PA Guide to Best Practices in Cooperative Education

Pennsylvania's Guide to Best Practices in

Cooperative Education

June 2019

COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 Market Street Harrisburg, PA 17126-0333 education.

Commonwealth of Pennsylvania

Tom Wolf, Governor

Department of Education Pedro A. Rivera, Secretary

Office of Elementary and Secondary Education Matthew S. Stem, Deputy Secretary

Bureau of Career and Technical Education Lee Burket, Director

The Pennsylvania Department of Education (PDE) does not discriminate in its educational programs, activities, or employment practices, based on race, color, national origin, [sex] gender, sexual orientation, disability, age, religion, ancestry, union membership, gender identity or expression, AIDS or HIV status, or any other legally protected category. Announcement of this policy is in accordance with State Law including the Pennsylvania Human Relations Act and with Federal law, including Title VI and Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, and the Americans with Disabilities Act of 1990.

The following persons have been designated to handle inquiries regarding the Pennsylvania Department of Education's nondiscrimination policies:

For Inquiries Concerning Nondiscrimination in Employment: Pennsylvania Department of Education Equal Employment Opportunity Representative Bureau of Human Resources Voice Telephone: (717) 783-5446

For Inquiries Concerning Nondiscrimination in All Other Pennsylvania Department of Education Programs and Activities: Pennsylvania Department of Education School Services Unit Director 333 Market Street, 5th Floor, Harrisburg, PA 17126-0333 Voice Telephone: (717) 783-3750, Fax: (717) 783-6802

If you have any questions about this publication or for additional copies, contact:

Pennsylvania Department of Education Bureau of Career and Technical Education 333 Market Street, 11th Floor, Harrisburg, PA 17126-0333 Voice: (717) 787-5530, Fax: (717) 783-6672 education.

All Media Requests/Inquiries: Contact the Office of Press & Communications at (717) 783-9802.

Contents

Introduction............................................................................................................................................ 1 Best Practice: Workplace Readiness ..................................................................................................... 2

Key Findings ...................................................................................................................................... 2 Workplace Readiness Defined ........................................................................................................... 2 Employer Participation ....................................................................................................................... 3 Portfolio & Interviews.......................................................................................................................... 3 Value/Impact ...................................................................................................................................... 3 Best Practice: Integration of Technology................................................................................................ 5 Key Findings ...................................................................................................................................... 5 Motivation for Change ........................................................................................................................ 5 Digital Design ..................................................................................................................................... 5 Keep It Simple.................................................................................................................................... 6 The Final Product ............................................................................................................................... 6 Value/Impact ...................................................................................................................................... 6 Best Practice: Employer Engagement (Franklin County CTC) ............................................................... 7 Key Findings ...................................................................................................................................... 7 A New Focus...................................................................................................................................... 7 Meet the Instructor ............................................................................................................................. 7 A Strong Foundation .......................................................................................................................... 8 Value/Impact ...................................................................................................................................... 8 Best Practice: Employer Engagement (Parkway West CTC).................................................................. 9 Key Findings ...................................................................................................................................... 9 Workforce Ready ............................................................................................................................... 9 Flexibility Is Key ................................................................................................................................. 9 Engaging Events ................................................................................................................................ 9 Value/Impact .................................................................................................................................... 10 Best Practice: Stakeholder Buy-in........................................................................................................ 11 Key Findings .................................................................................................................................... 11 Non-Profit Partnerships .................................................................................................................... 11 Outreach and Buy-In ........................................................................................................................ 11 Transportation Challenge ................................................................................................................. 12 Value/Impact .................................................................................................................................... 12 Conclusion........................................................................................................................................... 13 Resources ........................................................................................................................................... 13 EWCTC PPD Task List .................................................................................................................... 13 FCCTC Technology Integration Resources ...................................................................................... 13

June 2019

Introduction

One of the greatest challenges school leaders face is identifying and enacting effective teaching methods to engage students. The cooperative education (co-op) method, developed in the early 1900s, aims to do just that ? engage students by bridging the gap between classroom-based instruction and practical work experience. According to the research, this teaching method is effective. In a 2004 study, researchers found that co-op students benefited from higher academic grade point averages and subjective reports of well-being than non-participating peers.1 Another 2012 study reported that co-op students, regardless of academic background, have a higher probability of obtaining employment postgraduation and making $10,000 above average starting wage in their field of study.2

Though today's co-op programs have evolved in practice since the teaching method emerged, the goal of providing students with a work-based learning experience and preparing them to meet workforce needs remains the same. Pennsylvania's career and technology centers currently offer innovative, cutting-edge programs, and this guide highlights some of the best practices taking place throughout the state. According to the National Commission for Cooperative Education definition, which has been adopted by Pennsylvania, a co-op program combines structured classroom instruction with work-based learning, directly relates to a student's field of study, and increases in academic and technical complexity as the student advances in the program.3

Key characteristics include:

? Career exploration activities, ? Student enrollment in a PDE-approved CTE program, ? Student receives pay for hours worked in the program, ? Student performance is monitored and evaluated at both their school-based and work-based

learning experiences, ? Employer/employee relationships fall under all related state and federal laws, and ? Co-op teachers complete training agreements and plans with employers and students.4

The co-op programs profiled in this report represent a variety of best practices. They include:

? Workplace readiness, ? Integration of technology, ? Employer engagement, and ? Stakeholder buy-in.

Continue reading to discover a sampling of the inventive co-op best practices taking place inside Pennsylvania's CTCs.

1 Blair, B. F., Millea, M., and Hammer, J. (2004) "The impact of cooperative education on academic performance and compensation of engineering majors," Journal of Engineering Education Vol. 93, No. 4, 2004, pp. 333-338. 2 Brock E. Barry et al. (February 2012) "Engineering Cooperative Education Participation." Purdue University. 3 PA Department of Education. (2014, March). Cooperative Education Guidelines for Administration: How to Comply with Federal and State Laws and Regulations. 4 ibid

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Best Practice: Workplace Readiness Eastern Westmoreland Career & Technology Center (EWCTC)

Key Findings

? Developed 19 Personal and Professional Development tasks taught over the course of three years.

? Students develop a comprehensive portfolio of their work covering the 19 competencies.

? EWCTC annually hosts an interview day for senior students to practice interviewing with local employers, industry representatives and school officials, exhibiting the workplace readiness skills they have mastered.

Workplace Readiness Defined

In 2009, Eastern Westmoreland Career and Technology Center (EWCTC) adopted 19 Personal and Professional Development tasks (PPDs) (see resources) that students complete while enrolled in a CTE program. Emphasizing workplace readiness, they range from learning time management skills and practicing proper social etiquette to developing a resume and preparing for a job interview. The PPDs were developed over the course of two years with significant input from local employers. After observing two instructors teaching career readiness lessons, the school leadership recognized the relevance of the lessons and tasked a group of instructors and support staff to develop a set of career readiness tasks to be adopted and implemented school wide. Once a task list was developed, local advisory committees and occupational advisory committees (OAC) provided input. Because the OACs complete a comprehensive assessment of EWCTC's programs each year and are familiar with what students are doing in the co-op program, committee representatives were able to provide valuable feedback as to what types of tasks would benefit students and businesses alike.

From 10th to 12th grade, students master the 19 PPD tasks in preparation for their co-op or another work-based learning experience, and eventually, full-time employment. Competencies are introduced by instructors in a variety of ways. Some are taught and assessed in a specific classroom lesson while other tasks are evaluated more broadly as a student progresses through a program of study. Using a 43-2-1 scale (4=advanced, 3=competent, 2=basic, 1=below basic), instructors rate students on each competency they attempt/complete in real time using an online software program.

Because certain tasks are more demanding than others, school leadership prioritizes offering individual support for students. EWCTC's Administrative Director Todd Weimer explained, "With only three sending schools, we are able to spend a lot of time with each student. This lets us check regularly on their PPD task progress and provide support if we see a need." For example, if a student is re-tasked with a certain competency, instructors and school support staff provide remedial instruction to help him/her get up to speed. Key to providing student support, EWCTC employs a full-time English teacher, part-time math teacher, and multiple teaching assistants. All these individuals work closely with instructors and students to ensure students demonstrate competency on their PPD tasks. Support typically occurs through general classroom assistance and one-on-one tutoring as needed. Further, the English instructor meets with each program instructor to review the rationale, requirements, and timeline for PPD tasks. They then provide assistance through co-teaching and lesson development.

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