James Bay Lowlands
Secondary School Board
|
|
|
|
 |
|
|
|
|
|
|
|
Click Here for Application |
|
|
|
|
|
|
|
COOPERATIVE
EDUCATION
Program
Handbook
Prepared By: Matt
Turner
Cooperative Education
Coordinator
school: 705-336-2900
cellular: 705-336-7261
fax:
705-336-2190
NORTHERN LIGHTS SECONDARY
SCHOOL
P.O. BOX
304
MOOSONEE,
ONTARIO
P0L
1YO
2004/2005
CONTENTS
Page Number
Cooperative Education
............................….............................. 2
What is Coop and what
is it not? ....…...............…............…... 3
Goals of Cooperative
Education .......................................…..... 3
Benefits to the
Employer ...................................................…... 4
Benefits to the
Student ......................................................….... 4
What makes a good
placement? ......................................…….. 4
Role of the Employer
.....................................................…....... 5
Employer/Supervisor
Responsibilities ..................................…. 5
Suggestions for the
Employer......…....…………….................. 6
Role of the Student
...............................................................…. 6
Workplace Safety
& Insurance Board ......…............................. 7
Reporting Injuries
and Claims .............…..............................… 7
Miscellaneous Items
..................................................….......….. 8
Survival Hints for the Employer
.................………....…........... 9
APPENDICES
Appendix 1: Student Course Outline
……………………………….. 11
Appendix 2: Supervisor Performance Assessment
…………………. 15
Appendix 3: Student Log Sheet ……………………………………..
20
Appendix 4: Confidentiality Agreement …………………………….
21
On
behalf of Northern Lights Secondary School, we welcome your participation in the
Cooperative Education Program. It
has become increasingly apparent that the time and resources available within
the educational system are effectively enhanced by community resources, in the
development of skills and attitudes, which help young people in the community to
make a successful transition to the world of work. If we are to achieve this task,
integration of our young people in the community, through cooperative efforts of
the school and the local community, is important. Your involvement in such a worthwhile
educational program is very much appreciated by the students, teachers and
parents of Northern Lights Secondary School.
Employers should find this handbook a convenient reference when
dealing with Cooperative Education students from Northern Lights Secondary
School. Cooperative Education is
viewed as a three-way partnership among the employer, the student and the
school, with each partner sharing responsibility for the student’s growth and
learning. We look forward to a
mutually beneficial partnership
WHAT COOP IS…
-
An attempt to assist the students in making the transition from
school to work and to become familiar with the realities of the labour
market.
-
A planned career exploration.
-
An opportunity for employers to assist in both training and
career education.
-
A realistic opportunity to apply the skills and knowledge
learned in school.
-
An opportunity for employers to participate in the vocational
education process.
WHAT COOP IS
NOT…
-
A quick way to earn money for a part-time job.
-
A way to dump the school’s problems into the community and
designate employers as social workers.
-
A way of cutting jobs for full time workers.
-
A method of encouraging behavioral problem students to leave
school.
-
An answer for the student’s personal and academic
shortcomings.
GOALS OF COOPERATIVE EDUCATION
The Goals of the Cooperative Program are:
a)
To explore the student’s
interest and aptitudes.
b)
To develop realistic
personal appraisals and career goals.
c)
To increase maturity and
self-awareness.
d)
To develop appropriate
expectations and attitudes toward work.
e)
To prepare the students
for entry into the workplace.
f)
To assist students in
developing and/or expanding marketable skills.
g)
To increase student
motivation in school.
h)
To provide students with a
way of earning credits.
i)
To assist students in
making decisions regarding post high school plans for employment or post
secondary education.
j)
To develop in students an
understanding of the employer’s expectations in the world of
work.
k)
To interact in a variety
of learning environments.
l)
To assist students in
performing to meet employer expectations in the world of
work.
BENEFITS TO THE
EMPLOYER
a) Provides an opportunity to develop resources of potential
employees.
b)
Helps provide supervisory
skills in existing employees.
c)
Provides input in terms of
training procedures in school curriculum.
d)
Promotes the awareness of
job opportunities with various businesses.
e)
Creates an environment by
which business can demonstrate community involvement.
f)
Gives assistance to your
employees.
BENEFITS TO THE STUDENT
a)
Provides the experience to
make career decisions and to explore tentative career
choices.
b)
Experience situations and
use equipment not available at school.
c)
Increase confidence and
self-reliance.
d)
Develops an awareness of
personal qualities essential for success in the workplace.
e)
Becomes more aware of the
demands and responsibilities of employment.
f)
Makes a transition more
easily from school to work.
g)
Provides an alternative
method of earning credits.
WHAT MAKES A GOOD PLACEMENT?
THE
EMPLOYER:
a)
Provides a safe training
environment for the student.
b)
Explains all procedures
carefully to the student.
c)
Assists with the on-going
evaluation of the student.
d)
Helps the student feel
that she/he is an important part of the work team.
e)
Has the proper equipment
and tools related to the particular task.
f)
Provides the student with
a suitable number of placement hours.
g)
Understands the needs and
limitations of each student.
h)
Is willing to train the
student and give the student adequate supervision.
i)
Ensures that student has
their log sheet signed on a weekly basis.
j)
Participates in the
development and revision of the student’s personalized placement learning plan
(PPLP).
THE STUDENT:
a)
Follows all assigned tasks
of supervisor
b)
Abides by the Employer’s
attendance procedures
c)
Is cooperative, friendly
and helpful
d)
Asks questions and
clarifies duties
e)
Participates in the
development and revision of their PPLP.
THE CO-OPERATIVE EDUCATION
TEACHER:
a)
Provides clear directions
for Employers and students
b)
Ensures that students are
being successful at their placement
c)
Provides advice and
mentoring for students and employers
d)
Provides at least 3 formal
student assessments at their placements
e)
Monitors student
punctuality
f)
Participates in the
development and revision of the student’s PPLP.
ROLE OF THE EMPLOYER
The employer plays a key role in the Cooperative Education Process.
Students look
to employers for instruction, direction and assistance in making wise career
decisions. As well, it is a privilege for students to have an opportunity to
gain valuable work experience and benefit from the expertise of the employer in
the working environment. The employer/supervisor’s influence at this time can
contribute substantially to the student’s growth, development and planning of
career goals. While recognizing that the student’s level of ability and
achievement will vary, it is the intention of the school that students
experience as realistic a job situation as possible.
EMPLOYER/SUPERVISOR RESPONSIBILITIES
As participants in the Co-operative Education process, employers are
requested to:
a) Provide training stations where students can observe and
work.
b) Provide programs of rotation that expose students to different
learning experiences, where feasible.
c) Develop, with the Coop teacher, appropriate work schedules.
d) Designate the employee(s) whose tasks will include training,
supervision and evaluation of students.
e) Consult with the Coop teacher in the development of PPLP’s.
f)
Participate with interviews when these are part of the
program.
g) Inform the Coop students of the regulations of occupational,
health, safety and fire procedures.
h) Discuss the student’s progress with the Coop teacher during
regular visits.
i)
Attempt, initially, to resolve student problems arising in the
workplace, and as required contact and involve the Coop teacher.
j)
Involve the Coop teacher, should it be necessary to terminate
placements.
k)
Report accidents immediately, no matter how small, to
the Coop teacher, and follow all WSIB regulations in the event of an
accident.
l)
Formally assess cooperative education students at least
two times per semester using the Employer’s Student Assessment Form.
SUGGESTIONS FOR THE EMPLOYER
To ensure a
beneficial experience, employers are advised to:
a) Take time to get to know the students.
b) Have “back-up” work activities or reading material available
for students when the regular work is completed.
c) Discuss business values and ethics, human relations and
responsibilities with students.
d)
Point out to students good
examples of leadership, quality of work, judgment and organization within the
workplace.
e)
Treat students in an adult
manner as they would any other employee.
f)
Contact the Coop teacher at any time.
ROLE OF THE
STUDENT
The Cooperative Education Program offers a practical “hands-on” learning
experience, in a realistic working environment, while the student is still
attending high school. This
program, which includes an in-school and an out-of-school (Placement) component,
provides the students with the opportunities to gain work experience and explore
careers of personal interest.
A: IN-SCHOOL COMPONENT
Each student will be responsible for completing the prescribed course of
study as required by the school.
Furthermore, a pre-orientation training will be given over three weeks at
the commencement of the course.
The IN-SCHOOL COMPONENT WILL COVER:
-
Responsibilities of
Students, Employers and the School.
-
Work Education
Assignments.
-
Evaluation and Log
Sheets.
-
Organization and Time
Management.
-
Ethics and
Confidentiality.
-
Applying for a
Job.
-
Resume Writing and
Interviews.
-
Unions.
-
Health and Safety
Regulations.
B: OUT-OF-SCHOOL COMPONENT (Placement)
Each student, while at placement, is expected to:
a) Comply with the regulations of the Coop Education Program.
b) Be honest in all relationships and circumstances both at the
school and work.
c) Dress neatly according to workplace requirements.
d) Report to the placement on time, as per schedule and Work
Education Agreement.
e) Notify the employer and the school when unable to be
punctual.
f)
Comply with company regulations and safety procedures.
g) Consider seriously the Coop Teacher’s guidance.
h) Be responsible in maintaining accurate and up-to-date log
sheets on a weekly basis.
i)
Carry out their duties to the best of the their ability.
j)
Work and act in a manner that will be a credit to Northern
Lights Secondary School, the employer, and themselves.
k) Report any injuries to their Supervisor and the Coop Teacher,
no matter how small.
WORKPLACE SAFETY & INSURANCE BOARD
The employer cannot provide WSIB coverage, as only employees on the
payroll are eligible. Students are
not employees of the training organization and are deemed employees of the
Ministry of Education. Therefore,
Coop students are covered under the WSIB, in conjunction with the school, during
the time they spend under supervision at the workstation. They are not covered when they are
working in a classroom or shop in the school, or when traveling to and from the
training station located on school property. Prior to beginning their placement,
students must have a completed Work Education Agreement Form signed that
outlines the hours of work eligible for Insurance Coverage. The student must only work during the
times specified on this form.
REPORTING INJURIES AND CLAIMS
Report any injuries in full detail, however minor, to the Coop Teacher,
including when, where, and how the injury occurred. Proper forms may be picked up at the
Coop office. Injuries requiring
only first aid do not have to be reported to the WSIB, but a record should be
kept on file by the school. If
medical treatment is required, the school is required to make a full report to
the WSIB.
In case of an accident, contact the Coop Teacher at the
High School at 705-336-2900 or 705-336-7261 (cellular).
MISCELLANEOUS ITEMS
A.
PAY
POLICY
The students involved in the Coop program should not expect pay for time
spent at their placements. However,
notwithstanding the above, Employers may wish to pay an honorarium to the Coop
program which would benefit all of the Coop students.
B.
DRIVING &
TRANSPORTATION
In general, Coop students should not drive a vehicle as part of their
work placement. In those instances,
where the students may be driving, it is the responsibility of the employer to
insure that the students are properly trained and insured. The school will not provide
transportation for students to or from their placement.
C.
EMPLOYMENT STANDARDS ACT
Students participating in the Coop program are not included in the
Employment Standards Act relating to the work hours, minimum wage, overtime pay,
public holidays, and vacation pay.
D.
HOLIDAYS, EXAMS, AND PROFESSIONAL DEVELOPMENT DAYS
Students are not required to attend their placements on school or board
holidays, exam days, and scheduled professional development days.
E.
INCLEMENT
WEATHER
Students are expected to be at their workstations unless the weather
conditions are extremely hazardous, making it impossible to attend.
F.
ATTENDANCE
Students must
notify both their supervisor and the school as soon as they are unable to
attend their placement on time. If
they are away in the morning and attend their workstation in the afternoon, they
must still call the school to report their attendance to the attendance
counselor, otherwise they will be reported absent for the whole day. Students must abide by the attendance
policy of the Coop program. This
policy is stated below:
-
A verbal warning on the first unexcused attendance
related infraction
-
A written warning on the second unexcused attendance
related infraction
-
Removal from the course and loss of credits on the third
unexcused attendance related infraction
Students must
attend their workstations unless, of course, the workplace has been shut and all
employees sent home.
SURVIVAL
HINTS FOR THE EMPLOYER…
1.
Never think a
student understands the job without having given the student a practical example
of the steps required to finish the job to your
standards.
2.
If in doubt about
anything, contact the Coop teacher as soon as
possible.
3.
Start by assigning
easy tasks, giving the student a chance to succeed.
4.
Positive
reinforcement for a job well done can do wonders in developing a positive
working relationship.
5.
Prepare a “To Do”
list of easy jobs to be done by the student when you are not handily available
and go over it with him/her to make sure they understand it
completely.
6.
Never put a student
in charge of another student as this creates competition between
them.
7.
Never compare a new
Coop student to a former one, as each student is totally different in strengths
and weaknesses from any other.
8.
If at all possible,
ask the Coop student for input on simple projects. They will often surprise you
with their creativity.
9.
Avoid assigning
repetitive tasks that no one else would do. They can recognize busy work and
will lose respect for his/her placement and
supervisor.
10. Expect
respect, diligence, punctuality, honesty and courtesy only if you are ready to
model these characteristics yourself.
Appendices
NORTHERN
LIGHTS SECONDARY SCHOOL
Cooperative
Education
Student Course
Outline
Teacher: Mr. Turner
Room: Library. Period: 3 & 4
Course Overview
This
Co-operative education course will include a classroom component, comprising
pre-placement and integration activities, and a placement component. Students
earn co-operative education credits by integrating classroom theory with planned
learning experiences in the community to achieve learning based on the
curriculum expectations of the related course. Placements shall provide students
with challenging opportunities to apply and extend the knowledge, and practice
and refine the skills, acquired in the related course and to demonstrate
achievement of placement expectations that reflect current workplace practices
and standards. Co-operative
education involves a partnership between education and business, industry,
agriculture, labour, or community organizations that includes students,
teachers, parents, employers, and placement supervisors. Additional participants
may be involved in the case of exceptional students and other students with
special needs. Joint planning by these individuals ensures that students are
provided with a systematic introduction to career exploration, experiential
learning, and career planning.
Classroom Component
Students will be introduced
to and will learn the following expectations throughout the 3-4 week classroom
component of the course:
- The creation of effective
résumés, cover letters, and thank-you letters for the work-search process,
using word-processing software and appropriate vocabulary and conventions;
- The completion of job
applications effectively and without spelling or grammatical errors;
- Demonstration of the
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);
- The ability to identify
common interview questions and to demonstrate the ability to respond
appropriately and effectively.
- A knowledge of the school
and placement expectations that they are to achieve in the cooperative
education course
- Placement-specific
workplace health and safety considerations
- An Understanding of the
issues relating to confidentiality and the right to privacy, as outlined in
the Freedom of Information and Protection of Privacy Act
- A grasp of work ethics and
the responsible use of information technology
- Understanding the
individual’s right to function in a climate free from abuse and harassment
- The ability to identify
relevant sections of the Employment Standards Act and the Human
Rights Act
- A general introduction to
the history and role of labour unions
- Identifying the
appropriate methods of dealing with and reporting concerns or problems at the
placement
- Developing an
understanding of workplace health and safety rules
- Knowledge of the
appropriate use of safety equipment, including fire extinguishers and smoke
and carbon monoxide detectors
- Developing an
understanding of the need for personal protective equipment, including
goggles, gloves, boots, and aprons
- A general understanding of
the Occupational Health and Safety Act
- Familiarity with the
correct handling of materials and equipment as specified in the Workplace
Hazardous Materials Information Systems (WHMIS) training program
- A detailed understanding
of the coverage provided by the Workplace Safety and Insurance Act
- Knowledge of the
procedures for reporting accidents
- Knowledge of the
procedures for reporting unsafe practices
Placement Component:
The primary purpose of the
work placement is to provide students with sufficient time and opportunity for
satisfactory skill development, career exploration, and personal growth. During a student’s placement, the
following assessments shall be used to determine student
achievement.
- The careful, critical
observation of the student’s placement activities, including performance of
placement tasks and interaction with co-workers and the supervisor
- An assessment of working
conditions and of the student’s work habits
- Discussions and
consultations with both the student and their supervisor
- Documentation of student
progress in developing the knowledge and refining the skills described in the
curriculum expectations of the related course, and towards achieving the
placement-related expectations of the classroom component of the course, as
well as the expectations of the employer
- The updating and adjusting
of all copies of the student’s personalized placement learning
plan
- Punctual attendance at the
placement
Integration
Component:
The
integration portion of the classroom component of this course involves sessions
with students that are held at various times throughout the course and following
the placement and is designed to provide students with the opportunity
to:
- Relate the placement
experience both to the curriculum expectations of the related course and to
the expectations related to cooperative education, using a variety of
strategies, activities, and tools;
- Reflect on and analyze
their placement experiences
- Reinforce the job-skills
theory acquired in the classroom and the skills, techniques, and principles
learned at the placement.
- Demonstrate the ability to
access related career information
- Demonstrate an
understanding of labour market trends and of the nature of the workplace in
the future
- Demonstrate an
understanding of the changing role of men and women at work
- Demonstrate an
understanding of issues relating to human rights, discrimination, harassment,
and disability
- Demonstrate the ability to
produce an effective exit résumé.
Evaluation:
To
determine a student’s final grade, it shall be taken into consideration the
expectations included in the student’s personalized placement learning plan, the
levels of achievement described in the appropriate curriculum policy document of
the related course, the student’s performance on classroom assignments, and the
supervisor’s performance appraisals.
Students will also be assessed and evaluated on the compulsory
independent study project they complete. Student’s journals, logs, portfolios,
tests, examinations and assignments may also be used to assess and evaluate
student achievement. Opportunities for self- and peer assessment will be
provided. Student learning at the
placement will be assessed a minimum of three times per 110 hours of a
cooperative education course. The
assessment of students will incorporate at least two performance appraisals
written by the placement supervisor.
Category |
Weighting |
Application |
30% |
Knowledge &
Understanding |
20% |
Communication |
15% |
Thinking
& Inquiry |
5% |
Culminating
Tasks |
30% |
Application: 30%
The
majority of the mark will be derived from the placement component of the
course. Material used to assess and
evaluate student achievement will include:
-
The ability to relate the
placement experience both to the curriculum expectations of the related course
and to the expectations related to cooperative education, using a variety of
strategies, activities, and tools
-
Student work
habits
-
Teacher and placement
supervisor assessments.
-
Updating of the personalized
placement learning plans
Knowledge &
Understanding:
20%
The
majority of this mark will be derived from the classroom and integration
components of the course. Material
used to assess and evaluate student achievement will include an understanding
of:
-
Employability
skills
-
Job readiness
skills
-
Job-search
skills
-
Health & Safety and
insurance at the workplace
-
Labour
Unions
-
Worker rights and
responsibilities
-
Interpersonal skills
Communication: 15%
The majority of this mark
will be derived through ongoing activities such as:
-
Journal writing and weekly
log entries
Thinking
& Inquiry:
5%
This mark will be determined
during the in-school component of the course during the “in-school component
test”.
Culminating Tasks: 30%
This mark will be derived
from the completion of:
-
An independent study project
that incorporates the student’s ability to synthesize their placement experience
with their understanding of the curriculum expectations of the related course.
(20%).
-
A report that discusses the
student’s placement experiences in detail (10%).
Attendance &
Punctuality:
Regular
attendance and punctuality at school and at the placement will provide the
student with a “real world” workplace experience. Students must not be tardy to class or
their placements and unexcused absences will not be tolerated. In this regard, students and their
parents/guardians will be given
-
A
verbal warning on the first attendance related infraction
-
A
written warning on the second attendance related
infraction
-
Removal
from the course and loss of credits on the third attendance related
infraction
LOG Sheets &
Journals:
The log
sheets are your record of hours worked.
You need 220 total hours to earn 2 credits. Each week also requires the completion
of a journal entry. You must submit
each week’s signed log sheet and journal entry on the following Tuesday
(ie: for the week of Monday January
10 – Friday January 14, the log sheet and journal would be due on Tuesday
January 18). Give log sheets and
journals directly to Mr. Turner, or put the sheets in the mailbox on his office
door.
Regarding
the LOG sheets, you will receive 1 warning about late submission. Any further late submissions may result
in you being removed from the course, with loss of credits.
Dear Cooperative Education & OYAP Training
Supervisor,
I am asking for your assistance with the
assessment of your cooperative education/OYAP student. This assessment assists with
determining the student’s grade, and will be counted as part of 40% of their
out-of-school mark for cooperative education.
This Performance
Assessment consists of two parts:
1) RANK THE STUDENT in each of three
categories, Skills, Attitude, Knowledge, on a scale of 1 - 5 by circling the
number which applies to your student at this time. If you have specific comments about that
section please write them below the section. If the performance area has not
pertained to your student please circle N/A beside that
area.
SCALE:
5
EXCELLENT - Consistently far exceeds job
expectations
4
VERY GOOD - Consistently meets job expectations
3
ACCEPTABLE - Meets average requirements for the
job
2
NEEDS IMPROVEMENT - Not up to standard
1
UNACCEPTABLE
2) OVERALL PERFORMANCE This evaluation indicates the
co-op student’s abilities as a
worker in their specific career field, throughout their placement thus
far with you. Please
indicate a grade out of 30 using the following scale to assist
you:
A
(80 to 100%) a grade of 24 to 30
out of 30 indicates the student is performing in the above average to
excellent range, and has shown consistency throughout the placement
B
(70 to 79%) a grade of 21 to 23
out of 30 indicates the student is performing above standard, but still
has areas for improvement
C
(60 to 69%) a grade of 18 to 20
out of 30 indicates the student is performing at standard or
average
D
(50 to 59%) a grade of 15 to 17
out of 30 indicates the student is performing below standard or below
average, is of concern, and requires a greater effort
E
(under 50%) a grade of 5 to 14
out of 30 indicates the student is not performing appropriately and is
unsatisfactory
Please share this assessment
with your student, and I will be in contact with you about picking it
up.
Thank you for your
assistance and your support of our cooperative education program.
Matt
Turner
Experiential Learning
Coordinator
Northern Lights Secondary
School
Department of Experiential
Learning
Supervisor Assessment
Form
Student Name: ___________________________________ Date: __________________
Supervisor Name:
______________________________________
Rank the student in each of
the three categories, Skills, Attitude and Knowledge, on a scale of 1-5 by
circling the number that applies to your student at this time. If you have specific comments about that
section please write them below the section. If the performance area has not
pertained to your student please circle N/A (not applicable) beside that
area.
SCALE:
5
EXCELLENT - Consistently exceeds job
expectations
4
VERY GOOD - Consistently meets job expectations
3
ACCEPTABLE - Meets average requirements for the
job
2
NEEDS IMPROVEMENT - Not up to standard
1
UNACCEPTABLE
Skills
! Demonstrates technological
competence - effectively uses instruments, tools, and
Information systems required
to perform the job
N/A 5 4 3 2
1
! Listens carefully: for
instructions, to gain information, and to ask/answer questions
N/A 5 4 3 2
1
! Communicates effectively
with co-workers, clients and customers
N/A 5 4 3 2
1
! Is an effective member of
the workplace team
N/A 5 4 3 2
1
! Contributes to a safe
working environment
N/A 5 4 3 2
1
! Produces work within
assigned time lines
N/A 5 4 3 2
1
! Produces quality work -
accurate and thorough
N/A 5 4 3 2
1
! Shows initiative and is a
self-starter
N/A 5 4 3 2
1
! Works well with minimal
supervision
N/A 5 4 3 2
1
! Respects the thoughts and
opinions of others
N/A 5 4 3 2
1
! Seeks a team approach and
leads when appropriate
N/A 5 4 3 2
1
! Is resourceful
N/A 5 4 3 2
1
! Is flexible - responds
willingly to change
N/A 5 4 3 2
1
! Demonstrates
time-management by making good use of time
N/A 5 4 3 2
1
! Makes appropriate work
related decisions - uses common sense
N/A 5 4 3 2
1
Comments:
__________________________________________________________________
Attitude:
! Attends regularly, is
punctual
N/A 5 4 3 2
1
! Notifies training
supervisor of all variances in schedule
N/A 5 4 3 2
1
! Accepts
suggestions/criticism from training supervisor and takes action
N/A 5 4 3 2
1
! Dresses appropriately and
is well groomed
N/A 5 4 3 2
1
! Is co-operative and
courteous with people
N/A 5 4 3 2
1
! Is reliable
N/A 5 4 3 2
1
! Is alert and focused
N/A 5 4 3 2
1
! Demonstrates honesty,
integrity, personal and workplace ethics
N/A 5 4 3 2
1
! Accepts full responsibility
for own actions
N/A 5 4 3 2
1
Comments:
___________________________________________________________________
Knowledge
! Follows all company
policies and procedures, including security and confidentiality
N/A 5 4 3 2
1
! Understands and speaks the
language of the workplace
N/A 5 4 3 2
1
! Identifies their own skills
and strengths as they relate to their career choices and
employability
N/A 5 4 3 2
1
! Can describe roles of other
employees
N/A 5 4 3 2
1
Comments:
______________________________________________________________________________________________
Overall
Performance
Please indicate an overall
assessment of your coop student by giving a grade out of 30 using the following
scale to assist you:
A
a grade of 24 to 30 out of 30 indicates the student is performing
in the above average to excellent range, and has shown consistency throughout
the placement thus far
B
a grade of 21 to 23 out of 30 indicates the student is performing
above standard, but still has areas for improvement
C
a grade of 18 to 20 out of 30 indicates the student is performing
at standard or average
D
a grade of 15 to 17 out of 30 indicates the student is performing
below standard or below average, is of concern, and requires a greater
effort
E
a grade of 5 to 14
out of 30 indicates the student is not performing appropriately and is
unsatisfactory.
_______/30
STUDENT FEEDBACK ON
ASSESSMENT: |
Signatures
Training Supervisor:___________________________ Date:_______________
Co-op Student:_______________________________
Date:_______________
Teacher
Monitor:_____________________________
Date:______________
Northern Lights Secondary
School
Department of Experiential
Learning
LOG SHEET
Student Name:
______________________________________________________
Placement Location:
______________________________________________________
Supervisor Name:
______________________________________________________
For the Week Of:
______________________________________________________
Date |
Hours
Worked |
Total
Hours |
Task/Activities |
|
Monday
|
From
__________
Until
__________ |
|
|
|
Tuesday
|
From
__________
Until
__________ |
|
|
|
Wednesday
|
From
__________
Until
__________ |
|
|
|
Thursday
|
From
__________
Until
__________ |
|
|
|
Friday
|
From
__________
Until
__________ |
|
|
|
|
|
Weekly
Total
_________
Hours
Total Overall
_________ Hours |
|
Supervisor
Comments:
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________
__________________________________
Student Signature
Supervisor Signature
Northern Lights Secondary
School
Department of Experiential
Learning
Confidentiality
Form
THE DECLARATION:
RE: Protection of
Confidential Information
I, _______________________________, have been made aware of the
confidential nature of information concerning Cooperative Education employers
and its clients or other confidential type of referral information. Whether or
not such confidential information may be available to me in the normal
performance of my duties, or occasionally and inadvertently, the confidentiality
will be respected.
I will exercise all reasonable care and caution in protecting printed or
written confidential information from casual observation, unauthorized perusal
or other abuse.
I also understand that confidential information, which shall be disclosed
to me or which may come to my knowledge, may not be divulged within or outside
of the employer or client relationship, unless required in the performance of my
normal duties or expressly authorized by the Administration.
I also understand that if I break this confidentiality agreement I may be
removed from my cooperative education placement and obtain no credits.
_______________________________
_____________________________
Signature
Witness
_____________________
Date