Page 43 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Cooperative Education

Identifying areas of strength and areas requiring improvement, from the perspective of the SEF, can help boards and schools assess the extent to which they have created and maintained the conditions that enable effective implementation of cooperative education.
Boards and schools can gather both qualitative and quantitative data by:
• tracking the number of cooperative education credits attempted and the number of cooperative education credits earned;
• gathering evidence of student learning (e.g., evidence of the acquisition of skills, knowledge, and habits of mind related to education and career/life planning);
• conducting surveys with parents, teachers, students, and community partners to gauge their awareness of opportunities, their level of involvement, and the effectiveness of cooperative education relative to benefits to students.
Boards and schools can use existing tools (e.g., the school climate survey; Grade 8 and Grade 12 Student Exit Surveys) to gather impact data. Alternatively, they can create tools dedicated to gathering data related to cooperative education with a view to establishing a baseline and promoting and measuring improvement over a longer period of time. Teachers should also be encouraged to monitor, measure, and analyse the impact of cooperative education opportunities.
PLANNING AND IMPLEMENTATION OF THE COOPERATIVE EDUCATION PROGRAM
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