Coop Review Cooperative Education A method of instruction whereby school personnel and business people work together to instruct and train students for occupational employment
Team Players Teacher-coordinator Student Employer/Job site mentor/OJT instructor
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 and Philosophy Give some thought to how the philosophy impacts the criteria used...
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