Page 41 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Cooperative Education

Allocation of Teachers and Timetabling
The delivery of cooperative education courses places unique demands on teachers and students that must be considered when schools allocate resources and develop master timetables and individual teacher and student timetables.
Boards and schools are encouraged to allocate resources (e.g., staff, facilities, funds) and develop timetables that facilitate the delivery of cooperative education through a full range of delivery models (e.g., full-day, half-day, continuous intake, summer school, night school).
Cooperative education teachers, in collaboration with the teacher(s) of the related course(s) on which the cooperative education course(s) are based, and special education teachers, where appropriate, are essential to providing students with engaging cooperative education experiences.
Teachers providing leadership in the development and implementation of cooperative education should hold Specialist Qualifications in cooperative education.
Student Remuneration
Cooperative education provides students with authentic learning opportunities connected to a community outside the school. It is essential that the emphasis in cooperative education be placed on learning and that cooperative education be differentiated from part-time employment. It is therefore not general practice for a student in cooperative education to receive remuneration. In some circumstances, a school or board may allow a student to receive payment, provided that the requirements of the cooperative education course are met.
Students who receive an hourly wage or a salary or who are employed beyond the hours or dates stated in the Work Education Agreement form and addendum, where applicable, must be given coverage by the employer under the Workplace Safety and Insurance Act (WSIA) (see Policy/Program Memorandum No. 76A, “Workplace Safety and Insurance Coverage for Students in Work Education Programs”).
A community partner or school board may provide students with an honorarium or an expense and/or transportation allowance. These are not construed as “remuneration” for purposes of WSIA coverage.
Community Connections in a Unionized Environment
Students placed in a union setting must be provided with an orientation to the union and should spend some time with the union representative as part of their learning experience.
School board policies pertaining to cooperative education must include a statement regarding student activities in the event of a strike, lockout, or collective action affecting the placement.
PLANNING AND IMPLEMENTATION OF THE COOPERATIVE EDUCATION PROGRAM
39