DOCUMENT RESUME General and Vocational Work Programs ... · DOCUMENT RESUME. General and Vocational...

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DOCUMENT RESUME

General and Vocational WorkPrograms Management System:Programs.San Mateo Union High School7232p.

VT 020 180

Experience EducationCareer Development

District, Calif.

MF -$0.65 HC -$3.29*Behavioral Objectives; Educational Accountability;Educational Objectives; *Instructor Coordinators;*Management Systems; Manuals; Program Descriptions;*Student Evaluation; Teacher Responsibility;*Vocational Development; *Work Experience Programs

ABSTRACTThe General and Vocational Work Experience Education

Programs management system is designed to assist the local schoolteacher/coordinator in the organization and management of theprograms. The system defines and deiscribes the accountability linefrom the work Experience Education teacher/coordinator, through theCareer Planning and Placement Center teacher/coordinator and thelocal school principal to the director of the Career DevelopmentPrograms. Included in this manual are: (1) a statement of the schooldistrict's educational philosophy, (2) a description of theVocational Work Experience Program and the General Work ExperienceProgram, and (3) a listing of program goals and expectancies, studentterminal performance objectives, and teacher/coordinator facilitatingobjectives. The teacher/coordinator objectives are designed toprovide a performance framework which defines theteacher/coordinator's tasks in managing the programs and in assistingstudents to reach the terminal objectives. Objectives have beenincluded to cover administrative, legal, career station, counseling,and related learning activities. The teacher/coordinator and studentobjectives are arranged into four 9-week time frames to facilitatethe collection of evaluation data at the same time as the quarterlystudent grades are issued. (SB)

0

SULTIC'Ts

FILMED FROM BEST AVAILABLE COPY

IDENTIFICATION PACE

general and Vocational Work Experience Program

Program Design and Management System

PERFORMANCE LEVEYs Students Those in of (campus programsAdults 1". Coordinators of program

School Administrators

The proems design provides a management system for thedevelopment, improvement, planning and evaluation of aprogram for Work Experience natation

PRODUCERS: Mr. Minim SegelDr. Curtis Larsen

ADORE:Us

CONSULTASTSt

Sam Mateo Union High School DistrictCareer Development Programs Office400 Merthisen Drive

Millbrae' CA 94030

DIN Troy Se Nodal*Mr. faith Menem

DATE Of LOCAL,FIELD TISTIN44 Starts September, 1972 To be asimpletsdi June, 1973

DATE SUINITTZDI May 3, 1973

U.S. DEPARTMENT OF HEALTH.EDUCATION WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS SEEN REPRODUCE!) EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POUCY

CAREER DEVELOPMENT

PROGRAMS

GENERAL AND VOCATIONAL

WORK EXPERIENCE EDUCATION PROGRAMS

MANAGEMENT SYSTEM

San Mateo Union High School District

San Matec, California

1972

SAN MATEO UNION HIGH SCHOOL DISTRICT

DISTRICT BOARD OF TRUSTEES

Mrs. Evelyn H. Grant Dr. John H. Linn

Mr. Norman W. Kavanaugh Mr. John B. McCloskey

Mr. James Chalmers

SUPERINTENDENT OF SCHOOLS

Dr. A. Hugh Livingston

DIRECTOR OF CAREER DEVELOPMENT PROGRAMS

Dr. Troy E. Nuckols

40 so 9 16%.

TABLE OF CONTENTS



Page

INTRODUCTION

STATEMENT OF ASSURANCES 1

PHILOSOPHY 2

PROGRAM DESCRIPTION 2

PROGRAM GOALS AND EXPECTANCIES 3

Work Experience Education Goals 3District Goals and Expectancies 4

STUDENT TERMINAL PERFORMANCE OBJECTIVES 5

TEACHER/COORDINATOR OBJECTIVES 7

Operational Objectives 7Career Station Objectives 11Related Learning Activity Objectives 13

STUDENT OBJECTIVES 15

Operational Objectives 15Career Station Objectives 16Related Learning Activity Objectives 17

EVALUATION 24

APPENDIXES 25

General and Vocational Work Experience Education ProgramsFor 26

A.



INTRODUCTION

The Work Experience Education Program is a part of an overall San MateoUnion High School District program in career planning and development.

This General and Vocational Work Experience Education Program managementsystem is designed to assist the local school teacher/coordinator in theorganization and management of the programs. It defines and describesthe accountability line from the Work Experience Education teacher/coor-dinator, through the Career Planning and Placement Center teacher/coordin-ator, and the local school principal to the director of the CareerDevelopment Programs.

The performance accounting format provides measurable objectives whichdetail the responsibilities of the teacher/coordinator and his students.The program design provides a management system which will generate datafor the improvement of the programs for planning and for evaluation.

The objectives included in this document are predicated on the existenceof a Career Planning and Placement Center at the local school. Theteacher/coordinator at a school without a Career Planning and PlacementCenter may need to modify certain objectives to compensate for reducedstaff support. The teacher /coordinator may also have to arrange forstudents to use the career information materials at the counselingoffices and/or the school library when they are completing relatedlearning activities.

The teacher/coordinator's facilitating objectives and the student'sperformance objectives are arranged into four niLe-week time frames tofacilitate the collection of evaluation data at the same time as thequarterly student grade* are issued. Objectives which apply to specificdates or processes appear in a single time frame.

The teacher/coordinator's objective package is further designed toeventually meet the evaluation requirements of the Stull Bill.

William Sovel, CoordinatorCareer Planning and Placement Programs

Curtis Larson, Monitor/EvaluatorCareer Development Programs



STATEMENT OF ASSURANCES

I. Each type of work experience education program offered by the districtshall operate in accordance with the rules and regulations in Chapter6, Article 5.5 of the California State Education Code.

2. Each type of work experience education program offered by the districtshall operate in accordance with the rules and regulations in Division2, Article 5 of the California State Administrative Code, Title V.

3. The district shall notify the State Department of Education, VocationalEducation Section, of the termination of any type of work experienceeducation program prior to the five-year duration of this plan.

4. For each type of work experience education the district shall abideby the rules and regulations governing the employment of minors.

5. The district shall seek the advice and counsel of the community inthe development and operation of the program.

6. The number of semester hours credit granted during a school year shallnot exceed the number of average hours of student participation at awork station per week.

Dr. A. Hugh Livingston, Superintendent

PHILOSOPHY



The growth of technology and the ever-increasinct complexity of oursociety have progressively removed young people from contact with theworld of work, until most of then know little of. occupational character-istics and requirements. This has signaled the need for some form ofoccupational orientation and exploration in the educational system.

The San Mateo Union High School District provides each individualparticipating in the district education programs maximum opportunitiesto become a purposeful and active member of our modern democratic society.

With this as the prime purpose of the district, learning experiences aredirected toward helping the individual to develop a positive self-imageand personal value system, to use the processes of decision making, tounderstand change and how it may be influenced, to recognize the inter-dependence of peoples, to value his cultural heritage, and to developa commitment to a democratic society.

PROGRAM DESCRIPTION

Work Experience Education is a method of instruction consisting ofprograms whose aim is to provide opportunities, through cooperativeeffort of the school and the community, for students to discover anddevelop their vocational interests and aptitudes as part of their schoolprogram. Work Experience Education can answer the desire of high schoolstudents to obtain practical job experiences and to make a successfultransition between school and work. In addition, it is realized thatemployment offers valuable experience for youth that will assist thenin making better career decisions.

Programs of Work Experience Education should identify with the objectiveseach type is trying to accomplish. For example, if we say that a vocationaleducation student is one that has made a career choice and is pursuing itthrough vocational education instruction, the Work Experience Educationprogram most correspond to the needs of the individual vocational educa-tion program. If the student has a very limited idea about his futurecareer, the program most assist the student's recognition of some long-range career choices.

Vocational Work Experience Education serves the vocational educationinstruction program. The purpose of Vocational Work Experience Educationis to assist students in developing and refining those occupational com-petencies necessary to acquire employment, to adjust to the employmentenvironment, and to advance in the occupation of their choice throughthe combination of related instruction and employment experiences. Em-ployment thus serves the function of a practical laboratory experience



for reinforcing the in-school occupational education. Students inVocational Work Experience Education receive both pay and school creditfor their work.

General Work Experience Education, although operating closely to Vocation-al Work Experience Education, can serve the pre-vocational area by join-ing with either a career orientation program or a pre-vocational programin any one of the instructional areas. Occupational exploration anddevelopment of a readiness to work are achieved through General WorkExperience Education. This program offers the student a maturing ex-perience through supervised paid part-time employment and related learn-ing activities. The general work experience will assist the studentto become a productive and responsible individual.

Students may be employed in a wide variety of work stations. An i*portantpurpose of the General Work Experience Program is to enable each studentto learn desirable work habits and attitudes. Although this employmentneed not be related to a specific occupational goal of the student, theprogram is designed to assist the student in selecting one.

PROGRAM GOALS AND EXPECTANCIES

Work Experience Education Coals. The following goals have been formulatedfor the General and Vocational Work Experience Education Programs. Thestudent enrolled in Work Experience Education Programs will:

1. Examine the school curriculum and will be able to determine whichcourses or programs will aid hialin gaining the knowledge and theoccupational skills necessary to enter into the career of his choice.

2. Appreciate the importance of work in order to fulfill his basicneeds and his quest for self-esteem.

3. Obtain knowledge about the nature and characteristics of thosecareer opportunities which are related to his present andanticipated future goals, values, abilities and interest.

4. Develop an understanding of the individual's role in establishingpositive and harmonious relationships between worker and workenvironment.

S. Identify and demonstrate job entry-level proficiency in anoccupational area.



District Goals and Expectancies. The General and Vocational workExperience Education Programs assist students to achieve the following,district educational goals and expectancies:

1.0 Know the many forms in which communication occurs, and communicateeffectively. The student should:

- Understand how attitudes, values, and emotions are communicatedin both verbal and nonverbal ways

- Read, write, listen, and speak at a functional level

3.0 Understana ana accept themselves and others.

- Eximine his personal long-range goals in relation to aisevolving self-concept

- Evaluate and adjust his vocational and educational objectives interms of knowledge about himself and the world of work

- Assess and appraise his aptituues,interest and achievements inrelation to vocational and individual objectives

6.0 Apply the processes of problem solving.

- Recognize and define the problem- Identify, gather, and use all available sources of information.- Analyze the data- Select a method for solution and accept responsibility for the

results of the decision

7.0 Have a comprehensive and accurate knowledge of the world orwork.

- Know about a wide variety of occupational fields and the requirededucation and training necessary for entry-level employment andadvancement in these fields

- Possess knowledge and skills necessary for entry-level employmentin at least one occupational area

- Demonstrate the potential for adaptability to chanting occupa-tional demands

- Make occupational choices in line with his interests and abilities,and in terms of the opportunities open to him

- Relate effectively with individuals and groups with whom he comesinto contact in the occupational field of his choice

- Understand the need to maintain himself as a self-supporting andcontributing member of society

- Use occupational information that is available to him

8.0 Realise the role of education in human progress.

- Continue his education beyond compulsory limits and recognize thatlearning is a lifelong endeavor

- Recognize the valuable role of education in effecting change



STUDENT TERMINAL PERFORMANCE OBJECTIVES

The terminal behaviors associated with the Work Experience EducationPrograms are those skills or behaviors that students will exhibit orpossess as a result of completing the program. Objectives 1-6 are tobe completed prior to the end of the first semester. Objectives 7-9apply to the second and following semesters in the Work ExperienceEducation Programs.

1. After completing a series of on-the-job learning activities thestudent will be able to identify and list the courses which willaid him in the development of job-related skills and behaviors.

2. The student will be able to list, in a report or on a test, themajor elements of:

- Labor laws for minors- Payroll deductions- Fringe benefits- Employee organizations

Page 5

3. The student will demonstrate, upon request, the knowledge and skillsneeded to use the information sources available in the Career Plan-ning and Placement Center to find the following for an ozcupationof his choice:

- The job description- The duties of the job- Hours worked- Wages- Occupational outlook for the future- Training required for the job- how to enter into the labor market- Where to obtain further information

4. Each student will have had learning activities which enabled him toexperience the satisfaction of success on his job, of working withothers and, if possible, of working with the public. The degree ofjob satisfaction experienced by the student will be measured by ajob satisfaction scale.

5. The student will demonstrate entry-level employment proficiencyin his present assignment. A score of on the CareerSponsor's rating sheet will indicate entry level proficiency.

6. The student will be able to demonstrate adequate knowledge toconduct a job search, properly complete an employment applicationform and meet employer requirements for a satisfactory employmentinterview.



7. Students will have developed the employment attitudes and inter-personal skills required for continued employment. Attitudes andinterpersonal skills may be indentified by observable behaviorssuch as:

- Consistent compliance with dress and grooming requirementsof the work environment

- Ability to receive and carry out instructions- Working in harmony with supervisors, fellow-employees and the

public served

8. Each student will have completed an educational plan which identifiedthe educational and training requirements of his Work Experienceassignment or of another occupation which appeared to offer greaterpersonal career potential.

9. Each student will have had on-the-job experiences which haveprovided opportunities for him to demonstrate personal growth,maturity and responsibility. Increased growth, maturity, andindependence may be demonstrated by, but not limited to: regularattendance on the job, assumption of increased responsibilitieson-the-job, promotion, being asked to supervise fellow employees,working well under pressure, accomplishing increasingly difficulttasks, and so forth.



TEACHER/COORDINATOR OBJECTIVES

The teacher/coordinator's facilitating objectives aredesigned to provide a performance framework which defines

. the teacher/coordinator's tasks in the management of WorkExperience Education programs and in assisting students toreach the terminal objectives of the programs. Objectiveshave been included to cover the administrative, legal, careerstation, counseling, and related learning activities of theprograms. Objectives which apply only to a particular pointin time appear in only one time'frame. Other objectiveswhich are ongoing and apply to all time frames are repeatedin every time frame, i.e., each time frame is a complete ob-jective package which covers a particular nine -week period.

Operational Objectives

1. Conduct Work Experience Education programs in-accordancewith the goals and objectives as stated in the DistrictPlan for Administration and Operation of A Work Experi-ence Education Program.

Evaluation -- Continuing

2. Assist students to prepare and complete forms neces-sary for enrolling in the program.

EvaluationCompleted by the end of the 3rd weekof each semester.

3. Enroll 20-25 students per teacher/coordinator hour asindicated in the District Plan for AdministratiOn andOperation of A Work Experience Education Program.

Evaluation-- Complete by the end of the 3rd weekof each semester.

4. Assist in establishing and maintaining sufficient careerstations so that 100% of the students who are acceptedin Work Experience Education programs will be placed orscheduled to be placed.

Evaluation-- Complete by the end of the 3rd Weekof each semester.

TIME FRAME

2 3 4

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Form 1




5. Enroll additional qualified students into the programafter the third week as additional career stations areestablished and if the enrollment is below the maximumallotted.

Evaluation -- Continuing.

6. Insure that training agreements are properly explainedand signed by appropriate individuals for each student.This should be continuous and prior to placing studentsinto Work Experience Education programs.


7. Identify and interview students in occupational programswho

;

are ready to participate in the Vocational WorkExperience Program.

Evaluation -- Enrollment procedure completed duringthe time frame prior to the semesterthe student will be accepted into theprogram.

8. Arrange for students, who do not have jobs, to haveplacement interviews at potential career stations.


9. Select or develop individual learning activities toassist students to meet their terminal objectives.

Evaluation- - Continuing.

10. Notify the counseling department of the students whohave been accepted into the programs.

Evaluation -- Submit initial list of student enrollees

by the end of the 3rd week of eachsemester and continuing thereafter.

11. Post and maintain regular office hours which will providetime for consultation and discussion of individual stu-dent contracts.

Evaluation--Continuing.

TIME FRAME

2 3 4

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12. Meet and confer with 100% of the students to evaluatetheir performances, degree of job satisfaction at careerstations, and their related learning activity assignments.

EvaluationComplete prior to the end of eachtime frame.

13. Consult with administrators, teachers, and guidancepersonnel relative to the student and his career goalsas needed.


14. Submit grading forms to designated individual in localschool.

Evaluation -- Complete by the end of each timeframe.

15. Establish and maintain a system of records consistentwith the laws and appropriate to the students'activities.


16. Develop and maintain a file of state and federalregulations that apply to Work Experience Educationprograms.


17. Inform and recruit sophomores and juniors for the nextsemester programs during December and March of eachyear.

Evaluation -- Complete prior to the end of the2nd and 4th time frames.

18. Refer selected Work Experience Education graduates tothe Department of Human Resource Development and otheragencies concerning post-high school employmentopportunities.

TIME FRAME

2 3 4

Evaluation -- Process started oy the 14th week ofeach semester.

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Form 1




19. Meet with other district Work Experience Educationteacher/coordinators at least four times each semester.

Evaluation - - Continuing.

20. Participate in inservice training for Work ExperienceEducation programs.

Evaluation--Attend minimum of 2 hours of inservicetraining meetings or workshops persemester.

21. Provide consultive services to school administrationstaff involved in setting up programs for students withspecial needs that would include some Work ExperienceEducation activities.

EvaluationContinuing.

22. Assist in developing and maintaining contacts withbusiness, professional, and industrial community, aswell as 'with labor organizations and other agencieswhich may contribute to Work Experience Educationprograms.


23. Provide program promotion both within and out of thelocal school.

Evaluation - - Continuing.

24. Participate as a member of the Work Experience EducationAdvisory Committee.

Evaluation -- Attend all meetings held during theschool year.

25. Prepare an annual budget for Work Experience Educationprograms in the local school.

Evaluation -- Submit proposed budget to designatedperson on date requested.

TIME FRAME

2 3 4

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26. Assist in arranging career station visitations byparents, teachers, counselors, and administrators asrequested.


27. Assist in conducting an annual follow-up study of allwork experience enrollees.

Evaluation--Submit report of study as requestedby designated person.

28. Assist in preparing statistical reports such as data onenrollment, handicapped and disadvantaged students, min-ority enrollment, etc.

Evaluation - -Sw5mit reports as requested to

designated person.

29. Review each teacher/coordinator's objectives and eachstudent's objectives and report:

- Level of achievement

- Suitability of objectives for assisting students toreach the program's student terminal objectives

Evaluation -- Complete and submit, by the end of

each time frame, Forms 1, 2, and 3,and follow procedure as described inevaluation section of the managementsystem.

30. Write a letter to each career supervisor and careersponsor thanking him for his present and continuousparticipation.

Evaluation - -Complete before the end of theschool year.

Career Station Objectives

1. Meet and confer with 100% of the students' careersponsors.

Evaluation -- Complete before the end of the 3rdweek of students' employment.

TIME FRAME

2 3 4

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2. Arrange with career station supervisor to providelearning experiences which will assist the student tounderstand and comply with his career sponsor's standardsfor dress, grooming, and performance of job duties.


3. Arrange for learning experiences which will enablestudents to identify and try out the interpersonalbehaviors which are required for success on the job.Factors which could be included are: receiving andfollowing instructions, accepting criticism, employee-to-employee relationships, and working with the publicserved by the employer.


4. Observe 90Z of the students at their career stationson a regular basis.

Evaluation - - Minimum of once each time frame. 2

TIME FRAME

2 3 4

5. Visit and confer with each career station supervisoron a regular basis.

Evaluation -- Minimum of 2 times each time frame.

6. Assist student to have an evaluation conference withhis career station supervisor when necessary.


7. Meet and confer with career station supervisor toevaluate student's performance.

Evaluation -- Complete before the and of the lastweek of each time frame.

8. Develop individualized training plans for students whowish to enroll in the Vocational Work Experience Educa-tion Program in occupational areas where vocationalclasses are not available.

Evaluation--Report the number of individualizedplans developed and implemented eachtime frame.

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01110 ,11

Form 1



TEACHER /COORDINATOR OBJECTIVES

Related Learning Activity Objectives

1. Provide orientation meeting for 100% of studentsinvolved in Work Experience Education Program.

Evaluation -- Complete by the end of the 2nd weekof each semester.

2. Develop individual contracts with 100% of the studentsto. define the student's related learning activities.

Evaluation - - Complete by the end of the 3rd weekof each semester

3. Provide an orientation to the Career Planning andPlacement Center for 100% of the students in the WorkExperience Education programs.

Evaluation -- General work Experience Educationstudents, by the end of the 2ndweek of each semester.

--Vocational Work Experience Educationstudents continuing.

4. Provide 90% of the students at least one hour/week withassistance in career planning and/Or completion of re-lated learning activities.

Evaluation -- Minimum of one hour per week.

5. Assist students to turn in required forms and completedassignments.

TIME PRAMS

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2

Evaluation -- Complete by the end of the 9th weekof each time frame. Z %

6. Collect 90% of the related learning activity assignmentsas listed in the student contract.

Evaluation -- Complete by the end of the 9th weekof each time frame.

2

Form 1




7. Assist 902 of the students to examine the schoolcurriculum offerings in order to determine the purposesof the courses and how these courses could relate to thestudents' duties and responsibilities on the job.

bvaluation--Continuing.

8. Assist 90% of the students to improve their on-the-jobperformance by providing learning activities whichrelate their school courses to their job skills.


9. Arrange for individual students to take occupationalinterest inventories and aptitude batteries as neededfor career planning.


10. Provide learning experiences which will enable eachstudent to develop the knowledge and behavior to enablehim to conduct a job search, correctly fill out an em-ployment application, and present himself properly inan employment interview.

EvaluationContinuing.

TIME FRAME

2 3 4

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Form 1



STUDENT OBJECTIVES

Each objective listed under Operational and Career Stationis required to be completed by every student in the WorkExperience Education programs.

Operational Objectives

1. The students will prepare and submit forms necessary forenrollment in the program by the end of the 3rd week ofeach semester.

Evaluation -- Complete and return all forms todesignated person.

2. The students will attend and participate in orientationmeetings during the first three weeks of each semester.

Evaluation - Attendance will be confirmed by WorkExperience Education staff.

3. The students will make as individual contract with theWork Experience Education teacher/coordinator to definethe related learning activities to be accomplishedduring the semester.

EvaluationComplete contract by the end of tree3rd week ofeach semester.

4. The students will attend and participate in meetingsthat are scheduled by the teacher/coordinator for thepurposes of career planning and related learningactivities.

Evaluation - -Meet a minimum of one hour per weekor as scheduled.

5. The students will complete and submit all assignmentsspecified in their individual contracts before the endof the 9th week and the 17th week of each semester.

EvaluationTeacher/coordinator will check offcompleted assignments during anindividual interview.

TIME FRAME

I 2 3 4

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4wOt4.. 69.GENERAL AND VOCATIONAL


STUDENT OBJECTIVES

6. The students will maintain acceptable attendancerecords when meeting with the Work Experience Educationteacher/coordinator.

Evaluation - -No more than two tardies to scheduled

meetings or individual conferencesper semester.

- -No more than one unexcused absence toscheduled meetings or individual con-ferences per semester.

Career Station Objectives

1. The students will ask the career station supervisor foran explanation of the job duties and the company regu-lations which make up their work assignments.

Evaluation -- Confirmation of career station orienta-tion will /re maae by teacher/coordinator

by end of the 3rd week of employment.

2. The students will complete and submit required forms andcareer station assignments by the end of the 9th weekof each quarter.

Evaluation -- Teacher /coordinator will check off thefollowing as submitted:

- time cards

- job satisfaction scale- evaluation forms

-career station assignments

3. 75% of the students will have an evaluation conferencewith the career station supervisor before the end ofthe 9th week of each time frame.

EvaluationIndiVidual interview with student willindicate content and satisfaction ofconference with career stationsupervisor.

TIME FRAME

2 3 4

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Form 2



STUDENT OBJECTIVES

4. The students will comply with the training agreementrequirements and productively perform their assignedtasks.

Evaluation -- Obtain minimum scores on the CareerSponsor's Evaluation Form:

-performance on job-attitude on job-appearance on job

Related Learning Activity Objectives

The student and the Work Experience Education teacher/coordinator should select a series of related learningactivities which will best assist the student to reach thestudent terminal objectives of the program.

A student contract must be developed which includes aminimum of one related learning activity from each of thefollowing categories per semester:

-Career and Education Planning- Occupational Search and Application-Success on the Job- Personal Growth and Satisfaction

The following related learning activities, listed in theabove categories, are examples and should be supplementedby related learning activities arranged by the student andthe teacher/coordinator.

Students wishing to earn more than a minimum grade of "Cuwill need to contract with the Work Experience Educationteacher/coordinator to complete additional related learningactivities.

TIME FRAME

2 3 4

Form 2

7



STUDENT OBJECTIVES

Career and Educational Planning

1. The student will examine his related occupational classinstruction and describe how the course has contributedto the improvement of his on- the -job performance.

EvaluationList 5 skills and 3 responsibilitiesdeveloped as a result of student'sin- school instruction.

2. The student will use the various materials in theCareer Planning and Placement Center. He will selecttwo related occupations which interest him and deter-mine which has the greatest opportunity for employmentnow and five to ten years from now.

Evaluation- -The student report will contain theinformation sources used and theforecasts for both occupations.

3. The student will survey the training and educationalopportunities beyond high school by doing one of thefollowing:

- Meet with the Career Planning Assistant at theCareer Planning and Placement Center and investigatethe potential schools or programs that are avail-able to him in the selected occupational area. Listsources used and programs found to be adequate.

- Visit an occupational related course at a localcommunity college and evaluate the course by listingthe ways it assists in preparing a person for entry-level employment.

- Investigate the opportunities for education and train-ing offered by one of the military services, and listthe ways it prepares a person for civilian employment.

- Investigate one of the on-the-job training programsoffered by business or industry, and list reasons whyon-the-job training is more advantageous than in-school training.

Evaluation- -The content of the student's report willfollow the instruction in the optionselected by the student, to the satis-faction of the teacher/coordinator.

TIME FRAME

2 3 4

Form 2



STUDENT OBJECTIVES

4. The student will analyze career opportunities and theirrequirements and compare them to his personal potentialand expectations by doing at least two of the following:

- Fill out a self-inventory fact sheet and discuss itwith the teacher/coordinator.

- Take an occupational interest inventory ale discussthe results with the teacher/coordinator.

- Take a general or specific aptitude test and discussthe results with the teacher/coordinator.

- Make a list of requirements for employment in aspecific occupation. Each student will compare theoccupational requirements with his personal skillsand aptitudes.

- Use the SRA Occupational Exploration Kit as a self -assessment tool and discuss the results with theteacher/coordinator.

Evaluation--The analysis and discussion of thetwo options selected by the studentwill be judged acceptable or unaccept-able by the teacher/coordinator.

5. The student will list the titles of elective andrequired courses that he has taken, is now taking, ormight take in the future which would help him assumethe duties and responsibilities of his present occupa-tional choice.

Evaluation--The student will submit an educationalplan which will include his past coursework and a plan for his future coursework to prepare for an entry-leveloccupation or entrance into post-highschool education training.

Occupational Search and Application

1. The students will research a specific occupation bydoing one of the followings

TIME FRAME

Form 2



STUDENT OBJECTIVES

- Investigate through the use of guidance briefs,pamphlet collections, and booklets located at theCareer Planning and Placement Center and make a

report as arranged with the teacher/coordinator.

- Investigate through the use of films, filmstrips,slide collections, or records and make a report asarranged with the teacher/coordinator.

- Read the "Help Wanted" section of a local newspaper(i.e., San Mateo Times or the Chronicle) for a weekand report on the potential employment in the specificoccupation chosen--the type of report to be arrangedwith the teacher/coordinator.

Evaluation -- Student report will be rated asacceptable or unacceptable as deter-mined by the teacher coordinator.

2. The student will interview an employer in a specificbusiness or industry in which the student is interested.The student will make an interview tape or complete aninterview form.

Evaluation--Submit a tape-recorded interview formto teacher/coordinator.

3. The student will visit the Department of Human ResourceDevelopment (Employment Office) and determine whatservices are offered.

Evaluation -- Submit a report of services toteacher/coordinator.

4. The student will fill out a job application form.

Evaluation - -Discuss the

coordinator

5. The student will participatejob interview.

form with the teacher/at an individual conference.

in a simulated or actual

Evaluation -- Discuss the results with the teacher/coordinator at an individual conference.

TIME FRAME

I 2 3 4

Form 2



STUDENT OBJECTIVES

6. The student will view a film, filmstrip, or slidepresentation related to job application and interview.

Evaluation -- Submit a fact sheet to teacher/coordinator.

7. The student will study the list of questions most oftenasked in a job interview and/or the list of reasonsfor not hiring an applicant in a job interview.

Evaluation -- Discuss these reasons with the

teacher/coordinator at an individualconference.

8. The student will prepare a personal data sheet to begiven to a potential employer.

Evaluation -- Submit a completed data sheet toteacher/coordinator.

9. The student will investigate, through the use of printedmaterials and/or field experiences, the types of busi-ness ownership and business organizations.

Evaluation--Report or score at least 70% on theBusiness Management test.

10. The student will investigate, through the use of printedmaterials or field experiences, the different types ofemployee organizations. Topics should include openshops, closed shops, right-to-work laws and unionsversus professional organizations, and so forth.

Evaluation -- Report or score at least 70% on theLabor Union test.

11. The student will attend class instructional units onlabor laws, payroll deductions, fringe benefits, andgeneral company regulations.

Evaluation--Report or score a minimum of 80% onteacher/coordinator unit tests.

TIME FRAME

2 3 4

Form 2

Success on the Job



STUDENT OBJECTIVES

1. The student will, after an orientation meeting with theteacher/coordinator and at least one career sponsor,identify and list examples of behavior and attitudewhich are essential to successful performance at thecareer location.

Evaluation--The student's report should comparehis personal strengths, weaknesses,likes, and dislikes, to the behaviorand attitude required by his job.

2. The student will participatewith the teacher/coordinatorsituations which portray thenecessary for success in thesimilar careers.

in small group sessionsto discuss or role-playbehavior and attitudework environment of

Evaluation - -Take an active part in the discussionor role-playing sessions scheduledby the teacher/coordinator.

3. The student will identify the expectations of thepublic served in his selected career.

Evaluation - -List the type of consuming publiche is serving. List the types ofneeds to be fulfilled.

Personal Growth and Satisfaction

1. The student will prepare and submit a summary of hispersonal feelings about job satisfaction gained throughhis on-the-job activities.

Evaluation -- Submit a job satisfaction reportevery months.

2. The student will describe at least three adultemployment responsibilities he has observed that weremost appealing to him, and three that were least ap-pealing to him.

Evaluation--Relate to the teacher /coordinator howthese observations will assist the stu-dent in selecting a suitable career.

TIME FRAME

I 2 3 4

Form 2



STUDENT OBJECTIVES

3. The studeat will conduct a study to determine howproductive work can satisfy man's basic needs forpersonal fulfillment.

Evaluation -- Submit a report which outlines man'sneed for fiafiltment and relate theneeds to productive work.

TIME FRAME

3 4

Form 2

EVALUATION



During the initial year of operation within this management system, theGeneral and Vocational Work Experience Education Programs' evaluationand reporting system will follow the Career Development Programs' guide-lines for nine-week reporting cycles as described below. It will providefeedback for program monitoring and for the improvement of the programoperation.

1. Immediately at the close of each nine-week time frame, the WorkExperience Education teacher/coordinator will do the following:

- Examine his objectives to determine the degree of accomplishmentof each objective.

- Examine his students' records and performance objectives todatermits the degree of accomplishment of each objective.

- Prepare Form 1, Teacher/Coordinator Objectives, and Form 2,Student Objectives. The report is produced by photocopyingForms 1 and 2 and marking, in the blank at the end of eachobjective, (1) a "yes" or a "no" statement or (2) a percentageof accomplishment where the blank shows a X symbol.

- Prepare Form 3, Narrative Report; refer to Appendix.

The narrative report mutt include the reasons for partial or nonaccom-plishment of teacher/coordinator's and student's objectives. Theteacher/coordinator's account should include suggestions for programrevision and the modification or elimination of performance objectives.Constraints such as time, budgets, supplies, equipment, etc., shouldbe included in this section.

2. Three days following the close of the time frame, the Work ExperienceEducation teacher/coordinator's reports should be submitted to theCareer Planning and Placement Center teacher/coordinator for reviewand transmittal to the Career Development Programs office.

3. Five days following the close of each time frame, the Career Planningand Placement Center teacher/coordinator will submit, through thelocal school principal, the program evaluation reports to the districtdirector of Career Development Programs.

4. The Career Development Programs office will review the reports inorder to determine where additional assistance and support is needed.The Career Development Programs office will act as an informationaland retrieval center for all Work Experience Education Programs.



GENERAL AND VOCATIONAL WORK EXPERIENCE EDUCATION PROGRAMS FORMS

Forum that will be recommended for this management system are now beingrevised and shall be made available in the near future as an addeaaddendum.

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