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Placement SAEModified by Georgia Agricultural Education Curriculum Office
July,2002
Problem Areas
What is Placement SAE?
How do I plan for Placement SAE?
What are legal considerations?
How do I supervise a placement
SAE?
Background 90% of all students work for
pay by senior year Over half of all HS seniors
work majority of senior year Typical senior works half time Work is mostly for higher
consumption and luxury Very little work is for
experience or learning
The Realities
Over 20 hours per week detracts from homework
Jrs and Srs tend to decrease course load to accommodate work
GPA tends to increase for students who work up to 20 hrs per week then decrease for those who work over 20 hours per week
Students working over 20 hrs per week have lower educational aspirations
School to Work Transition
Youngsters seek jobs for short term reasons
Lacking guidance, students gain little usable experience from part-time work
Graduates seek jobs based on peer information, convenience, and ignorance
Poor school-to-work transition hurts everybody
Partners in Placement SAE
Student Teacher Employer Parent
Student Responsibilities
Specified occupational objective Agree to and sign training agreement Work setting related to specified objective Work part time under supervision Receive pay AND credit Supervised by employer AND teacher Enroll in in-school class related to OJT
Teacher Responsibilities Identify and counsel prospective students Help students identify and state
occupational objectives Agree to and sign training agreement Provides in-school related instruction Evaluates and approves training stations Places students in appropriate training
stations Visits, observes, supervises, and
evaluates on site
Employer Responsibilities
Agree to and sign training
agreement
Assign qualified training sponsor
Participate in program planning,
evaluation, and revision
Training Sponsor (Supervisor)
May be employer Work with teacher in setting up a training
plan Remain aware of related class instruction Provide OJT learning experiences Follow the training plan
What is Cooperative Education
Method of Instruction Combines vocational classroom instruction
with DIRECTLY-RELATED paid employment
Both classroom work and employment are planned and supervised by BOTH the school and employer so that each contributes to the student’s occupational objective
Do NOT Confuse These:
Cooperative Education
General Work Experience
Work Study
Effective Co-op Programs Have detailed, written Placement SAE
policy Have functioning Advisory Councils Have experienced, competent teachers Provide time for coordination Match:
student occupational objectives nature of training station in-class instruction
Virginia DOE Guidelines
Teacher must be endorsed in program in which co-op is offered
Minimum 270 hours work for 1 academic credit (Ag Ed)
Summer hours may count toward minimum for academic credit
Teacher must be assigned extended contract, typically 11-month
Class size may not exceed 20 students
Minimum 1 coordination visit/month Teacher must have 1
coordination period per co-op class
Virginia DOE Guidelines
Students must enroll in in-school related class to enroll for work release credit
Student enrollment counts for FTE for both courses for which enrolled
Minimum student age 16 unless Employment Certificate is secured
Virginia DOE Guidelines
Training Agreement specifying responsibilities of and signed by: Student Employer Teacher Parent or Guardian
Training Plan specifying both technical & employability skills is required
Virginia DOE Guidelines
School Records Required
Training Agreement Training Plan Competency record Hours and wages
Record Documentation of
coordination activities and visits
Labor Law: Minors < 16
Employment Certificate requiredfor any employment EXCEPT: Farm, garden, and orchard work Volunteer work Non-manufacturing job owned
by parent/guardian Page/Clerk for VA House or Senate Employed by state of Virginia Occasional jobs around private homes
Labor Law: Work Hours
Age 16-17, hours not regulated Age 14-15:
Work during school hours only with Work Training Certificate
No work after 7:00 pm; after 9:00 pm between June 1 and Labor Day)
No work before 7:00 am (except newspaper carriers)
Vacation/Part Time Employment Certificate (age 14-15) Available for work only:
during school vacation days when school is not in session hours before & after school day
Work-Training Employment Certificate (age 14-15) Required for work during school hours
Age Certificate Issued to minors over 16 as proof of age
Labor Law: Work Certificates
Planning for SAE Identifying training stations Screening training stations
Placing and preparing students Preparing employers
Identifying Training Stations Develop promotional materials
brochure, fact/info sheet, introduction letter sample training agreement, training plan
Ag business survey (Prog Planning Class)
develop instrument develop list of employers personal visits to collect data/make contacts
Compile and Analyze Results Follow-up visits with letter to all, subsequent
contacts with potential training sites
Screening Training Stations
Is employer willing to providetraining as well as job?
Training consistent with student occupational objectives or interests
Training station compatible with school policy, community ethics, accessible, safe, and in compliance with labor laws.
Placing Students Personal data sheet or
resume Match objectives to training
stations Complete application forms Introduction letter or card Practice interviews Actual interviews Follow-up
Employers Look For:1. Qualifications (School achievement)
2. Initiative (Acts willing to learn)
3. Alertness (Provides intelligent responses)
4. Oral communications (Expresses ideas clearly)
5. Maturity (Seems emotionally stable)
6. Physical appearance (Proper grooming and dress)
7. Interest (Asks relevant questions about job)
8. Personality (Remains poised and pleasant)
9. Attitude (Exhibits positive outlook on life)
Interview Don’ts
1. Be late
2. Chew gum or smoke
3. Try to take over
4. Appear too aggressive
5. Be too “chatty”
6. Be overly concerned with money
7. Wear inappropriate clothing
8. Let negative emotions come out
Preparing Training Sponsor
This is new to most first line supervisors (FLS)
Orient to placement program
Discuss role of training sponsor
Discuss role of student Discuss role of teacher Provide checklist
The Training Agreement
Written statement of commitment Responsibilities of partners:
Student Teacher Employer Parent (good point, Greg)
Specifies purpose and scope of placement SAE for the INDIVIDUAL
The Training Plan Includes tasks to be done on
the job Serves as evaluation tool for
student Never finished Review on every coordination
visit Accomplishments Changes needed
Use checklist
Initial Coordination Visit May occur after student is selected
but before student reports for work Make appointment Allow 30-45 minutes Plan visit and take needed materials Discuss FLS role
Review Training Agreement Develop Training Plan Explain Evaluation Form
Routine Coordination Visits Check Visitation Record for unresolved issues or
questions Inform employer or
FLS of related instruction Student evaluation Observe student on the job Identify and resolve problems
before they become serious Update Training Plan with FLS and student input Record visit
Making Coordination Visits Check the visitation record for unresolved
issues and to see what is due Plan the purpose of the visit Put together any needed materials Make advance appointment Arrive on time -- not too early, not late Meet with employer or FLS briefly in private
Promotes honest, open discussion Allows to concentrate on matter at hand
To Recap What is Placement SAE? How do I plan for
Placement SAE? What are legal
considerations? How do I supervise a
Placement SAE?
The Last WordPlacement SAE may be Virginia
Agricultural Education's least used, best kept secret
Placement SAE works.
Try it, you’ll like it!!