Organizing Cooperative Education

1
Organizing Cooperative Education

• Part Two

2
Public Relations
Cooperative Education
3
General Goal of Public Relations

• Influence people through word and deed to
  understand and accept CE
• Involves determining what people know and believe
  presently
• Then developing a plan of activities to increase
  understanding and change beliefs when appropriate

4
Public Relations

• Effective public relations revolves around the
  teacher-coordinator.
• Effective communications requires a plan of
  action which utilizes a variety of methods,
  media, and strategies.
• Public relations is essentially a task of
  communicative interpretation.

5
Public Relations

• Public relations involves activities that are
  moving, growing, and constantly require changes.
• Many different types of communication can be used
  to inform the school and the community about
  cooperative education.

6
Public Relations

• Must be positive in nature
• Must be continuous
• Must be honest in intent and execution
• Should be comprehensive
• Must be simple in meaning and conception
• Should be sensitive to attitudes and level of
  understanding of public

7
Public Relations Guidelines

• Know your job and do it professionally
• Make certain CE is considered integral part of
  schools program
• Know and follow administrative policies
• Keep administrators informed of plans
• Become active citizen in community
• Represent school positively in dealings with all
  people

8
Public Relations Guidelines

• Avoid sidelines that may detract from
  professional role
• Inform and involve parents with CE activities
• Actively involve counselors and teachers
• Make student growth and development the focal
  point of all you do
• Work cooperatively with other teacher-coordinators
  to improve image of CE

9
Public Relations

• Who are the people coordinators should be trying
  to reach???

10
Public Relations

• Internal Audiences
• General student body
• Prospective students
• Faculty members
• Counselors
• School administration
• District administration

11
Internal Public Relations

• Students
• Unaware of opportunity
• Do not understand its purpose
• Appeal to interests and goals
• Faculty
• Influence student attitudes and interests
• Share outcomes and how students benefited

12
Internal Public Relations

• Administrators
• Interested in outcomes
• Submit statistical and narrative reports
• Invite them to observe
• Share problems CE faces
• Counselors
• Be actively involved in operation involvement
  leads to commitment
• Ensure opportunity is beneficial

13
Public Relations

• External Audiences
• Families of students
• Parent-teacher orgs
• Personnel directors
• Civic organizations
• Labor organizations
• Business owners/ managers
• Professional orgs
• Government officials

14
External Public Relations

• Parents
• Have influence on students courses
• Misconception about meeting college entrance
  requirements
• Must perceive it is educationally sound and
  socially acceptable

15
External Public Relations

• Employees
• Become involved through contacts at training
  stations
• Essential they understand and support training
  effort
• Organized labor groups will be concerned about
  effects on members
• Enlist cooperation in early planning stages and
  by giving recognition for contributions

16
External Public Relations

• Employers
• Well informed to understand responsibilities
• Emphasize benefits of working with school to
  develop good employees
• Participation in advisory committees, evaluation,
  and public relation activities keeps them
  informed and involved

17
External Public Relations

• Community Groups
• Influential in establishing new curricula or in
  getting total community support
• Keep them informed and include them
• Participate in their organizations and projects
• Have coordinator and students speak at one of
  their meetings

18
Public Relations Goals

• What are they???

19
Public Relations Goals

• Good-will and a favorable climate
• Increased prestige for program
• Improved communication and cooperation between
  school and community
• Broader understanding of program
• Attract satisfactory students
• Increase interest of employers

20
Basic Functions of Planning

• Research
• Determine what is known and believed
• Conclude
• Draw conclusions from data
• Develop Objectives
• Determine what needs to be achieved
• Determine Activities and Timeline
• Decide what needs to be done and when

21
Research

• Determine what people presently know and believe
• Teacher-coordinators interactions
• Questionnaires/Surveys
• I understand the purpose of CE.
• I believe CE provides a valuable learning
  experience.
• I understand how CE operates.
• Others???

22
Conclude

• Interpret available information
• Include several people to avoid distortion by
  preconceived beliefs
• Extremely important process because objectives,
  activities, and timeline are based on conclusions

23
Develop Objectives

• Indicate what needs to be accomplished
• Identify areas of deficiency
• Identify areas of strength
• Determine how to rectify weaknesses and maintain
  strengths

24
Sample Objectives

• Increase involvement of counselors and faculty
  members with operation of CE.
• Maintain student information activities at the
  same level as last year.
• Increase knowledge of perspective employers about
  CE.

25
Determine Activities and Timeline

• Select what will be done to develop or maintain
  desirable public relations
• Develop calendar determine when each activity
  will be most beneficial

26
Your Turn Meeting Your PR Goals

• What would you do
• to meet your goals?

27
Talk, Talk, Talk, and Talk

• Talk at faculty meetings
• Speak to community groups
• Train students to speak to groups
• Conduct open houses
• Speak to parents
• Speak to business groups

28
Write, Write, Write, and Write

• Use the newspapers
• City newspapers
• Regional newspapers
• School newspapers
• Company newspapers and magazines
• Organization newsletters
• Whatever is available

29
News Release

• Answer who?, what?, when?, where?, and why?
• Appropriate times education weeks
• Have only one person contact media
• Establish personal contact with person
• Meet deadlines promptly
• Check dates, names, and places
• Invite members of press as guests to special
  functions

30
Radio and Television

• Special interviews
• Family programs
• Announcements of meetings
• Live demonstrations
• Spot announcements
• Sporting events
• Sponsored programs

31
Other PR Tools

• Brochures
• Business cards
• Bulletin boards
• Newsletter
• Window displays
• Posters
• Billboards
• Tent cards
• Sandwich boards

Support Cooperative Education
32
Publicity

• Any non-personal presentation of ideas that is
  not paid for by the school or the program
• Much of what is done to promote cooperative
  education can fall into the publicity category

33
Characteristics of Publicity

• Can be good or bad
• Has credibility
• Can reach mass audience
• Intended to inform, not sell
• Does not have a sponsor
• Cannot be controlled by recipient

34
Disadvantages of Publicity

• May not be accurate
• May not be timely
• May not be used at all
• Can be costly in terms of image
• Is not usually repeated

35
Informal Approach

• Dont forget your daily encounters
• Grocery shopping store manager
• Getting teeth cleaned dentist and assistant
• Filling car with gas station manager
• Socializing parents and businesspersons who may
  be your friends

36
Employer Appreciation Activities

• Held near end of school year to recognize
  contributions made during year
• Banquet is most popular form
• Can produce tremendous public relations results
• Certificates hanging on business walls identify
  them as appreciated members of CE team fosters
  positive attitude

37
Employer Appreciation Activities

• Benefits
• Employers receive formal recognition
• Students develop leadership skills in planning
  and conducting event
• Greater prestige for CE is created
• New role undertaken by graduating seniors may be
  ceremonialized
• Positive public relations

38
Employer Appreciation Activities

• Planning with students
• Select date of activity early (Sept./Oct.)
• Decide where activity will be
• Collect prices and menus from acceptable sites
• Establish planning committee
• Establish theme

39
Employer Appreciation Activities

• Establish timeline to complete
• Design and print invitations and response
  requests
• Secure funds to support activity (if fundraising
  is required should be planned well in advance)
• Prepare and print certificates
• Secure plaques (when appropriate)
• Collect funds needed

40
Employer Appreciation Activities

• Plan order of banquet program
• Determine who receives what type of award
• Employers
• Students
• School personnel
• Advisory council members
• Parents
• Others?

41
Employer Appreciation Activities

• Plan program and assign responsibility for each
  part
• Decide who will be at the banquet and list all
  who will attend
• Provide periodic reports on progress of plan

42
Time to Change Gears
43
Legal Aspects
44
Legal Violations

• Be prepared to report violations
• Immediately pull student from job
• Anything less
• Opens teacher-coordinator, employer, and school
  to claims of negligence and law suits
• Risks students health, safety, or welfare
• Damages image of program
• Leaves coordinator open to criticism

45
Federal Regulations

• Title VI of the Civil Rights Act of 1964
• No person in the United States shall, on the
  ground of race, color, or national origin, be
  excluded from, be denied the benefits of, or be
  subjected to discrimination under any program or
  activity receiving federal financial assistance.

46
Federal Regulations

• Title IX of Education Amendments of 1972
• No person . . . shall, on the basis of sex, be
  excluded from participation in, be denied the
  benefits of, or be subjected to discrimination
  under any program or activity receiving federal
  financial assistance.

47
Federal Regulations

• Rehabilitation Act of 1973
• Section 504
• No otherwise qualified handicapped individual .
  . . shall, solely by reason of his/her handicap,
  be excluded from the participation in, be denied
  the benefits of, or be subjected to
  discrimination under any program or activity
  receiving federal financial assistance.

48
Federal Regulations

• Targeted Jobs Tax Credit
• Incentive to employers to hire certain persons
  from targeted groups that have particularly high
  unemployment rate or other special employment
  needs
• One group youth participating in CE who are
  members of economically disadvantaged families
• Contact IL Dept. of Employment Security

49
Federal Regulations

• American with Disabilities Act of 1990
• Prohibits discrimination based on disability in
  employment among others
• Purposes
• End discrimination against individuals with
  disabilities
• Provide acceptable standards of performance in
  addressing discrimination
• Ensure enforcement of standards

50
Child Labor Laws

• Fair Labor Standards Act of 1938 as amended
• Contains Child Labor Regulations
• Establishes minimum wage and overtime
• Requires equal pay for equal work
• Exemptions are found in various locations of the
  interpretations of the law.
• http//www.youthrules.dol.gov/hours.htm

51
Youth Work Hours

• Ages 14 and 15
• Outside school hours
• After 7 a.m. and until 7 p.m., except from June 1
  through Labor Day when work can extend until 9
  p.m.
• Work can be no more than
• 3 hours on a school day
• 18 hours in a school week
• 8 hours on a non-school day, and
• 40 hours in non-school week

52
Youth Work Exceptions in WECEP

• WECEP enrollment permits 14 and 15 year old
  students to work
• During school hours for up to 23 hours per week
  when school is in session, and up to 3 hours on
  school days (including during school hours).
• In some occupations that may otherwise be
  considered hazardous, but must be approved by
  Wage and Hour Administrator on a case by case
  basis.

53
Hazardous Non-Agricultural Jobs

• Ages 14, 15, 16, and 17
• Manufacturing and storing explosives
• Driving motor vehicle and being an outside helper
  on motor vehicle
• Logging and sawmilling
• Power-driven woodworking machines
• Exposure to radioactive substances
• Power-driven hoisting apparatus
• Power-driven metal-forming, punching, and
  shearing machines
• Mining
• Excavation operations

• Meat packing or processing (including the use of
  power-driven meat slicing machines)
• Power-driven bakery machines
• Power-driven paper product machines, including
  scrap paper balers and paper box compactors
• Manufacturing brick, tile, and related products
• Power-driven circular saws, band saws, and
  guillotine shears
• Wrecking, demolition, and shipbreaking operations
• Roofing operations and all work on or about a
  roof

54
Hazardous Non-Agricultural Jobs

• Ages 14 and 15
• Communications or public utilities jobs
• Construction or repair jobs
• Driving motor vehicle or helping driver
• Manufacturing and mining occupations
• Processing occupations
• Public messenger jobs

• Power-driven machinery or hoisting apparatus
  other than typical office machines
• Transporting of persons or property
• Workrooms where products are manufactured, mined
  or processed
• Warehousing and storage

55
Hazardous Non-Agricultural Jobs

• Ages 14 and 15
• Restrictions in retail stores, food service, and
  gasoline stations
• Baking
• Boiler or engine room work, whether in or about
• Cooking, except with gas or electric grilles that
  do not involve cooking over an open flame and
  with deep fat fryers that are equipped with and
  utilize devices that automatically lower and
  raise the baskets in and out of the hot grease or
  oil
• Freezers or meat coolers work
• Maintenance or repair of a building or its
  equipment

• Loading or unloading goods on or off trucks,
  railcars or conveyors
• Meat processing area work
• Operating, setting up, adjusting, cleaning,
  oiling, or repairing power-driven food slicers,
  grinders, choppers or cutters and bakery mixers
• Outside window washing, or work standing on a
  window sill, ladder, scaffold or similar
  equipment
• Warehouse work, except office and clerical work

56
Permissible Non-Agricultural Jobs

• Ages 14 and 15
• Retail and Service Industries Allowable Work
• Bagging and carrying out customers orders
• Cashiering, selling, modeling, art work,
  advertising, window trimming, or comparative
  shopping
• Cleaning fruits and vegetables
• Clean-up work and grounds maintenance - may use
  vacuums and floor waxers, but cannot use
  power-driven mowers, cutters, and trimmers
• Clean cooking equipment, including the filtering,
  transporting and dispensing of oil and grease,
  but only when surfaces of equipment and liquids
  do not exceed 100 F

• Delivery work by foot, bicycle, or public
  transportation
• Kitchen and other work in preparing and serving
  food and drinks, but not cooking or baking
• Office and clerical work
• Pricing and tagging goods, assembling orders,
  packing, or shelving
• Pumping gas, cleaning and polishing cars and
  trucks (but the young worker cannot repair cars,
  use garage lifting rack, or work in pits)
• Wrapping, weighing, pricing, stocking any goods
  as long as worker does not work where meat is
  being prepared and does not work in freezers or
  meat coolers

57
Agricultural Jobs

• Ages 14 and 15
• Can work in agriculture
• On any farm
• In non-hazardous jobs

58
Hazardous Agricultural Jobs

• Ages 14 and 15
• Operating a tractor of over 20 Power-Take-Off
  horsepower, or connecting or disconnecting
  implements or parts to such a tractor
• Operating or helping to operate any of the
  following machines (operating includes starting,
  stopping, adjusting, or feeding the machine or
  any other  activity involving physical contact
  with the machine)
• Corn picker, cotton picker, grain combine, hay
  mower, forage harvester, hay baler, potato
  digger, or mobile pea viner
• Feed grinder, crop dryer, forage blower, auger
  conveyor, or the unloading mechanism of a
  non-gravity-type self-unloading wagon or trailer
  or,
• Power post-hole digger, power post driver, or
  nonwalking-type rotary tiller.  

59
Hazardous Agricultural Jobs (cont.)

• Operating, or assisting to operate any of the
  following machines (operating includes starting,
  stopping, adjusting, or feeding the machine, or
  any other activity involving physical contact
  with the machine)
• Trencher or earthmoving equipment
• Fork lift
• Potato combine or,
• Power-driven circular, band, or chain saw.  
• Working on a farm in a yard, pen, or stall
  occupied by a
• Bull, boar, or stud horse maintained for breeding
  purposes or
• Sow with suckling pigs, or cow with newborn calf
  with umbilical cord present.  
• Loading, unloading, felling, bucking, or skidding
  timber with a butt (large end) diameter of more
  than 6 inches.  
• Working from a ladder or scaffold at a height of
  over 20 feet (working includes painting,
  repairing, or building structures, pruning trees,
  picking fruit, etc.).  

60
Hazardous Agricultural Jobs (cont.)

• Driving a bus, truck, or automobile when
  transporting passengers, or riding on a tractor
  as a passenger or helper.  
• Working inside
• A fruit, forage (feed), or grain storage
  structure designed to retain an oxygen deficient
  or toxic atmosphere - for example, a silo where
  fruit is left to ferment
• An upright silo within 2 weeks after silage
  (fodder) has been added or when a top unloading
  device is in operating position
• A manure pit or,
• A horizontal silo while operating a tractor for
  packing purposes.
• Handling or applying agricultural chemicals if
  the chemicals are classified under the Federal
  Insecticide, Fungicide and Rodenticide Act as
  Toxicity Category I -- identified by the word
  "Danger" and/or "Poison" with skull and
  crossbones or Toxicity Category II -- identified
  by the word "Warning" on the label. (Handling
  includes cleaning or decontaminating equipment,
  disposing of or returning empty containers, or
  serving as a flagman for aircraft applying
  agricultural chemicals.)  

61
Hazardous Agricultural Jobs (cont.)

• Handling or using a blasting agent including, but
  not limited to dynamite, black powder, sensitized
  ammonium nitrate, blasting caps and primer cord.
   
• Transporting, transferring, moving, or applying
  anhydrous ammonia (dry fertilizer).

62
Youth Employment

• 18 years or older
• May perform any job for unlimited hours
• 16 or 17 years old
• May perform any non-hazardous job for unlimited
  hours
• Youth minimum wage may apply
• Parents may employ their children in
  non-hazardous occupations at any age

63
Hazardous Non-Agricultural Jobs

• Ages 14, 15, 16, and 17
• Manufacturing and storing explosives
• Driving motor vehicle and being an outside helper
  on motor vehicle
• Logging and sawmilling
• Manufacturing brick, tile, and related products
• Exposure to radioactive substances
• Power-driven hoisting apparatus
• Power-driven bakery machines
• Mining
• Wrecking, demolition, and shipbreaking operations

• Meat packing or processing (including the use of
  power-driven meat slicing machines)
• Power-driven metal-forming, punching, and
  shearing machines
• Power-driven paper product machines, including
  scrap paper balers and paper box compactors
• Power-driven woodworking machines
• Power-driven circular saws, band saws, and
  guillotine shears
• Excavation operations
• Roofing operations and all work on or about a
  roof

64
Hazardous Non-Agricultural Jobs Exemptions

• The seven hazardous occupations identified by the
  asterisk permit the employment of apprentices and
  student-learners under certain conditions.

65
Hazardous Non-Agricultural Jobs Exemptions

• Student-Learners in STW program
• Written agreement
• Hazardous work performed under direct and close
  supervision of qualified person
• Safety instructions given by school and
  reinforced on the job
• Follows schedule of organized and progressive
  skill development
• Hazardous work is intermittent and for short
  periods of time

66
Agricultural Jobs

• Once a young person turns 16 years old, he or
  she can do any job in agriculture.

67
Changing Gears
68
Coordination Activities
69
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

70
Major Components

• Manage an admission system
• Refine students career objective and determine
  needed learning experiences the training plan
• Prepare, deliver, and evaluate related
  instruction
• Develop appropriate training stations

71
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

72
Major Components (cont.)

• Relate training station experiences to in-school
  laboratory learning experiences
• Relate to students 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

73
Planning and Organizational Activities Prior to
Instruction

• Build 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

74
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

75
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

76
Your Turn Attracting Students

• Create an outline of what you would share with
  student groups
• OR
• Create a bulletin board or display for students

77
Selecting Students
78
Cooperative Education Students

• Which students are most suited for enrollment in
  a coop program?
• Entry may not be selective, but setting criteria
  should guide and deter counselors and
  administrators who want to make it a program for
  those who cant make it in other courses.

79
What Personal Characteristics are Necessary in
Students?
80
Prospective Student Characteristics

• Academic ability
• IQ Range (Is this important?)
• Grade Record
• Creativity
• Over- and under-achievers

81
Prospective Student Characteristics

• Vocational and Occupational Interests
• Students career goals
• Plan for future location of employment
• Parental occupations
• Grades in related course field
• Co-curricular and extra-curricular activities
• Vocational interest test scores

82
Prospective Student Characteristics

• Educational background and qualifications
• Potential to communicate well
• English and speech grades
• Reading ability
• Mathematical ability
• Curriculum followed in school
• Pre-employment and prerequisite courses and grades

83
Prospective Student Characteristics

• Emotional stability
• Control of temper
• Nervousness
• Temperament
• Others, as determined to be important by you

84
Prospective Student Characteristics

• Personality factors
• Introvert/extrovert
• Self-starter/lethargic
• Sense of humor
• Physical characteristics
• General attitude toward life

85
Prospective Student Characteristics

• Character
• Honesty
• Loyalty
• Morals
• Ambition

86
Prospective Student Characteristics

• Health
• General health
• Stamina
• Mental health

87
Prospective Student Characteristics

• Aptitudes and Talents
• Art ability
• Manual dexterity
• Clerical aptitudes

88
Prospective Student Characteristics

• Parental Aspirations for the child
• What does parent want for child?
• Are parent and child desires in conflict?
• Do parents want child to work?
• What are monetary expectations of parents?

89
Prospective Student Characteristics

• Socio-economic background
• Socio-economic level of family
• Occupations of parents and other family members
• Need to supplement family income
• Career patterns of parents
• Nature of home life

90
Prospective Student Characteristics

• Career maturity
• Expressed interest in an occupation
• Work experience record
• Willingness to assume responsibility
• Record of attendance and punctuality
• Work habits

91
What Would You Add?

• Is there anything that was not included that you
  would add to the desired characteristics of
  students in your cooperative education program?

92
Admitting Students

• Keep in mind CTE is for those who need it, want
  it, and can profit from it
• Refine list of interested students by
• Checking school records
• Asking other teachers
• Conducting personal interviews after checking
  appropriate age, sincerity of purpose, and
  possibility of class scheduling

93
Number of Students

• Consider
• School policy
• Physical facilities and equipment
• Availability of training stations
• Amount of coordination time
• Number of other courses taught
• Class size in district
• Most programs have 15 to 30 students
• Maximum for individualizing instruction 22

94
Placement of Students

• All interested students are allowed to apply at
  specific training station
• One student is selected and then others are
  successively chosen if first is not hired
• Several students are sent for interview
• Students are allowed to find own jobs, subject to
  coordinators approval

95
Placement of Students

• All allowed to apply
• If career objectives have been well defined,
  allows for most natural competitive employment
  situation and leaves final choice with employer

96
Placement of Students

• One selected
• Coordinator is almost choosing particular student
  for a specific training station, even though
  employer has option of not selecting the student
  who comes for the interview

97
Placement of Students

• Several students sent
• Sent without much effort having been offered to
  match career objectives to opportunities offered
  in established training stations
• Possibility of many adjustments and perhaps
  training station changes early in the school year

98
Placement of Students

• Students find own
• Weakest method
• Indication that coordinator has made little or no
  attempt to establish training stations for
  purpose of matching students to training
  opportunities
• Doomed to difficulties and failures and often
  become plain work experience

99
Placement of Students

• All students should be trained in employability
  skills, specifically interview techniques
• during a preschool orientation period,
• during the first week of school,
• during the prerequisite course, or
• during a spring orientation program
• Can be provided to group or individuals

100
Your Turn Interview Techniques

• What would you include in an interview
  techniques training session???

101
Interview Training

• When and where to report for interview
• How to develop a written statement of
  qualifications for position
• How to answer questions employers usually ask
• How to fill out written applications
• What to do following the interview
• Role-playing practice interviews

102
Interviews

• Teacher-coordinator should arrange and schedule
  interviews and complete follow-ups after
  interviews
• Students should go to interviews and be assigned
  to training station before school begins or as
  soon as possible

103
Arranging Schedules

• Provide direct input into pre-scheduling process
• Trainees scheduling limitations
• Required related instruction and supplementary
  courses
• Coordinators have time for out-of-school
  coordination activities

104
Related Instruction Time

• Schedule related class last period before
  training station hours begin
• Do not waste travel time returning to school
• Trainees may be released to profit from extra
  laboratory experiences
• Periods of peak business activity
• Special training sessions available at firm

105
Optional Scheduling Technique

• Second schedule is prepared and followed
• Cooperative plan courses are omitted in favor of
  other courses
• Valuable when
• Training station placements are scarce and
  trainees may not be placed until after school
  starts
• Students employability is questionable

106
Related Instruction

• Laboratory-type situation
• Individualized instruction
• Individual study
• Participatory methods

107
Appropriate Facilities

• Classroom
• Lab equipment appropriate for student training
• Tables for group discussion
• Storage for student projects and study materials
• Filing and shelving for reference materials
• Adjacent office
• Large enough to use for conferences
• Telephone
• Area for counseling students
• Filing for student records

108
Instructional Materials Media

• Substantial supply of reference materials is
  needed to facilitate individual study and small
  group projects
• Career development materials
• Materials should be up to date
• Include textbooks, technical manuals, handbooks,
  trade and professional magazines, business
  literature

109
Instructional Materials Media

• Budget 100 to 150 per student during initial
  year
• Budget 75 to 100 after that
• Consistently solicit technical literature from
  employers
• Encourage students to use student organization as
  source of funds

110
Budget

• Instructional materials
• Secretary salary or wages and benefits
• Resource materials
• Extra pay for ten-month contract
• Equipment
• Telephone
• Coordinator travel
• Supplies
• Meeting expenses

111
Staff Development

• Illinois Association for Career and Technical
  Education
• Illinois Career Coordinators Association
• Attend courses, workshops, seminars, conferences
• Participate in summer employment to maintain
  updated work experiences

112
Changing Gears
113
Enrolling Students
114
General Information

• Admission concern proper fit of student need
  and program, not better applicants
• Students should not be selected to insure
  successful CE plans CE plans should be developed
  to insure successful students.
• Student school performance may not accurately
  predict work performance

115
General Information

• Different CE plans have different purposes (skill
  development, skill application, career
  exploration, etc.) different plans may serve
  different type of student
• Coordinator should assume responsibility for
  making final admissions decisions

116
General Information

• Coordinators should strive to involve guidance
  counselors and teachers in admission process
• Students in CE must be placed on the job
  students employability must be considered during
  admission process
• Suitable transportation is necessary

117
Student Admission System

• Informing and recruiting
• Applying
• Gathering information
• Interviewing
• Deciding
• Informing

118
Ideas???

• How could you inform and recruit students?

119
Informing and Recruiting

• Purposes
• Inform students of CE purpose
• Show how participation can be beneficial
• Honestly explain opportunities available as
  result of participating

120
Informing and Recruiting

• Methods and techniques
• Ask teachers to make referrals
• Ask counselors to make referrals
• Let CE students tell other students
• Make announcements in homeroom
• Make presentations at assemblies
• Announce in school newspaper
• Distribute promotional materials to students

121
Informing and Recruiting

• More methods and techniques
• Make classroom presentations
• Ask CE students to make referrals
• Encourage CE students to invite likely prospects
  to CE activities
• Encourage training sponsors to inform student job
  applicants
• Utilize bulletin boards
• Develop information displays

122
Your Turn -Interest Form

• Create a form that could be distributed to
  guidance counselors for interested students to
  complete that would help you determine who should
  be considered for the program.

123
Applying

• Students complete application provided by
  guidance counselor
• Application
• Personal data
• Career interest
• Present class schedule
• Work experience
• Names of teachers for recommendations
• Directions on how to return form

124
Gathering Information

• Application
• Teacher recommendations
• Previous employer recommendations
• Student records
• Student attendance behavior records
• Input from present past teachers, counselors,
  and administrators
• More information better decision

125
Interviewing

• Learn about student
• Student learns about CE
• Include parents if possible

126
Interviewing Topics

• Purpose of CE
• Program policies
• Parental approval forms
• Students career aspirations
• Student agreement
• Past work history

127
Deciding

• Should be based on clear set of criteria
• Should not become system for choosing only better
  or best students needs
• Quantify decision if possible

128
Deciding Example Criteria

• Be a senior in good standing
• Be at least 16 years of age
• Have successfully completed required sequence of
  courses
• Obtain good recommendations from at least three
  teachers
• Have good attendance record
• Show potential to benefit from CE

129
Informing

• Use letter
• Prepare permanent files
• Completed application
• Personal data sheet
• Parental approval form

• Training agreement
• Training plan
• Wage and hour report
• Job interview schedule
• Scholastic records
• Work permit
• Evaluation forms

130
Informing

• Program information for replacement
• Student folders
• New applications
• Prospective employer list
• Correspondence folder
• Follow-up summaries

• Reference material inventory
• Student organization minutes
• Advisory committee minutes
• Related course outline
• Copies of monthly activity report

131
Changing Again
132
Training Stations
133
Training Stations

• Place of student employment
• Experiences develop work skills, habits, and
  attitudes
• What are some characteristics of a desirable
  training station?

134
Desirable Training Stations

• Provide challenging and worthy training
• Provide training related to career goals
• Acceptable reputation within community
• Follow ethical business practices
• Employees are good role models
• Personnel agree with CE objectives
• Will not endanger health, safety, welfare, or
  morals of student

135
Desirable Training Stations

• Willing and able personnel to provide adequate
  supervision and training
• Opportunity to rotate through various aspects of
  job
• Provide employment throughout term
• Able to pay students
• Accessible
• Personnel will evaluate progress

136
Desirable Training Stations

• Honors union agreements
• Hiring, promotion, and dismissal practices are
  consistent with CE policy
• Follow provisions in training plans
• Personnel will assist in developing training plan
• Training in jobs that offer reasonable chance of
  full-time employment later

137
Desirable Training Stations

• Variety of learning experiences
• Meets equal employment guidelines
• Provide working hours within employment policy
  constraints
• Will not displace other workers
• Provide time for periodic conferences
• Will evaluate student performance and provide
  feedback to coordinator and student

138
Identifying Training Stations

• Surveys conducted during planning
• Advisory committee members
• Trade or business associations
• Chamber of Commerce
• Local employment security offices
• Present employers of other students
• Yellow pages
• Classified section

139
Identifying Training Stations

• List occupations related to career goals
• Determine number of students who applied for each
  occupation
• Access accurate map of region

140
Recruitment Visits

• Business is being judged against criteria for
  effective training stations
• If business is acceptable, coordinator is
  attempting to gain employers willingness to
  participate in CE.

141
Items to Know Before Meeting

• Who is responsible for hiring
• Who should you make initial contact with
• Major products/services
• Past involvement with CE
• How long business has been operating
• Any unusual promotions or activities the business
  has recently been involved in

142
Initial Meeting

• Establish appointment with each prospective
  employer
• Arrive on time
• Clearly state purpose of meeting
• Address employer concerns
• Share program information (next slide)
• Obtain willingness of employer to interview
  students
• Follow up with note of thanks

143
Points to Share with Employers

• Objective of CE
• Relationship between training and productivity
• Employers role
• Hours of work required
• Instruction is correlated with work

• Student chose occupation
• Coordinator will work with them all year
• Wage paid should be similar to others
• Receive school credit
• Will need to evaluate performance

144
Employment Profile System

• Helps locate stations to meet students career
  objectives
• Business name
• Occupation/job title(s)
• Address of business
• Name of contact person
• Phone number for contact person
• Special notes about business

145
Placing Students

• Key factor career goal
• Avoid seasonal jobs
• Avoid jobs with inconvenient hours
• Select stations with variety of valuable learning
  experiences
• Avoid placing too many students at one training
  station
• Determine interview method employer prefers

146
Placing Students (cont.)

• Do not share information protected by privacy act
  release form if needed
• Provide names of applicants to employer
• Send more than one student to interview when
  possible
• Final selection made by employer

147
Preparing Students

• Arranging an interview
• Learning about prospective employer
• Filling out applications properly
• Dressing appropriately
• Arriving on time
• Arriving without companion(s)
• Adhering to appropriate interview techniques
• Reviewing dos and donts
• Listing information to seek during interview

148
Training Agreements

• Required by state of Illinois
• Delineates responsibilities of
• Student
• Employer
• Education agency
• Parent(s)
• Essential and businesslike way of coming to
  agreement on responsibilities

149
Training Agreements

• Should be signed by all
• Everyone should receive signed copy
• Elevates CE above work experience
• Often adopt/adapt existing agreements

150
Elements of Training Agreement

• General Areas
• Statement of purpose
• Career aspirations of student
• Duration of training period
• Time schedule stating minimum and maximum hours
  per week
• Beginning wages and conditions for increases

151
Elements of Training Agreement

• Employers responsibilities
• Responsibilities stated and well defined
• Identified responsibilities are integral part of
  occupational program
• Identified responsibilities are consistent with
  school policies and community expectations

152
Elements of Training Agreement

• Students responsibilities
• Responsibilities are stated and well defined
• Identified responsibilities are comprehensive
  reflect local policies and regulations that apply
  to CE students

153
Elements of Training Agreement

• Schools responsibilities
• Responsibilities of school, including those
  assumed by coordinator, are stated and well
  defined
• Identified responsibilities are comprehensive
  reflect school policies and regulations
  concerning CE

154
Elements of Training Agreement

• Parental responsibilities
• Responsibilities are stated and well defined

155
Elements of Training Agreement

• Other elements
• Contains signature lines for
• Employer
• Student
• Parents
• Coordinator
• Describes procedures for termination
• Includes nondiscrimination statement
• Include other forms if part of apprenticeship

156
Sample Agreement

• See Handout

157
Training Plans

• Required by state of Illinois
• Must be developed for each student
• Essential component of quality CE
• Identify and organize student OJT experiences and
  correlate these with learning experiences in
  related class

158
Training Plans

• Cooperatively developed
• Coordinator
• Employer
• Training sponsor
• Student
• Determine learning experiences provided at
  training station and school

159
Training Plans

• Consider
• Career objective
• Readiness for different experiences
• Competencies needed for occupation
• Current skills, attitudes, and knowledge
• Learning experiences capable of handling
• Should provide sense of achievement and growth

160
Training Plan Elements

• Very basic to detailed
• Schedule of specific job tasks to complete
• What will be learned
• When tasks will be performed
• Provisions for instruction in safety
• Supportive classroom instruction

161
Training Plans

• Many have been developed
• Illinois Office of Educational Services
• Need to tailor to fit specific needs of student
  and opportunities at training station

162
Training Plans

• Employer and training sponsor should specify
  desirable learning experiences
• Coordinator may provide checklists or general
  outline of experiences from which
  employer/sponsor designate areas of instruction
  they can provide
• Add experiences which are unique for specific
  position
• Sequence tasks from simple to complex

163
Training Plans

• Always subject to change as student progresses
  and strengths and weaknesses are uncovered
• Time schedule should be flexible provide
  experiences when student is ready

164
Principles of Plan Development

• Individualized for each student
• Based on students career goal
• Developed cooperatively by coordinator, student,
  employer, and sponsor
• Indicate approximate date each major activity
  will be performed by student
• Used during training station visits

165
Principles of Plan Development

• Tasks evaluated by training sponsor
• Used to schedule technical/specific instruction
  in classroom
• Accurately reflect what will be learned in
  related class
• Be flexible to accommodate changing student needs
• Serve as a guide for training

166
Training Memoranda

• Consists of training agreement and training plan
  in one document
• State of Illinois - Handout

167
Principles forAssessing Student Progress

• Coordinator is responsible for assigning grade
  for OJT portion
• Input from training sponsor and employer is
  valuable in process
• Credit must be awarded for OJT part
• Criteria may be part of training plan

168
Principles forAssessing Student Progress

• Concepts important for job success
• Initiative
• Dependability
• Appearance
• Cooperativeness
• Interest in work
• Communication
• Tact
• Personal hygiene

• Ability to follow directions
• Ability to handle criticism
• Interpersonal relations
• Loyalty
• Punctuality
• Sincerity
• Honesty
• Courtesy

169
Principles forAssessing Student Progress

• Coordinators should assist sponsors in providing
  evaluation input
• Sponsors should share perceptions regarding
  performance evaluation with students
• Evaluation forms and processes should be
  thoroughly discussed with sponsors prior to
  evaluation

170
Principles forAssessing Student Progress

• Coordinators maintain evaluation reports
• Sponsors do not assign grades
• Pass/fail option may be better but may have
  negative impact on class rank and grade point
  average

171
Evaluation

• Determine extent to which performance objectives
  have been met
• Depend on
• Task to be learned
• Acceptable level of performance
• Element of time (how long did it take to complete
  at acceptable level)

172
Evaluation Form

• Rating scale
• Each person may define average and good
  differently
• Students may believe employer awarded grade
• Rubric
• May eliminate discrepancies

173
Evaluation

• Coordinator visits should be utilized to help
  determine final grade
• Discuss evaluation with sponsor to determine
  expectations so they can be considered in
  coordinators final decision

174
Training Station Visits

• Schedule at times convenient to sponsors and when
  students are working
• Make appointments for first few visits and
  develop relationship which will make appointments
  unnecessary
• Appointments will need to be made for every visit
  at some stations
• Visit one or more times each month

175
Training Station Visits

• Keep written records of each visit
• Maintain accountability
• Provide continuity should coordinator leave
• Communicate important developments to
  administrators
• State purpose of visit upon arrival

176
Purposes of Visits

• Correlate OJT and LEA training efforts
• Become familiar with student responsibilities
• Become better acquainted with sponsor
• Assess student progress
• Determine whether training emphasis is being
  maintained
• Determine sponsors assessment

177
Purposes of Visits

• Assess adherence to training agreement and plan
• Evaluate training station
• Resolve problems
• Improve working relationships between LEA and
  sponsor
• Obtain related instructional materials
• Encourage job rotation

178
Purposes of Visits

• Examine working environment
• Discuss instructional materials utilized
• Solidify training partnership
• Seek assistance with related instruction
• Discuss work hours
• Review state and federal laws
• Assist sponsor with training function
• Observe student performance

179
Training Station Visits

• Foster community teacher concept view sponsors
  as essential members of instructional staff
• Minimize interference with normal duties of
  student
• Decline gracefully offers of free services (auto
  repairs, etc.) to avoid incurring personal
  obligations to employer

180
Dos of Visits

• Observe practices and procedures without
  appearing to snoop
• Be friendly
• Show active interest in work
• Maintain records of what transpired
• Be sensitive to non-verbal clues to terminate
  conference

181
Dos of Visits

• Maintain professional and businesslike manner
• Meet with student at training station
• Show appreciation for sponsors efforts
• Explain purpose of visit
• Refer frequently to training plan

182
Donts of Visit

• Call errors, bad practices, or unsafe conditions
  to attention of student
• Attempt to demonstrate procedure or pose as an
  expert on activity
• Make excessive demands on sponsors time
• Interrupt students assigned duties
• Waste students time on unimportant issues

183
Training Sponsor Development

• May be a new experience
• More effective if given special help regarding
  how to train students
• Recognize importance of role by holding group
  meeting of sponsors recognizing contribution and
  discussing common problems

184
Training Sponsor Development

• Take time to educate spons