1. Coordinating On-the-Job Instruction By: Emily Cleary Michelle Evankoe Alyssa Mooneyham Colleen Karrigan

2. Objectives: Explain how and why related classroom instruction is correlated with the on-the-job experiences and career objectives of student- learners. Involve students in developing training plans. Involve job supervisors in developing training plans. Develop the forms necessary for adequate training station evaluations. Develop and provide individualized instruction. Conduct training station visits.

3. Purpose of Coordination Visits Ensuring that training station personnel understand the philosophy, goals and workings of the Co-op program. Ensuring that training station personnel understand your role in the function of related in-school classes. Working with the training station to make sure their business meets the legal requirements. Working with the training station personnel in developing a training plan for each student assigned to that station. Make routine visits to insure that a student’s responsibilities on the job correlate to their career objectives.

4. Involving Students in the Training Plan Each student should use their particular plan as a guide to gaining experiences by taking advantage of opportunities. As part of their related class instruction, trainees should be asked to do at least 4 activities to assist in correlating learning.

5. These Activities Are… List work experience objectives. Weekly training station report. Summarize once each grade period the learning outcomes and review the training plan progress. End of the year evaluation.

6. Making Classroom Instruction Realistic Often trainees find it difficult to see the relationship between skills learned within the classroom and skills learned on the job. The trainee needs to be shown how instruction in school and on their job relates.

7. Activity Time Student-Learner Weekly Report

8. Activity Review The teacher-coordinator must:  Get the facts  Consider possible alternatives  Take action  Check results Ask students to write solutions to common in-class problems.

9. Think-Pair-Share! Student-learners will usually resist filing the weekly training report form. List some ways of motivating them to turn these in. Also, describe what you would do as a teacher-coordinator if they “forget.”

10. Learning Projects Handout

11. Farm-Out System When a student-learner is struggling with a particular area or tasks at their job site, the employer seeks out the teacher coordinator to provide the student with additional practice.

12. For Example: Sarah has shown a great weakness in the ability to read. Training as a machine operator in the cooperative job have been making more and more demands on this ability. The employer has complained to the coordinator that the trainee often misunderstands written instructions simply because she cannot read. The coordinator confers with the school’s reading specialist, and together they decide to use company forms, manuals, and other written items to “spark” the trainee’s interest and to improve the trainee’s reading skills.

13. Feedback from Job to Classroom The crucial period of adjustment for the student- learner is the first 5 or 6 weeks on the job. Student-learners are to be familiar with the cooperative plan of instruction, they must understand the responsibilities they are to assume, and must recognize the place of their teacher and job supervisors. At the beginning of the semester it is important to include a 2 or 3 week unit in related instruction on “school and business relationships.”

14. Feedback Continued May be appropriate to make coordination visitations more frequently in the beginning of the semester. While some visitations are routine and others are the results of problems, the most important are to determine whether satisfactory progress is made by the student-learner. The step-by-step training plan should form the basis for the evaluation and feedback process.

15. Feedback Continued A check on the status of this progress benefits the students, the employers, and the plan. If all parties are not satisfied with the expectations that were put in place, then the necessary adaptations will be made.

16. Measuring the Training Station Experience Teacher-coordinators must measure progress of the students and assist them in the advancement toward their career objectives. Performance of the student-learners are also measured for credit in their lab experience.

17. Methods of Measuring: Rating Sheets - for each grade period Step-by-Step Training Plan Training Profile Discussion with Sponsor and Observations Impressions gained in classroom Self-Evaluations – by student-learner Co-Worker Evaluations Production Standards –Ex: Sales numbers

18. Improving Instruction at the Training Stations Evaluating training stations Carrying on a sponsor development program Reporting on instructional activities to cooperating employers

19. Case Study Teacher-Coordinator Job Visit