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