Co-Operative Education
· VICTORIA PARK COLLEGIATE INSTITUTE
Toronto District School Board
CO-OPERATIVE EDUCATION COURSE OUTLINE – 2013-14 (GWL30 Designing your Future)
Course Instructor: S. Kostyk (Ass’t Curriculum Leader Co-operative Education/ Career
Studies/Business Studies and Technology)
D. Danziger (Special Education Co-operative Education Facilitator)
Policy Documents:
The Ontario Curriculum, Grades 11 and 12: Guidance and Career Education, 1999
The Ontario Ministry of Education: Co-operative Education and Other Forms of Experiential Learning, Policies and Procedures for Ontario Secondary Schools, 2000
The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000
Textbook N/A
Credit Value: 4-credit package
(Cooperative Education plus related curriculum course(s)
Course Description
The Co-operative Education course consists of an in school and out of school component so that learning and experience are combined in an educationally beneficial way. One of the benefits of Co-operative education is that it takes advantage of resources available in the community, which is not ordinarily provided in a classroom setting.
The Co-operative education course is based on a related course for which a credit has already been granted. This is referred to as the “tie-back” course. Courses in Co-op are planned as multiple credit offerings. Typically, a four credit or two credit package serves most students needs. Those who are considering a Co-operative Education experience must demonstrate a level of maturity and commitment to the program if they are to be successful. Students who are potential candidates must complete an application package and interview with the Co-op teacher before receiving acceptance into the program.
Students in the program will receive a minimum of 20 hours of pre-placement orientation where classroom instruction prepares them for the workplace experience. Students also meet as a group throughout the semester for an additional 15 – 30 hours of integration classes on a pre-designated day of the week. Assessment and evaluation are based on both the in school and out of school experiences. While at the workplace placement, frequent contact between the co-operative education teacher, student and employer is maintained. This is referred to as “monitoring”, which ensures appropriate learning is taking place, and that the safety and well being of the student is ensured.
Overall Curriculum Expectations
By the end of this course, students will:
q Demonstrate an understanding of the pre-placement orientation expectations
q Gain an understanding of safety in the workplace and employees’ and employers’ rights and responsibilities
q Create effective resumes, cover letters, and thank-you letters for the work search process, using word-processing software and appropriate vocabulary and conventions
q Complete job applications effectively and without spelling or grammatical errors
q Demonstrate their ability to communicate their interest in a work opportunity effectively (e.g. By telephone, in person, or through the mail or e-mail and the Internet)
q Identify common interview questions and demonstrate the ability to respond appropriately and effectively
q Demonstrate an understanding of the following:
Self - assessment skills and job readiness skills
School and placement expectations they are to achieve in the course
Placement specific workplace health and safety considerations
Issues relating to confidentiality, work ethics and the responsible use of information
Technology
An individual’s right to function in a climate free from abuse and harassment
Relevant sections of the Employment Standards Act and the Human Rights Act
The history and role of labour unions
Appropriate methods of dealing with and reporting concerns or problems at the
Placement
Workplace health and safety rules
Appropriate use of safety equipment
The need for personal protective equipment
The Occupational Health and Safety Act
Correct handling of materials and equipment as specified in the Workplace
Hazardous Materials Information Systems (WHMIS) training program
Coverage provided by the Workplace Safety and Insurance Act
Procedures for reporting accidents and unsafe practices
In addition, a Personalized Learning Plan is developed for each student, which reflects selected course expectations of the tieback course as well as the Co-op course.
TEACHING/ASSESSMENT AND EVALUATION STRATEGIES
A variety of assessment and evaluation strategies are utilized throughout the
Semester in the Co-operative Education Program for both the in-school component
as well as the out of school component. Portfolios, tests, journals, performance
appraisals, quizzes, assignments, anecdotal records, and demonstrations are some
assessment and evaluation strategies typically used to assess and evaluate
student achievement.
Culminating activities include the portfolio, job fair board/power point presentation,
exit interview/exam . These constitute the required 30% weighting for the final mark.
The Research Process:
For every research-based assignment, students will be expected to use the TDSB student research
guide, RESEARCH SUCCESS @ YOUR LIBRARY with the 4 stage model of the research process
incorporated into these assignments either in part or in whole. Students will receive instruction and
be assessed/evaluated on various aspects of the research process by either their teacher or one
of the teacher librarians. These lessons may include, but are not limited to, the development
of research questions, note-taking, adherence to a specific documentation style, facility with
a variety of resources, etc.
ACHIEVEMENT CHART
Students are expected to demonstrate achievement in all four areas of the
Achievement Chart. Students whose achievement is below level 1 (50-59%) have
not met the expectations of either individual assignment(s) or in the case of the
final grade, have not met the overall expectations of the course. The relevant weightings for each category are:
Knowledge and Understanding / 25%Thinking and Inquiry / 25%
Communication / 25%
Application / 25%
LEARNING SKILLS
The six clusters of learning skills and work habits (responsibility, organization, independent work, collaboration, initiative and, self- regulation) are assessed frequently over the course of the semester. Each is reported under the following letter grades: E = excellent, G = good, S = satisfactory or N = needs improvement and reflects the teachers’ documented observations of student work.
Students are expected to demonstrate achievement in all overall expectations of the course. Missed and/or incomplete assignments may result in expectations not being evaluated, thus seriously compromising the final grade.
DETERMINING THE 30% FINAL GRADE
Students are given the opportunity to demonstrate the course expectations through their portfolio development, a visual showcasing of their placement, and an exit interview/exam. All students are expected to participate in each activity and are evaluated based on the achievement chart categories.
Culminating Activity / K/U / T/I / C / APortfolio
/ ü / ü / üBoard/Power point Presentation / ü / ü / ü
Exit Interview/Exam / ü / ü / ü
LATE SUBMISSIONS
Teachers will inform students of due dates for all assignments. The ultimate deadline is the last opportunity for students to submit an assignment for evaluation. The ultimate deadline is considered to be one week following the original deadline. Assignments submitted after the ultimate deadline will be given a mark of 0. THERE ARE NO EXCEPTIONS. All assignment due dates are communicated to the students in advance and it is the students responsibility to make sure they are adhered to.
TERM GRADES FOR PROVINCIAL REPORT CARDS THROUGHOUT THE YEAR
Term grades for each reporting period are based on frequent evaluations conducted over the course of the term, with emphasis being placed on the most recent and most consistent level of achievement. Term grades are preliminary and tentative since they are based on achievement to that point in time, and may not reflect some of the overall expectations.
COMMUNICATION
Students are encouraged to take advantage of extra help/support should it be required on a periodic or ongoing basis. Students and parents are encouraged to communicate with the teacher on a regular basis, either in person, by phone or e-mail to discuss grades or overall performance
Task Sheet (substitutions may apply)
Achievement Cart Category / K/ U / T / C / A / Due Date / GradeResume
Cover Letter
Voice Mail
Autobiography
Interview Quiz
Resume /Cover Letter Test
Apprenticeship Poster
Erin Brockovich Essay
Journal Entries
Week One at my Placement
Vocabulary Assignment
Health and Safety Test
Show and Tell Ass’t and Presentation
Survival Kit
Time Sheets Interval 1 & 2
Employer Evaluation #1
Employer Evaluation #2
Career Exploration Assignment
Health and Safety Pamphlet