wage laws, hours, compulsory school attendance, etc.
Criteria for Screening Students Desire to participate Career objective Desire to work and be
trained for job Potential to benefit
Aptitude to study related instruction
Acceptable scholastic record
Acceptable attendance record
Criteria for Screening Students Personal traits
necessary for initial employment
Acceptable appearance
Able to relate to others
Willingness to accept responsibility
Willingness to follow instructions
Potential to represent school to the community
Criteria for Screening Students Access to
transportation Adequate time
available for participation
Appropriate age Parental permission
Criteria for Screening Students What criteria apply to special needs
students? Sophomore or above who are two or more grade
levels below peer age-group Considered to be school-alienated Of dull normal intelligence or above Socioeconomically deprived students whose
family income is so low that they must seek a job in order to meet essential needs and to stay in school
Criteria for Disadvantaged Students
1st priority – economically disadvantaged who have many handicaps and are potential dropouts
2nd priority – economically disadvantaged who have several handicaps but not in immediate danger of dropping out
Criteria for Disadvantaged Students
3rd priority – economically disadvantaged who have fewer or less intense handicaps and success in school and work will be at a low level
4th priority – not economically disadvantaged but have many academic, social, and/or cultural handicaps that may prevent them from succeeding in school and work
Criteria
List some criteria you would use in your selection process.
Develop 5 questions to ask students based on your immediate thoughts.
Role Play Coordinator – Ask your questions Student – read description and answer
questions as you feel the student would
Look at your criteria and decide if you would admit the student into your program
Selection Criteria Should be general enough to include
Students who want to participate Students who can benefit from program Students who need help in developing skills or
traits
Management Policies Absenteeism
May cause problems for employer Attendance at work after missing school
Transfers Within work site, from one site to another
Terminations
Now, come up with policies for each
Counseling Students Students may identify a career choice that
they are unfamiliar with Create awareness of careers Identify their career/occupational
personality
Career exploration activity