placement sae modified by georgia agricultural education curriculum office july,2002

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!!