Planning and Conducting SAE OK, so I agree SAE is a good thing. Now how do I do it?

Developing Understandings  Specify Student Career Goals  Identify Responsibilities  Advance Planning  Coordinate among partners

Partners:  Student  Employer  Teacher  Parent  School Officials

Student  Commitment  Training vs Job vs Get Out of School  Set Priorities  Plan Activities

Teacher  Commitment  Prior Approval  Responsibilities  Supervision  Evaluation

Parents  Permission  Encouragement  Support  Opportunities  Help Supervise

Employer  Increasingly common  Direct Supervision  Training, not Cheap Labor  Proactive, not just Reactive

School Officials  Set School Policy  Final Responsibility  Program Approval  On-site Visits  Support Teacher Efforts and Decisions

Developing Cooperation  Explain to school administrators  Motivate students  Structure real opportunities  Meet with parents to explain SAE  Conferences with employers  Build on exemplary SAEs

SAE Agreements  See SAE Recordbook

In Summary  SAEs are:  An Educational Program NOT a Job Program  A TEAM effort