Both paid work and volunteer placements may be used to earn credits. All placements must meet TDSB standards for safety, appropriateness, etc. The number of hours used from a paid job is limited and must correspond to times when the Co-op teacher is available to make a monitoring call. Certain jobs (e.g., roofer, tattoo artist, baby-sitter, any unsupervised work, etc) cannot be used for Co-op credit.
Co-op ‘packages’ are individually designed for each student based on an assessment her/his academic needs. Students who have completed very few compulsory credits may not be eligible for some Co-op ‘packages’.
Students may apply at any time, but may be placed on a waiting list before being able to earn credit hours.
Admission to Co-op is based solely on the school’s assessment of the applicant’s academic needs, and the number of places available in the programme at any given time.
All pre-placement requirements (including the signed Work- Education Agreement) must be completed before students may begin to earn credit hours.
Co-op Options
After-school Co-op
(paid or volunteer work)
1 credit (minimum 110 hours per semester) OR 2 credits
(minimum 220 hours per semester).
No more than 220 hours per semester may be used for credit. Hours used for Co-op credit in must be limited to times when teacher is available to monitor students (late afternoon-early evening).
Some weekend hours may be used for credit if the Co-op teacher is willing and able to monitor students at that time.
Afternoon Co-op
(paid or volunteer work)
Periods C & D
Quad 1 and/or Quad 2 and/or Quad 3 and/or Quad 4
Approximately 3 credit hours daily
110 hours per quad = 1 credit per quad
No half-credits available in Co-op.
Special Co-op
Special Co-op timetables (e.g., morning, full-day, etc) may be possible for limited number of students. Pre-requisites: successful completion of at least one semester at Contact School and recommendation from Guidance teacher; and/or permission from Vice-principal.
Frequently Asked Questions
Can I use my part-time job for Co-op?
Yes, you can use up to three hours per day from your job and, possibly, more hours on the weekend. However, your job site must be inspected and approved by the Co-op teacher and you must do all the paperwork and assignments as part of the Co-op course.
Will the Co-op teacher help me find a job?
Yes, you will be given help developing skills and accessing resources for finding work. But finding a job is ultimately up to you.
Can the Co-op teacher help find a volunteer placement for me?
Yes, but you will be expected to take an active role in the process. Be prepared to spend some time finding your placement.
How to register in and earn credits though Co-op:
A step-by-step guide
1) Before school, during break, at lunch, or after school, visit Rob or Nabeel. They will give you an application form. Read it and fill it out. Return it to them as soon as possible. If you are under 18 years, a parent/guardian must sign the application.
2) When you return the application form you must make an appointment to be interviewed for Co-op. At the interview, it will be determined what kind of Co-op program will best suit your academic needs at this time. It may be necessary to postpone starting Co-op if you have earned very few compulsory credits so far.
3) After the interview, you may be offered a conditional acceptance. Full acceptance will be granted when you complete all of the pre-placement requirements (including, if necessary, finding a suitable job or voluntary position). The pre-placement requirements also include: all necessary paperwork (with signatures), attending one-one and/or group pre-placement tutorials on employment issues, and completing all written and oral pre-placement assignments. This time ‘counts’ as 10-15 hours towards the total number of hours used for credit.
4) Once the pre-placement requirements are completed (and if you are not on a waiting list) you may begin to count credit hours in your job. You must provide (acceptable) written evidence of your hours every two weeks. You may be taken off roll if you do not submit hours.
5) The Co-op teacher will ‘monitor’ you during your time in the program: through brief, informal ‘reflection’ meetings with you once a week; and though site visits and phone or email discussions with your supervisor (including a final written evaluation). You and your supervisor will be given a Personal Placement Learning Plan within the few weeks of your placement. The ‘expectations’ in the PPLP form the basis of how your performance in the job is evaluated.
5) In addition to the pre-placement component (worth 10% of the final mark), and the placement component, (40% of final mark), there will be weekly ‘reflection’ meetings with the Co-op teacher and one formal, written 'reflection' paper per quad (20% of final mark), as well as a final culminating assignment (30% of final mark) at the end of the quad (for afternoon Co-op) or semester (for after-school Co-op).
6) It is your obligation to keep in touch with the Co-op teacher on a regular (i.e., weekly) basis. Students who ‘disappear’ (without explanation) are likely to be removed from the Co-op programme. No credit can be assigned in Co-op unless there is acceptable (written) evidence of sufficient hours in the placement or job during the time that the student is scheduled to be in Co-op. It is important to remember that Co-op is a credit-granting course. As in any other course, students who do not fulfill the requirements of the course will not receive a passing grade.
7) It is the obligation of the student to familiarize her or himself with requirements for Co-op (found on this website)and to seek any clarification needed from the Co-op teacher well in advance of the evaluation periods at the end of each quad and/or semester.
Work Readiness: Skills Inventory
Instructions: Please read the list of skills below; then complete the three part assignment at the end of the list
Examples of ways that help
you build skills in school:
Communication:
< giving class presentations
< reading articles and books
< writing essays, short stories and poetry
< prepare presentations
< write clear and concise memos, letters and reports
< speak well on issues
< explain your ideas effectively
< ask for help when required
< communicate well with managers and co-workers
Teamwork:
< getting along with your friends
< working with others on projects
< be a productive team worker
< accept authority and supervision
< view co-workers as equals
< know how to be cooperative and share knowledge
< get along well with others
Time Management:
< doing homework
< meeting project deadlines
< scheduling your day
< getting to class on time
< all courses and activities
< get work done efficiently
< be prepared for meetings
< meet deadlines
< plan schedules and set goals
Problem-Solving:
< analyzing information
< understanding the problem
< defining the problem
< solving the problem
< applying the results
< think analytically and clearly about issues
< pinpoint problems
< evaluate situations
< identify risks
< make informed decisions
< find productive solutions
Organizational:
< taking notes
< following written and oral instructions
< keeping binders of information
< following a schedule
< setting priorities and goals
< keep a neat workplace
< take care of equipment and tools
< keep track of important details
< handle interruptions well
< organize activities to meet deadlines
Learning:
< asking questions
< reading information
< using the library
< researching information
< joining activities and clubs
< trying new things
< meeting new people
< think critically and act logically
< learn from on-the-job training
< upgrade skills as necessary
< learn from mistakes
< increase knowledge and productivity
PART A
For each of the learning skills listed below, give one example of how you have demonstrated this skill in a job or volunteer position, or at school, in the fairly recent past. Be specific. You may use point form to list the skills you have demonstrated.
Remember: The Key Skills are...
1) Communication 2) Teamwork 3) Time management 4)Problem-Solving
5) Organizational 6)Learning
PART B
Meet with the Co-op teacher to discuss the examples you have given and to possibly expand the list.
PART C
Write a brief letter of application. Address it to your present employer OR to the employer of a volunteer position that your are seeking in Co-op OR to a real or imaginary employer for a job that you would like but do not yet have. When you have finished, bring the letter to the Co-op teacher to discuss and, possibly, improve it.
Examples of ways that help
you build skills in school:
Communication:
< giving class presentations
< reading articles and books
< writing essays, short stories and poetry
< prepare presentations
< write clear and concise memos, letters and reports
< speak well on issues
< explain your ideas effectively
< ask for help when required
< communicate well with managers and co-workers
Teamwork:
< getting along with your friends
< working with others on projects
< be a productive team worker
< accept authority and supervision
< view co-workers as equals
< know how to be cooperative and share knowledge
< get along well with others
Time Management:
< doing homework
< meeting project deadlines
< scheduling your day
< getting to class on time
< all courses and activities
< get work done efficiently
< be prepared for meetings
< meet deadlines
< plan schedules and set goals
Problem-Solving:
< analyzing information
< understanding the problem
< defining the problem
< solving the problem
< applying the results
< think analytically and clearly about issues
< pinpoint problems
< evaluate situations
< identify risks
< make informed decisions
< find productive solutions
Organizational:
< taking notes
< following written and oral instructions
< keeping binders of information
< following a schedule
< setting priorities and goals
< keep a neat workplace
< take care of equipment and tools
< keep track of important details
< handle interruptions well
< organize activities to meet deadlines
Learning:
< asking questions
< reading information
< using the library
< researching information
< joining activities and clubs
< trying new things
< meeting new people
< think critically and act logically
< learn from on-the-job training
< upgrade skills as necessary
< learn from mistakes
< increase knowledge and productivity
PART A
For each of the learning skills listed below, give one example of how you have demonstrated this skill in a job or volunteer position, or at school, in the fairly recent past. Be specific. You may use point form to list the skills you have demonstrated.
Remember: The Key Skills are...
1) Communication 2) Teamwork 3) Time management 4)Problem-Solving
5) Organizational 6)Learning
PART B
Meet with the Co-op teacher to discuss the examples you have given and to possibly expand the list.
PART C
Write a brief letter of application. Address it to your present employer OR to the employer of a volunteer position that your are seeking in Co-op OR to a real or imaginary employer for a job that you would like but do not yet have. When you have finished, bring the letter to the Co-op teacher to discuss and, possibly, improve it.
Culminating Activities (30% Final Mark)
Part 1: Final Oral Examination
(30% of final grade in Co-op)
Towards the end of each semester (or at the end of each quadmester if you are doing a 1 credit afternoon placement during the school day), you will meet with one of the Co-op teachers for a 15 minute oral examination. While it is not necessary to "study" for this exam as though it were for an 'academic' course, the following outline will give you some idea of what to expect in order to prepare yourself. If you wish, you may make notes and bring them to the exam in order to 'refresh' your memory while you speak. Or, you may choose simply to speak without any notes.
You will be asked to discuss some or all of the following:
Part II: Reference Letter
Instructions: Write a reference letter about YOURSELF ready for your employer to sign (you do not actually have to get your employer to sign the letter, but be honest enough so that, if required, he/she would be able to do so).
Include in your letter:
1. Three skills that you have developed.
2. Two personal achievements.
3. Two concluding comments on how you have been an asset to the organization.
Be sure to back up each statement with detailed examples from the workplace.
Write the letter in business style format, paying close attention to spelling and grammar.
(30% of final grade in Co-op)
Towards the end of each semester (or at the end of each quadmester if you are doing a 1 credit afternoon placement during the school day), you will meet with one of the Co-op teachers for a 15 minute oral examination. While it is not necessary to "study" for this exam as though it were for an 'academic' course, the following outline will give you some idea of what to expect in order to prepare yourself. If you wish, you may make notes and bring them to the exam in order to 'refresh' your memory while you speak. Or, you may choose simply to speak without any notes.
You will be asked to discuss some or all of the following:
- What are the most important skills that you learned (or are still learning) in your job?
- Which skills are you best at?
- Which skills need improvement?
- Which skills do you think are most 'transferable' to other jobs?
- In terms of the 'linking' course and generic Co-op expectations your Personal Placement Learning Plan, describe some of the specific skills that you learned and demonstrated in your job that connect with the PPLP expectations. (Note: the teacher will help you at this point in the exam by describing and explaining the PPLP expections and suggesting some possible connections for you to expand on)
- Suggest at least one thing that you would need to learn--or get better at--if you were to continue in your job.
- What is the most important thing that you have learned about yourself in your job?
- What knowledge or skills that you have gained in your job would you add to an exit resume?
The teacher may also ask you to summarize some of the other important learnings that you have acquired in your job. Whether your experience in the job is good or bad, this is an opportunity for you to reflect on and to demonstrate the connections you have made between the workplace and your linking course.
Part II: Reference Letter
Instructions: Write a reference letter about YOURSELF ready for your employer to sign (you do not actually have to get your employer to sign the letter, but be honest enough so that, if required, he/she would be able to do so).
Include in your letter:
1. Three skills that you have developed.
2. Two personal achievements.
3. Two concluding comments on how you have been an asset to the organization.
Be sure to back up each statement with detailed examples from the workplace.
Write the letter in business style format, paying close attention to spelling and grammar.
Work Readiness: Resume & the "Ideal" Job
Creating an Effective Resume
Instructions:
Part I: Examine at least three of the links below to look at different ways of designing a resume.
http://www.careers.org/
http://www.campusworklink.com/
http://www.monster.ca/
http://www.resumeedge.com/
http://www.resumania.com/
http://www.mazemaster.on.ca/
Part II:
Instructions:
Part I: Examine at least three of the links below to look at different ways of designing a resume.
http://www.careers.org/
http://www.campusworklink.com/
http://www.monster.ca/
http://www.resumeedge.com/
http://www.resumania.com/
http://www.mazemaster.on.ca/
Part II:
- Brainstorm a list of the new skills, attitudes, knowledge, etc, that you have gained from your work experience.
- Decide on a style of resume. Keep it as simple as possible.
- Do a rough draft of your revised resume according to the style of resume that you have chosen:
- prominently display your name, address, telephone, and email
- list your skills, apptitudes, and experience
- use action-packed dynamic words
- do not use abbreviations
- check spelling and grammar
- you may wish to customize your resume for a specific job or area
- share your resume with a teacher or friend or family member and get their feed-back
- prepare a final copy and save to disc
- prepare a final hard copy and make at least two other hard copies to keep on file (in case you lose the electronic copy)
The assignment may be submitted as a Word attachment to an email (see contact link) or as hardcopy. The assignment must be typed.
Part III: Meet with the Co-op teacher to discuss the final draft of your new or improved resume.
Part IV: If you could work at a job of your choice, what would it be like? Describe your version of the IDEAL JOB (part-time, full-time, or career). Consider the following aspects of the job when writing your report:
Location
Job Description
Duties
Work Environment
Equipment
Rules
Educational Requirements
Opportunities for Advancement
Co-workers
Type of boss
Benefits
Hours
Salary
Length: 1 page.
Work Readiness: Employment Standards
Your legal rights as a worker in Ontario
Assignment: Using the links provided, answer the questions below in point form. This assignment may be submitted as a Word attachment to an email to Rob Ross or Nabeel Salloum (see email links above) or typed or handwritten as hard copy and submitted in person at the school.
Assignment: Using the links provided, answer the questions below in point form. This assignment may be submitted as a Word attachment to an email to Rob Ross or Nabeel Salloum (see email links above) or typed or handwritten as hard copy and submitted in person at the school.
- What is the name of the Act which provides minimum standards for most workers in Ontario? http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=1-0-0
- Is your job covered under the Act? Explain why or why not. http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=1-1-1
- Explain what is meant by "minimum standards." http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=1-2-1
- If I am covered under the Act, when should I be paid? http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=1-3-1#H1
- If I quit my job or am fired, how should I be paid? http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=1-3-1#H4
- What kind of deductions can my employer make? http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=1-3-1#H7
- What kind of deductions can my employer not make? http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=1-3-1#H9
- What should I do if I think my employer is not following the Act? http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=1-3-1#H9
- What are the maximum number of hours for an employee? http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=1-4-1#H1
- Can I agree to work more than the daily or weekly maximum? Explain. http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=1-4-1#H1
- Can my employer ask me to work longer than the daily maximum? Give an example. http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=1-4-1#H1
- How long can my employer ask me to work before I am given an eating break? http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=1-4-3
- If I work for my employer for less than a year, am I still entitled to vacation pay? Explain. http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=1-5-1#H4
- What is the difference between personal emergency leave and family medical leave? http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=1-5-4#H2
- What is meant by a 'reprisal'? Give an example. http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=1-6-3
Reflection on Workplace: Seminar/Written Assignments
Summary Written Reflective Learning Assignment
& discussion 'starters' for weekly meeting with Co-op teacher
Reflection is...
& discussion 'starters' for weekly meeting with Co-op teacher
Reflection is...
- Thinking about your experiences
- Analysing and solving problems arising from your experiences
- Summarizing and focusing on the meaning of your experiences
- Evaluating your experiences
- Making sense of your experiences
- Clarifying what your experiences mean to you
- Predicting next steps as a result of your experiences
There are three levels of thinking required when writing a reflection summary. Try to use each level in your report.
Level 1: Retell in your own words; summarize information; state the main idea; identify the key concept.
Level 2: Relate; in other words, make connections or apply to your personal experience, books, events, etc; compare and contrast; analyze; give examples to illustrate your points.
Level 3: Reflect; in other words, draw conclusions from your experience; apply judgement; state opinions; give new insights or new understandings.
Instructions for assignment:
Complete a one page (maximum) reflective summary of your work experience using the three levels (Retell; Relate; Reflect) as an outline for your work.
The assignment will be evaluated based on 1) the connections you make between your learnings in your job and your in-school learning; 2) your analysis of your job experience; 3) the clarity of your writing; 4) how you plan to use the learning from your job in the future or in other situations (i.e., your 'transferable' knowledge and skills developed on the job site).
This formal, written assignment must be submitted each and every quad that a student is in Co-op (due dates will be different for each student and will be given to each student by the Co-op teacher). It is in addition to the informal weekly meeting between the Co-op teacher and the student (i.e., the weekly "reflection seminar") and may be a kind of "summary" of the discussion that you have had with the teacher so far.
The weekly reflection seminar (one-one discussion with the Co-op teacher) is worth 10% of the final mark in Co-op. The written reflection assignment is worth 10% of the final mark in Co-op.
'Starters' to get you thinking about your work experience (use for weekly meeting and for formal, written reflection assignment...
How I feel about some experience at my job...
A problem at my job that I analyzed and solved...
What I like [or don't like] about my job...
What I find satisfying or frustrating in my work...
Is this the type of work I want to do in the future? Why or why not...
What I am learning through my work that is encouraging me to finish high school...
What I am learning through my work that is causing me to change or revise my goals...
What skills am I learning in my job? How could these be transferred to other jobs?
What have I learned about myself through my job?
Work Readiness: Health & Safety
Health & Safety in the workplace
This assignment concerns health & safety at the workplace. While it is your employer's legal responsibility to ensure that your work site is safe, you also need to know your rights and responsibilities as a worker.
Instructions: Answer the questions below using the links provided.
1. Explain what is meant the the "internal responsibility system. http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-2-1&mcategory=health
2. List and briefly explain your basic health and safety rights as a worker.
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-2-2&mcategory=health
3. What are your heath and safety responsibilities as a worker?
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-2-3&mcategory=health
4. What is the legal minimum age for workers in the following areas?
a) offices b) factories, restaurants, kitchens c) construction d) window cleaners
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-2-4&mcategory=health
5. What is your employer's or supervisor's responsibility to you in terms of health and safety?
Give three specific examples which illustrate this responsibility on the part of the employer.
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-3-1&mcategory=health
6. Explain what is meant by "the right to participate."
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-3-3&mcategory=health
7. What is meant by a "hazard"? http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-6-1&mcategory=health
8. Give an example of a) a physical hazard b) a biological hazard c) an ergonomic hazard
d) a chemical hazard. http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-6-1&mcategory=health#H2
9. What should I immediately do if I encounter a hazard at work?
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-4-2&mcategory=health#H1
10. If you believe your work site is unsafe, what should you do?
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-4-3&mcategory=health
11. Give an example of a situation in the workplace that should immediately alert you to an unsafe situation which might result in injury.
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-4-1&mcategory=health
12. In addition to calling the co-op teacher and/or school immediately, what other things should I do if I am injured at work?
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-5-3&mcategory=health
This assignment concerns health & safety at the workplace. While it is your employer's legal responsibility to ensure that your work site is safe, you also need to know your rights and responsibilities as a worker.
Instructions: Answer the questions below using the links provided.
1. Explain what is meant the the "internal responsibility system. http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-2-1&mcategory=health
2. List and briefly explain your basic health and safety rights as a worker.
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-2-2&mcategory=health
3. What are your heath and safety responsibilities as a worker?
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-2-3&mcategory=health
4. What is the legal minimum age for workers in the following areas?
a) offices b) factories, restaurants, kitchens c) construction d) window cleaners
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-2-4&mcategory=health
5. What is your employer's or supervisor's responsibility to you in terms of health and safety?
Give three specific examples which illustrate this responsibility on the part of the employer.
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-3-1&mcategory=health
6. Explain what is meant by "the right to participate."
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-3-3&mcategory=health
7. What is meant by a "hazard"? http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-6-1&mcategory=health
8. Give an example of a) a physical hazard b) a biological hazard c) an ergonomic hazard
d) a chemical hazard. http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-6-1&mcategory=health#H2
9. What should I immediately do if I encounter a hazard at work?
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-4-2&mcategory=health#H1
10. If you believe your work site is unsafe, what should you do?
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-4-3&mcategory=health
11. Give an example of a situation in the workplace that should immediately alert you to an unsafe situation which might result in injury.
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-4-1&mcategory=health
12. In addition to calling the co-op teacher and/or school immediately, what other things should I do if I am injured at work?
http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=2-5-3&mcategory=health
Subscribe to:
Posts (Atom)