Coordinating Cooperative

Education ProgramsCTE 4923

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

Any Questions?