Organizing
Cooperative Education
Part Two
Public Relations
Cooperative
Education
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
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.
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.
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
Public Relations Guidelines
 Know your job and do it professionally
 Make certain CE is considered integral
part of school’s program
 Know and follow administrative policies
 Keep administrators informed of plans
 Become active citizen in community
 Represent school positively in dealings
with all people
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 teachercoordinators to improve image of CE
Public Relations
Who are the people coordinators should
be trying to reach???
Public Relations
 Internal Audiences
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General student body
Prospective students
Faculty members
Counselors
School administration
District administration
Internal Public Relations
 Students
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Unaware of opportunity
Do not understand its purpose
Appeal to interests and goals
 Faculty
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Influence student attitudes and interests
Share outcomes and how students
benefited
Internal Public Relations
 Administrators
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Interested in outcomes
Submit statistical and narrative reports
Invite them to observe
Share problems CE faces
 Counselors
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Be actively involved in operation –
involvement leads to commitment
Ensure opportunity is beneficial
Public Relations
 External Audiences
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Families of students
Parent-teacher orgs
Personnel directors
Civic organizations
Labor organizations
Business owners/ managers
Professional orgs
Government officials
External Public Relations
 Parents
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Have influence on students’ courses
Misconception about meeting college
entrance requirements
Must perceive it is educationally sound and
socially acceptable
External Public Relations
 Employees
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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
External Public Relations
 Employers
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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
External Public Relations
 Community Groups
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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
Public Relations Goals
What are they???
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
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
Research
 Determine what people presently know
and believe
 ***Teacher-coordinators’ interactions***
 Questionnaires/Surveys
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I understand the purpose of CE.
I believe CE provides a valuable learning
experience.
I understand how CE operates.
Others???
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
Develop Objectives
 Indicate what needs to be accomplished
 Identify areas of deficiency
 Identify areas of strength
 Determine how to rectify weaknesses
and maintain strengths
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.
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
Your Turn –
Meeting Your PR Goals
What would you do
to meet your goals?
Talk, Talk, Talk, and Talk
 Talk at faculty meetings
 Speak to community
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groups
Train students to speak
to groups
Conduct open houses
Speak to parents
Speak to business
groups
Write, Write, Write, and Write
 Use the newspapers
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City newspapers
Regional newspapers
School newspapers
Company newspapers
and magazines
Organization newsletters
Whatever is available
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
Radio and Television
 Special interviews
 Family programs
 Announcements of
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meetings
Live demonstrations
Spot announcements
Sporting events
Sponsored programs
Other PR Tools
 Brochures
 Business cards
 Bulletin boards
Support
Cooperative
Education
 Newsletter
 Window displays
 Posters
 Billboards
 Tent cards
 Sandwich boards
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
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
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
Informal Approach
 Don’t forget your daily encounters
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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
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
Employer Appreciation
Activities
 Benefits
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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
Employer Appreciation
Activities
 Planning with students
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Select date of activity early (Sept./Oct.)
Decide where activity will be
Collect prices and menus from acceptable
sites
Establish planning committee
Establish theme
Employer Appreciation
Activities
 Establish timeline to complete:
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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
Employer Appreciation
Activities
 Plan order of banquet program
 Determine who receives what type of
award
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Employers
Students
School personnel
Advisory council members
Parents
Others?
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
Time to Change Gears
Legal Aspects
Legal Violations
 Be prepared to report violations
 Immediately pull student from job
 Anything less:
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Opens teacher-coordinator, employer, and
school to claims of negligence and law
suits
Risks student’s health, safety, or welfare
Damages image of program
Leaves coordinator open to criticism
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.”
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.”
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.”
Federal Regulations
 Targeted Jobs Tax Credit
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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
Federal Regulations
 American with Disabilities Act of 1990
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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
Child Labor Laws
 Fair Labor Standards Act of 1938 as
amended
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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
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
Youth Work Exceptions in
WECEP
 WECEP enrollment permits 14 and 15
year old students to work:
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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.
Hazardous Non-Agricultural
Jobs

Ages 14, 15, 16, and 17
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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
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Meat packing or processing
(including the use of powerdriven 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
Hazardous Non-Agricultural
Jobs
 Ages 14 and 15
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Communications or
public utilities jobs
Construction or repair
jobs
Driving motor vehicle
or helping driver
Manufacturing and
mining occupations
Processing
occupations
Public messenger jobs
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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
Hazardous Non-Agricultural
Jobs


Ages 14 and 15
Restrictions in retail stores, food
service, and gasoline stations
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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
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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
Permissible Non-Agricultural
Jobs


Ages 14 and 15
Retail and Service Industries –
Allowable Work
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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
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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
Agricultural Jobs
 Ages 14 and 15
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Can work in agriculture
On any farm
In non-hazardous jobs
Hazardous Agricultural Jobs
 Ages 14 and 15
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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):
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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 selfunloading wagon or trailer; or,
Power post-hole digger, power post driver, or
nonwalking-type rotary tiller.
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):

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Working on a farm in a yard, pen, or stall occupied by a:

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Trencher or earthmoving equipment;
Fork lift;
Potato combine; or,
Power-driven circular, band, or chain saw.
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.).
Hazardous Agricultural Jobs
(cont.)
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Driving a bus, truck, or automobile when transporting
passengers, or riding on a tractor as a passenger or helper.
Working inside:


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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.)
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).
Youth Employment
 18 years or older

May perform any job for unlimited hours
 16 or 17 years old
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May perform any non-hazardous job for
unlimited hours
Youth minimum wage may apply
Parents may employ their children in nonhazardous occupations at any age
Hazardous Non-Agricultural
Jobs

Ages 14, 15, 16, and 17
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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 powerdriven 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
Hazardous Non-Agricultural
Jobs Exemptions
 The seven hazardous occupations
identified by the asterisk permit the
employment of apprentices and studentlearners under certain conditions.
Hazardous Non-Agricultural
Jobs Exemptions
 Student-Learners in STW program
 Written agreement:
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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
Agricultural Jobs
 Once a young person turns 16 years
old, he or she can do any job in
agriculture.
Changing Gears
Coordination Activities
Coordination
 The process of building and maintaining
harmonious relationships between all
groups involved in the cooperative plan,
to the end that the student-learner
receives the very best preparation for a
chosen occupation
Major Components
 Manage an admission system
 Refine student’s career objective and
determine needed learning experiences
– the training plan
 Prepare, deliver, and evaluate related
instruction
 Develop appropriate training stations
Major Components (cont.)
 Make arrangements with training stations for
the placement and enter into a training
agreement between school and training agency
 Orient training station sponsors
 Make evaluative visitations to training stations
to determine if appropriate learning experiences
are being provided
 Carry out needed community public relations
activities
Major Components (cont.)
 Relate training station experiences to in-
school laboratory learning experiences
 Relate to student’s home as a partner in
the learning process
 Achieve terminal job placement after
training or arranging for additional or
continuing education
 Keep up-to-date with profession
Planning and Organizational
Activities Prior to Instruction
 Build image by disseminating information
to school personnel, staff, guidance
counselors, students, and parents
 Make promotional contacts with
community for training stations
 Counsel, interview, and select
prospective students
Planning and Organizational
Activities Prior to Instruction
 Assist in arranging class schedules,
including related instruction periods
 Arrange for related classroom facilities,
including furniture and fixtures
 Select and requisition textbooks,
reference books, and supplies
Create Interest in School
 Provide counselors with information sheets and
applications
 Stress educational aspects of training
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Dependability
Employability
Ability to benefit from training
 Talk to homeroom groups or other classes
 Create newspaper articles and/or bulletin board
displays
Your Turn –
Attracting Students
Create an outline of what you would
share with student groups
OR
Create a bulletin board or display for
students
Selecting Students
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 can’t
make it in other courses.
What Personal Characteristics
are Necessary in Students?
Prospective Student
Characteristics
 Academic ability
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IQ Range (Is this important?)
Grade Record
Creativity
Over- and under-achievers
Prospective Student
Characteristics
 Vocational and Occupational Interests
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Student’s 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
Prospective Student
Characteristics
 Educational background and qualifications
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Potential to communicate well
English and speech grades
Reading ability
Mathematical ability
Curriculum followed in school
Pre-employment and prerequisite courses
and grades
Prospective Student
Characteristics
 Emotional stability
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Control of temper
Nervousness
Temperament
Others, as determined to be important by
you
Prospective Student
Characteristics
 Personality factors
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Introvert/extrovert
Self-starter/lethargic
Sense of humor
Physical characteristics
General attitude toward life
Prospective Student
Characteristics
 Character
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Honesty
Loyalty
Morals
Ambition
Prospective Student
Characteristics
 Health
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General health
Stamina
Mental health
Prospective Student
Characteristics
 Aptitudes and Talents
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Art ability
Manual dexterity
Clerical aptitudes
Prospective Student
Characteristics
 Parental Aspirations for the child
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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?
Prospective Student
Characteristics
 Socio-economic background

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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
Prospective Student
Characteristics
 Career maturity
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Expressed interest in an occupation
Work experience record
Willingness to assume responsibility
Record of attendance and punctuality
Work habits
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?
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
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
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 coordinator’s approval
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
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
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
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
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
Your Turn –
Interview Techniques
What would you include in an interview
techniques training session???
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
Interviews
 Teacher-coordinator should arrange and
schedule interviews and complete followups after interviews
 Students should go to interviews and be
assigned to training station before school
begins or as soon as possible
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
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
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
Student’s employability is questionable
Related Instruction
 Laboratory-type situation
 Individualized instruction
 Individual study
 Participatory methods
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
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
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
Budget
 Instructional materials
 Secretary salary or wages and benefits
 Resource materials
 Extra pay for ten-month contract
 Equipment
 Telephone
 Coordinator travel
 Supplies
 Meeting expenses
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
Changing Gears
Enrolling Students
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
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
admission’s decisions
General Information
 Coordinators should strive to involve
guidance counselors and teachers in
admission process
 Students in CE must be placed on the
job; student’s employability must be
considered during admission process
 Suitable transportation is necessary
Student Admission System
 Informing and recruiting
 Applying
 Gathering information
 Interviewing
 Deciding
 Informing
Ideas???
How could you inform and recruit students?
Informing and Recruiting
 Purposes:



Inform students of CE purpose
Show how participation can be beneficial
Honestly explain opportunities available as
result of participating
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
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
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.
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
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
Interviewing
 Learn about student
 Student learns about CE
 Include parents if possible
Interviewing Topics
 Purpose of CE
 Program policies
 Parental approval forms
 Student’s career aspirations
 Student agreement
 Past work history
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
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
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
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
Changing Again
Training Stations
Training Stations
 Place of student employment
 Experiences develop work skills, habits,
and attitudes
 What are some characteristics of a
desirable training station?
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
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
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
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
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
Identifying Training Stations
 List occupations related to career goals
 Determine number of students who
applied for each occupation
 Access accurate map of region
Recruitment Visits
 Business is being judged against criteria
for effective training stations
 If business is acceptable, coordinator is
attempting to gain employer’s
willingness to participate in CE.
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
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
Points to Share with
Employers
 Objective of CE
 Student chose
 Relationship
between training and
productivity
 Employer’s role
 Hours of work
required
 Instruction is
correlated with work




occupation
Coordinator will work
with them all year
Wage paid should be
similar to others
Receive school credit
Will need to evaluate
performance
Employment Profile System
 Helps locate stations to meet student’s
career objectives
 Business name
 Occupation/job title(s)
 Address of business
 Name of contact person
 Phone number for contact person
 Special notes about business
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
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
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 don’ts
 Listing information to seek during interview
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
Training Agreements
 Should be signed by all
 Everyone should receive signed copy
 Elevates CE above work experience
 Often adopt/adapt existing agreements
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
Elements of
Training Agreement
 Employer’s responsibilities



Responsibilities stated and well defined
Identified responsibilities are integral part
of occupational program
Identified responsibilities are consistent
with school policies and community
expectations
Elements of
Training Agreement
 Student’s responsibilities


Responsibilities are stated and well defined
Identified responsibilities are
comprehensive – reflect local policies and
regulations that apply to CE students
Elements of
Training Agreement
 School’s 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
Elements of
Training Agreement
 Parental responsibilities

Responsibilities are stated and well defined
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
Sample Agreement
See Handout
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
Training Plans
 Cooperatively developed




Coordinator
Employer
Training sponsor
Student
 Determine learning experiences
provided at training station and school
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
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
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
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
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
Principles of Plan
Development
 Individualized for each student
 Based on student’s 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
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
Training Memoranda
 Consists of training agreement and
training plan in one document
 State of Illinois - Handout
Principles for
Assessing 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
Principles for
Assessing 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
Principles for
Assessing 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
Principles for
Assessing 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
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)
Evaluation Form
 Rating scale


Each person may define average and good
differently
Students may believe employer awarded
grade
 Rubric

May eliminate discrepancies
Evaluation
 Coordinator visits should be utilized to
help determine final grade
 Discuss evaluation with sponsor to
determine expectations so they can be
considered in coordinator’s final decision
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
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
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 sponsor’s assessment
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
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
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
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
Dos of Visits
 Maintain professional and businesslike
manner
 Meet with student at training station
 Show appreciation for sponsor’s efforts
 Explain purpose of visit
 Refer frequently to training plan
Don’ts 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 sponsor’s
time
 Interrupt student’s assigned duties
 Waste student’s time on unimportant
issues
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
Training Sponsor Development
 Take time to educate sponsor in
methods of analyzing tasks to be taught
 Teach step-by-step method




Prepare learner
Present material
Apply learning
Supervise until proficiency is achieved
Training Sessions
 Teaching methods
 Interpersonal skills
 Assessing progress
Here We Go Again!
Related Classroom Instruction
Related Instruction
 At least 200 minutes per week
 Regular CE programs

Include information related to occupation
 Early School Leaver, WECEP, and
Special Education

Include information all workers need to
know
Related Instruction
 General related




Safety
Human relations
Labor laws
Economics
 Specific related (technical related)

Topics covering one occupational area
Related Instruction
 Correlated with OJT instruction and
experiences
 Based on



Needs of students
Requirements of occupations
Goals of program
Related Instruction
 Purpose of providing



Career education
Personal and/or OJT instruction
Occupational development
Related Instruction
What should be included????
General Related Instruction
 Getting oriented to CE
 Entering world of work
 Using safety on the job
 Understanding business where you work
 Developing human relation skills
 Developing communication skills
 Understanding law and young worker
 Developing individual potential
General Related Instruction
 Coping with stress and conflict
 Meeting your adult responsibilities
 Being a part of a youth organization
 Using job related math
 Understanding taxation
 Preparing for future employment
 Analyzing employment possibilities
 Understanding economic system
Specific Related Instruction
 Deliver as close to time needed OJT
 Topics identified during training plan
development
 Obtain necessary specific related
curriculum guides



Library
Purchase
Colleagues
Organizing Related Instruction
 Begin semester with more general
 Progress to mostly specific by end
Delivering Related Instruction
 It is not unusual for each student to be
working on different topics or projects
 Individualizing instruction is imperative
 Coordinator becomes classroom
manager/facilitator
Suggestions for Delivery
 Avoid excessive lecture
 Select variety of methods
 Utilize community resource people to
present appropriate topics
 Use techniques that foster student selfesteem, independence, & responsibility
 Give appropriate attention to basics
 Correlate class instruction with OJT
Suggestions for Delivery
 Experiment with promising new methods
 Involve students in planning and
delivering instruction
 Consider student need, OJT demands,
and CE goals in selecting methods
 Assure initial student success to build
confidence
Suggestions for Delivery
 Class should help students develop




Academically
Vocationally
Career wise
Personally
Evaluating Related Instruction
 General – using traditional present and
then test mode
 Specific – considering quantity and
quality of each student’s work
 Relate to objectives, standards, or
outcomes
 Relate to student growth
Evaluating Related Instruction
 Job knowledge, skills, and attitudes
 Ability to work harmoniously with others
 Ability to respond appropriately to
supervision
 Safe working habits
 Needed communication and
computational skills
 Ability to secure a job
Evaluating Related Instruction
 Desirable leadership characteristics
 Understanding of citizen’s rights and
responsibilities
 Economic skills needed to participate
effectively in free enterprise system
Next Class Meeting
 Friday

Finish up materials
 Student
organizations
 Evaluating programs
 Saturday

Project with partner(s)
 Present
for at least 50 minutes
 Address topic discussed in class
 Experiential learning
Public Relations Plan
 Due no later than November 30
 Contact me with any questions