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Document Sample
Cooperative Education is a
unique learning opportunity
which integrates classroom
learning with practical experience
in the workplace and is valuable
for all students, whether they
plan to go to work, college or
university after secondary school.
This manual is designed to
assist you in carrying out your
responsibilities, and contains
advice and suggestions which
should make your task easier.
On behalf of the Toronto District
School Board, we thank you for
your contribution toward the
education and career preparation
of our students. Your
expertise, enthusiasm
and educational
commitment is
highly valued.
Prior to Beginning The Program Begins:
of Program: J pre-placement orientation
for students (first few days
J student completes weekly
record of hours and activities,
of class) supervisor verifies/signs
J prospective Co-op
students are
interviewed by J student is interviewed at
prospective placement
J supervisor and teacher
oversee student’s performance
Co-op staff
J placements are J student, parent, supervisor
and teacher sign Work
J teacher visits regularly to
monitor, discuss student’s
recruited to match
Education Agreement Form progress with supervisor
student requests and
before student begins at and student; supervisor
learning expectations
placement informs teacher immediately
with host company
if there is a serious complaint
expectations
J student begins placement
and spends alternate
about student’s conduct
J placements are
assessed for Health
periods of time at J teacher develops integration
placement and school sessions for students to
& Safety
reflect on and analyse their
J teacher visits placement
and develops the student’s
placement experiences
Personalized Placement
Learning Plan with
J teacher monitors student,
and with supervisor’s
placement supervisor input on written student
assessments, determines
ultimate grade
Notes
J school credits are granted
upon successful completion
of classroom and placement
components by student
PRIOR TO
PLACEMENT
The Cooperative Education supervisor
As a prospective Co-op supervisor agrees to oversee the student’s selection,
training and assessment for the mutual
you should be prepared to: benefit of the company and the
educational development of the student.
J meet with teacher to discuss program aims and
responsibilities of participants
J complete placement assessment with teacher
J respond to student’s request for interview
appointment
J conduct a realistic interview as for a paid position
• reviewing student’s resume
• discussing student’s interests, strengths and goals
• outlining your company expectations including acceptable
behaviour, standards of performance, attire, attendance
and notification of absence
• indicating experience available at your workplace
• providing student opportunity to ask questions
• providing feedback upon completion of interview
J agree to accept student if you believe s/he will
benefit from and contribute to your work
Notes
environment
J agree to instruct and assess student in conjunction
with teacher
J develop employer expectations with teacher and
student to add to the Personalized Placement
Learning Plan. Add further expectations during
placement as needed.
J sign Work Education Agreement Form
J prepare an orientation session for student’s arrival
J ensure student has Health & Safety training
at beginning of placement
F IRST D AY O RIENTATION
OF A N EW S TUDENT
You can ease the student’s transition to the
workplace and integrate her/him more
effectively and productively into your
You can ease the student’s transition
organization. into your organization when you:
J introduce student to co-workers
J show student where s/he will be working and
equipment to be used
J tell student exact hours of working day, times
for breaks and lunch
J give student name and phone number of person
to call if s/he must be late or absent
J conduct a tour of your facilities, show her/him
where to find supplies, restrooms, lockers and
lunch room
J outline safety procedures (see Health and Safety)
Notes
J discuss role of the union, if applicable
J point out purpose of your organization and how
your department contributes to that purpose
J refer to Personalized Placement Learning Plan to
review student’s preliminary duties and explain
how her/his work activities fit into the organization
as a whole
J outline important rules and regulations, discuss
company procedures and supply a manual, if
available
J remind student to ask questions about following
proper procedures
J help student to feel part of your work team
LEARNING
AND TRAINING
You can enhance the experience the Every Co-op student must have a
Personalized Placement Learning
Plan which identifies the curriculum
student acquires in your workplace if you: expectations of the related course and
the knowledge and skills the student
J plan with student appropriate activities for each day will apply and further develop at the
and week and ensure that tasks are clearly defined placement. In collaboration with the
teacher and student, you as supervisor
J allow student to observe tasks before being expected
to perform them, explain what you are doing and why agree to add employer expectations and
assessments to Personalized Placement
J ensure by careful questioning that student understands
task, have her/him repeat the instructions, or practice
Learning Plan to reflect the learning
while you observe
opportunities of your workplace and
the goals and abilities of the student.
J show student how to operate safely any equipment
to be used and demand safe work habits
This Personalized Placement Learning
Plan is the guide for the learning and
assessment of the student.
J have challenging but attainable expectations
J praise student for a job well done; offer constructive
criticism with specific suggestions for improving
performance
Notes
J have ‘back-up’ work activities or reading available
when student’s regular work is completed early
J give student opportunities to show initiative by
gradually reducing degree of close supervision
J vary student’s daily tasks as much as possible
J explain link between previously learned and new tasks
J suggest to teacher addition/deletion of tasks from
Personalized Placement Learning Plan once you are
more familiar with student’s capabilities
I N T E G R AT I O N
OF LEARNING
This is addressed You as supervisor Learning is enhanced when curriculum
planning helps the student make
connections between academic study
in several ways: assist in this and workplace experience.
J careful matching of
student’s academic
integration when you:
learning to placement
choice J provide feedback to
student on resume and
J classroom instruction
prior to placement in:
interview
• self-assessment J assist teacher in
developing realistic and
• employability skills challenging Personalized
• effective communication Placement Learning Plan
• job readiness skills and discuss student
• health & safety progress with teacher
• labour unions
• confidentiality J teach about the working
world through training
• ethics
for job-related tasks
J Personalized Placement
Learning Plan links
and technology
school and workplace J help student make
informed career decisions
training, as basis for Notes
student’s learning and by discussing/allowing
placement assessment student to investigate
career opportunities/
J class integration
sessions allow student
trends in your industry
to analyze workplace J assist student with
integration assignments
learning
related to workplace
J integration assignments
formalize school and J help student make
connections between
workplace learning classroom and workplace
learning and reinforce
J performance appraisals
assess performance of importance of integration
tasks in Personalized classes
Placement Learning
Plan
J assist teacher in assessing
student’s performance as
related to Personalized
Placement Learning Plan
H E A LT H & S A F E T Y
AND ACCIDENT
PROCEDURES
The Cooperative In the event of Each work placement assumes the
Education supervisor an accident, the responsibility of providing a safe working
environment with proper industrial safety
has an obligation to: supervisor will: procedures, of educating the student and
expecting her/his compliance in following
standard worker health and safety
J act as role model by
demonstrating and
J ensure that student
obtains first aid guidelines. Boards of Education are
practising safe work habits promptly required by the Ministry of Education to
J show student location of
first aid equipment, health
J notify immediately
teacher/monitor or
take every precaution to assure the safety
and protection of students during the
room appropriate school
official who will Co-op component. This includes the
J outline safety procedures
(fire escape routes, follow reporting student’s right to learn and work in an
precautions with potentially procedures environment free from discrimination
under regulations
dangerous substances and harassment.
of Workplace
and/or equipment)
Safety & Insurance
J outline medical precautions,
as applicable (ie. exposure
Board
to blood and bodily fluids, J provide for
immediate
needle-stick injuries, safe
transportation to Notes
handling of animals)
a hospital or
J explain purpose and use
of safety equipment and
doctor’s office for
any injury requiring
protective clothing medical attention,
with completed
J outline correct procedures
for reporting all accidents Treatment
Memorandum
J ensure that workplace is
safe (inspect frequently for
for Workplace
Safety & Insurance
elimination of hazards; Board
assign potentially hazardous
tasks to experienced J record first-aid
treatment or advice
workers)
given to student
J reinforce importance of
job safety by periodically
reviewing policies and
procedures with student
R EGULATIONS
INSURANCE COVERAGE
Students are covered through a policy taken out by the
Ministry of Education. For this coverage to be valid, the
Work Education Agreement Form must be signed by all
parties before the student begins work.
The Toronto District School Board maintains liability
The purpose of assessment and evaluation is to improve student learning. insurance coverage for Co-op students participating in
The employer uses the Personalized Placement Learning Plan and written programs authorized by the Board. Students are covered for
performance appraisals to assess the student’s strengths and weaknesses in third party, bodily injury and property damage. The student
and company are protected against damage arising from the
order to determine the student’s achievement of the curriculum expectations student’s negligence; the student is protected for damage
at the workplace. In addition, the student is assessed on the classroom caused accidentally to the property of the placement while
component of the course. The teacher is responsible for the final evaluation, such property is in her/his care, custody or control.
Student Accident Insurance is made available to all
for assigning the final mark and granting credits. You assist in the ongoing students; however, this insurance is voluntary and optional
assessment of the student as you: and is paid by the student.
O P E R AT I N G C O M PA N Y V E H I C L E S
J ensure that the student
clearly understands
J inform monitoring
teacher immediately
Cooperative Education students should not be required
to drive a vehicle as part of their Co-op program. If a
placement supervisor chooses to request that a student
your daily expectations if you have a serious operate a company motor vehicle, this must be specified in
in completing tasks complaint about the Personalized Placement Learning Plan, the work
placement assumes the associated risk and the placement’s
outlined in the student’s conduct insurance coverage is primary. The Board has no liability
Personalized Placement insurance to protect the supervisor or the student for damages
Learning Plan J assist teacher in
modification of
arising out of the operation of a vehicle and discourages the
operation of vehicles by students. The company should
J recognize effort as
well as performance,
Personalized Placement
Learning Plan where
ensure that full instruction and supervision is provided, and
that the student has the appropriate classification of driver’s
licence; the student should be added as an additional driver
particularly at the initial appropriate on the company’s automobile insurance policy for the
stages, encourage protection of all (check that the company insurance covers
questions, listen to J complete assessment
forms with teacher,
drivers under the age of twenty-one (21) years).
Students are not to use their own vehicles; if they do
student’s views and so it is at their own risk.
in an honest,
concerns
straightforward and R E M U N E R AT I O N
Cooperative Education students are earning credits for
J praise and offer student
constructive criticism
realistic manner to
reflect student
work experience related to in-school curriculum. The Toronto
District School Board does not expect that students be paid for
to help her/him performance as for an assigned Co-op placement time, but a nominal honorarium
understand your employee with a similar toward work expenses - transportation, lunch,
uniforms or equipment is acceptable.
expectations and level of experience If the student stays at the
enhance performance placement beyond the Co-op
J encourage student to placement hours, s/he may be hired
J discuss student’s
progress with teacher
appraise her/his own
performance
as an employee and paid.
The employer then assumes
responsibility for
and student during
placement learning J provide student with
guidance, suggestions
Workplace Safety &
Insurance Board
assessment by coverage.
and encouragement as
discussing the
a follow-up to each
student’s strengths
assessment
and weaknesses
Design: Lynn Stanley
Printed on Recycled Paper
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