Organizing Cooperative Education What it is! How to do it!

Work-Based Learning in Illinois Work-based learning – academically and occupationally integrated learning activities and content needed to obtain and maintain employment in an occupational cluster

Work-Based Learning in Illinois Work site learning – component coordinated and integrated with school-based learning –Learning at work site –Experiences ranging from occupational orientation through skill preparation

Work-Based Learning in Illinois Occupational Cluster – includes a number of occupations with similar job skill requirements

Cooperative Education Definition Program of occupational education for persons who, through written cooperative agreements between school and employers, receive instruction, including required academic courses and related classroom instruction by alternation of study in school with a job in any occupational field Experiences planned and supervised by school

Cooperative Education Definition Instructional method combining efforts and resources of employment community and LEA for purpose of providing students with learning experiences that lead to development of entry or intermediate level job skills (Illinois Handbook)

Cooperative Education Characteristics Prepare students for realities of work Help them adjust and make transition from school to work Planned career development program, designed at a minimum to produce entry-level competence

Cooperative Education Characteristics Opportunity for employers to assist in training – for themselves and for the occupational world Method whereby instructors of in- school occupational courses can get feedback from potential employers of trainees

Cooperative Education Characteristics Logical approach for pre-employment program designed to break poverty cycle of some youth Means of providing realistic opportunities to apply and test skills and knowledge learning in school

Work-Based Career Education Plans Cooperative Education—Used in agriculture; business, marketing, and management; FCS, health, and technology –Agricultural Cooperative Education (ACE) –Cooperative Office Occupations (OO) –Cooperative Marketing Occupations (MO) –Health Occupations (HO) –Home Economics and Related Occupations (HERO) –Industrial Cooperative Education (ICE)

Work-Based Career Education Plans Work Experience and Career Exploration Program (WECEP)—For 14- and 15-year-old at-risk students Special Education Coop—Allows special education students to acquire marketable skills and knowledge in an occupation

Work-Based Career Education Plans Cooperative Work Training - Designed to give students work experience without specific career direction Interrelated Cooperative Education - All career areas are included in same related class and are coordinated by one coordinator Apprenticeship - Entry level employment training toward a career in cooperation with a labor union

Work-Based Career Education Plans Internships – Work experience required in professional degree programs; for post-secondary programs Job shadowing – School-sponsored and supervised program in which students are placed with one or more employers for short period of time; secondary and post-secondary students

Non-cooperative Work Programs Work Observation –Observes different work for few weeks –Not paid –May or may not be tied to a class Work Exploration –Briefly try out number of jobs General Work Experience –No related class and limited school supervision

Decision Regarding Type of Program What occupational areas provide greatest opportunity for student employment in region? What occupations seem to be of greatest interest to students? What type of cooperative education will best serve agency students?

Key Characteristics of Cooperative Plans Refer to handout

History of Cooperative Education Started at University of Cincinnati in engineering HS cooperative education program started in Fitchburg, Massachusetts, in cooperation with General Electric 1910 – HS cooperative courses established in Cincinnati public schools

History of Cooperative Education 1911 – Experimental HS program established in York, Pennsylvania 1912 – First retail cooperative training program in Boston HS 1914 – Cooperative instruction established in Dayton Cooperative High School 1915 – Programs established in ten New York City schools

History of Cooperative Education Smith-Hughes Act –Provided $7 million for vocational education in agriculture, trades and industry, home economics, and teacher training George-Reed Act –Authorized an increase of $1 million annually for four years to expand voc ed in agriculture and home economics

History of Cooperative Education George-Ellzey Act –Replaced previous legislation. –Authorized an appropriation of $3 million annually for three years for agriculture, home economics, and trades and industry George-Deen Act –Authorized, on a continuing basis, an annual appropriation of $14 million for the previous three occupations, but added distributive occupations (marketing)

History of Cooperative Education George-Barden Act –Authorized larger appropriation ($29 million) for voc ed in agriculture, home economics, trades and industry, and distributive occupations George-Barden Amendments –Added practical nursing –Added fishery occupations

History of Cooperative Education National Defense Education Act –Funded technical occupations necessary to national defense –Response to Sputnik I Manpower Development Training Act –Eased dislocated workers –Assisted economically disadvantaged

History of Cooperative Education Vocational Education Act –Maintained, extended, and improved existing programs –Provided instruction so persons of all ages would have access to vocational training. –Added business education 1968 – Vocational Education Amendments –Mandated programs for disadvantaged and handicapped –Provided consumer homemaking by contract

History of Cooperative Education Comprehensive Employment Training Act –Replaced Manpower Development Training Act –Transferred decision making from DC to local and state governments Vocational Education Amendments –Extend, improve, and maintain existing programs –Develop new programs –Develop programs to overcome sex discrimination and stereotyping

History of Cooperative Education Job Training Partnership Act –Establish programs to prepare youth and unskilled adults for entry into labor force –Afford job training to economically disadvantaged facing critical barriers to employment

History of Cooperative Education Carl D. Perkins Vocational Education Act –Expanded and enlarged existing programs and programmatic opportunities –Economic goal – improve skills of labor force and prepare adults for job opportunities –Social goal – provide equal opportunities for adults in vocational education –Switched from expanding programs to improving programs and addressing at-risk populations

History of Cooperative Education Carl D. Perkins Vocational and Applied Technology Education Act –Emphasized: Integration of academic and vocational education Articulation between segments of education Closer linkages between school and work Requires states to develop systems of performance measures and standards

History of Cooperative Education School-to-Work Opportunities Act –Addressed national skills shortage –Emphasized preparing students with knowledge, skills, abilities and information about occupations and labor market to help make transition from school to employment –Elements included: collaborative partnerships, integrated curriculum, technological advances, adaptable workers, career guidance, work-based learning

History of Cooperative Education Carl D. Perkins Vocational and Technical Education Act –Encourage career and technical education reform, innovation, and improvement –Tech prep was reauthorized –Strengthen academic, vocational, and technical skills –Provide students with strong experience in and understanding all aspects of an industry –Develop, expand, or improve use of technology –New accountability measures - performance

History of Cooperative Education Each year, the appropriation is in jeopardy and career and technical educators fight for their existence.

Cooperative Education Time for a question and answer break

Cooperative Education Shifting gears!!

Some Purposes of CE Career orientation Work exploration Economic awareness Work adjustment and/or personal life adjustment Skill development Upgrading skills Skill application Job placement

Advantages of Cooperative Education For the Student –Provides closer integration of theory and practice –Increases student motivation –Develops responsibility and maturity –Provides closer association with adults –Establishes a base of occupational experience –Develops work skills that can’t be developed in school

Advantages of Cooperative Education For the Student (cont.) –Augments financial resources –Improves job entry and advancement –Decreases number of early school leavers –Enables some students to stay in school –Offers organized plan of training in actual business settings –Eases transition from school to work –Offers career exploration –Provides awareness of civil and social responsibilities

Advantages of Cooperative Education For the Employer –Provides source for full-time employees –Benefits from tax dollars expended –Provides direct input into training programs –Could reduce employee turnover –Reduces costs of training –Improves image and prestige –Increases student buying power, thus sales base

Advantages of Cooperative Education For Labor –Enables labor to help guide program with representation on advisory committee –Helps assure labor market isn’t flooded –Offers pre-apprenticeship training –Opens opportunities for part-time and evening classes for apprentices and journey people

Advantages of Cooperative Education For the School –Increases working relationships with business community –Adds relevance to the on-going program –Provides facilities and equipment not in LEA –Improves placement of program completers –Helps to ensure program validity with regard to labor market demand –Develops partnerships between community and LEA –Expands the curriculum

Advantages of Cooperative Education For the Community –May keep graduates in home community –Involves community in meeting own training needs –Reduces community problems by reducing dropout rates –Produces more responsible citizens –Improves economic climate by increasing student buying power –Improves school-community relationships

The Teacher-Coordinator Effective teacher-coordinators –Are self-starters who plan their work –Organize time and manage resources to achieve objectives identified in planning process –Bring about action to achieve those objectives –Evaluate to determine if objectives are being achieved –Manage several diverse functions simultaneously

The Teacher-Coordinator Responsible for: –Planning, –Developing, –Implementing, –Operating, –Evaluating, and –Adjusting cooperative education plans –AND

The Teacher-Coordinator Describing and interpreting cooperative education to: –Administrators, –Faculty, –Students, –Staff, –Parents, and –The Community

The Teacher-Coordinator Administrative Duties –Conduct annual follow-up surveys of students –Conduct community surveys –Complete forms and reports –Organize and participate on advisory committees

The Teacher-Coordinator Coordination Activities –Locate training stations –Evaluate prospective training stations –Student placement –Visit training stations –Develop training plans –Assess student performance –Keep log of coordination activities –Prepare students for employment interviews

The Teacher-Coordinator Coordination Activities (cont.) –Write letters of recommendation –Conduct home visits if needed –Solve student problems

The Teacher-Coordinator Public Relations Activities –Inform civic and business groups about program –Implement a training sponsor program –Inform students about program –Develop and disseminate promotional materials –Prepare news releases –Conduct employer-employee activity –Complete annual reports on students

Teacher-Coordinator Qualifications Valid teaching certificate –24 hours in area of specialization including a methods course 2,000 hours work experience in related occupation Licensure, if required by law Six semester hours of CE coursework

Starting a New Program

New Program Activities Initial Planning –Timeline for planning will be about one year Secure administrative approval Determine needs and interest in program –Appoint steering committee –Ascertain student interest –Evaluate employer need, interest, and support –Identify employment trends Review existing programs Make a decision

Planning a CE Program Step I - Secure administrative approval to investigate need Step II - Appoint steering/advisory committee Step III - Determine needs and wants of students Step IV - Determine employer needs, interests, and support Step V - Determine labor market demands and trends Step VI – Consider current programs in the region

Step II: Advisory Committees Types of Advisory Committees –General Advisory Committee Concerned with total program –Craft Committee Represents skill area –Task Committee Appointed for specific purpose and for limited time period

Purposes of Advisory Committees Recommend and advise Help determine community needs Explain program to public Help improve public relations Assist coordinator in community Help evaluate program

How to Kill an Advisory Committee Choose members who have no real interest in program Do not prepare members for their role Let one or two people talk the meeting to death Fail to ask them for advice and help Fail to prepare an agenda Fail to thank them for their work

Advantages of an Advisory Committee Link between school and community Brings prestige to work education Provides opportunity to determine real training needs of community Keep your program up-to-date Give support and advice

Appointments to Advisory Committee Should be made by administration (however, you will recommend members) Members will come from: (you name them) –Local Chamber –Professional organizations –Civic clubs –Labor organizations –Faculty –Students or former students –Community, business, or industry

Activities of an Advisory Committee Help locate training stations Develop employment opportunities Set criteria for student selection Recommend instructional materials

Activities of Advisory Committee Set local training standards Help relate instruction to community needs Assist with training plans and agreements Publicize program Set evaluation criteria

Policies for Advisory Committee Profile of school and student body Philosophy regarding Career and Technical Education School policy regarding advisory committees Outline of purpose and function of different types of advisory committees Duties of advisory committee

Policies for Advisory Committee Criteria and selection method for members Number and term of members Channels of communication Duties of chairperson Duties of school representatives Number of meetings (usually three) Handling of committee minutes

Number of Members Not more than 12, including ex-officio school members Small committees typically meet more often and accomplish more work Some members may serve on general and occupational advisory committees

Duties of Members Chairperson - Should be a community member who will work closely with coordinator to plan and who will conduct effective meetings Vice-Chairperson - Should work closely with chair so that he/she can take over in absence of chair

Duties of Members Secretary - Usually furnished by school and is not a member of committee –Takes minutes and works with coordinator to disseminate minutes –Performs other duties to assist chair, vice chair, and coordinator

Advisory Committee Meetings Schedule meetings well in advance Mail agenda at least two weeks before meeting—give details of meeting location, time, and other important information Check meeting room and arrangements Secure equipment and supplies needed Prepare name cards or name tags

Advisory Committee Meetings Preparing an agenda –Make an agenda for the first advisory committee meeting that you will have to determine if a cooperative education program would be beneficial for LEA

Advisory Committee Meetings Preparing an agenda –Make an agenda for the second advisory committee meeting that you will have to follow up the first

Regular Advisory Meetings Prepare an agenda for a regular advisory committee meeting—this would be like one used after the program is up and running

Initial Meeting Agenda Call to Order…………..…Temporary Chair Welcome………………… School Official Introductions…………..… Members Purpose of Committee…. Coordinator Orientation to CE.….…… Coordinator Elect Officers….……..….. School Official Appoint Subcommittees...Coordinator Date for Next Meeting…. Coordinator Adjournment……………. Coordinator

Second Meeting Agenda Call to Order…………………………………………. Chair Employment Subcommittee Report…… SubCmte Chair Student Subcommittee Report…………. SubCmte Chair Discussion and Vote on Desirability of Offering CE**………………………………………………….. Chair Develop CE Philosophy and Goals………………. Chair Identify Students to be Served……… Chair Generate Recommendations on Staffing, Scheduling, and Facilities………………………………………… Chair Develop Recommended Plan of Action…………... Chair Next Meeting…………………………………………. Chair Adjournment………………………………………….. Chair

Regular Meeting Agenda Call to Order ………………… Chair Progress Report…………….. Coordinator Committee Reports ………… Chairs Next Meeting Dates ……….. Chair Assignment of Tasks …….... Chair Adjournment ………………… Chair

Problems Suited to Committee Action How to proceed when an objective has been determined and the course of action must be decided Areas of technical assistance where solutions are being sought Areas where members have a professional or economic interest Assignments which result in concrete results – public relations or evaluation

Tips on Creating Activities Give the group something to do Recognize large committees do not function well Don’t belittle ideas of business representatives Have selected cooperative students meet with committee

Activities for Committee Speakers - Prepare list of resource people Expansion – Suggest and arrange contacts for business people in which good training stations may be developed Equipment & Instructional Materials – Locate new and unused equipment. Can also arrange to collect instructional materials from businesspeople – handbooks, manuals, trade journals, etc.

Making the Committee Function What are some suggestions that you might have to make your advisory committee an effective and functioning body?

Changing Gears Again!!!

Step III: Conducting a Student Needs Assessment

Student Needs Former Students (graduates and dropouts) –Occupations held –Periods of unemployment –Income level –Education/training attained after high school –Would they have participated in CE?

Student Needs Current Students –Career plans –Education plans –Occupational goals –Financial needs –Jobs currently held –Do current programs meet students’ needs?

Student Needs Future Students –What are they interested in studying? –What are their career goals? –What are their financial needs? –What are their favorite subjects? –How many are interested in work? –Where would they like to work? –How do parents/guardians feel about work education?

Develop a Student Interest Survey (Sample on Web Site)

Steps IV and V: Conducting a Community Survey Community surveys are used to determine need and support in local community A good survey instrument is: –No more than a couple of pages –Doesn’t take too long to complete –Logical and easily understood

Basic Items on a Community Survey Employment status of business: –Number of workers –Demographics of workers –Annual replacements –Recruitment sources –Employment needs in next five years

Basic Items on a Community Survey Employment opportunities in area –Number of employees currently needed –Number of employees needed in next five years –Wage and hour information –Union restrictions –Skills and requirements –Advancement opportunities

Basic Items on a Community Survey Placement opportunities for coop students –On-the-job training opportunities –Trainee requirements

Develop a Community Survey (Sample on Web Site)

Labor Market Demands & Trends Secondary Sources –Illinois Occupational Information Coordinating Committee –Dept. of Commerce and Community Affairs –Dept. of Employment Security –Illinois Job Service –Illinois State Board of Education –Labor Unions –Chamber of Commerce

Step VI: Consider Current Programs Will the proposed program supplement, complement, or compete with other programs already offered in region? –Research should have determined need –Keep in mind decision should be based on student need and community resources

Group Activity Issues That May Arise

Long Range Planning/Policy Setting Gather background data from experts –State Board of Education –Consultants –National organizations –Research centers

Long Range Planning/Policy Setting Gather local information –Employment trends (more than just interest surveys) –State and local job service information –Job analysis surveys

Long Range Planning/Policy Setting Develop program goals/objectives –What the expectations are for the program –Utilize the data gathered previously

Long Range Planning/Policy Setting Identify resources –Sources of revenue and amounts –Sources of people power –Determine facilities available –Identify equipment needs

Long Range Planning/Policy Setting Develop a systematic plan –How do we get to where we want to go? –What activities are needed? –What policies need to be established? –How do we evaluate progress? –How do we change plans? –What are our deadlines?

Long Range Planning/Policy Setting Make assumptions about program –Enrollments –Community needs –Changing technology –Occupational growth –Special populations –Funding –Personnel

Long Range Planning/Policy Setting Plan time lines –Determine start and finish times for activities –Plot time lines on a chart 12 month chart Gantt chart Flow chart Activity chart

Long Range Planning/Policy Setting Resource planning chart –Used to plan for resources needed to operate program Activities and procedures –Activities and action steps to accomplish objectives

Program Planning Time-Line An example of a program planning time-line can be found on the Web site. It is the time- line printed in the Illinois Handbook.

Policy Statements Policies guiding operation of program could include following types: –What to do if a student misses school but goes to work –Minimum and maximum number of hours to work (10 and 20) –Granting of credit –Consent to change jobs –What to do if a student is fired

Policy Statements –Work requirements on holidays and when school is not in session –Reports to be filed by the teacher/coordinator –Travel reimbursement –Advisory committees –Assignment of grades –Training station visits – at least once a month –Coordinator contracts - extended –Required records of activities by T/C

End of Power Point One