cooperative education teacher resource manual
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cooperative education teacher resource manualFurther, it stresses providing classroom safety instruction to students and sets out eight learning expectations that students must demonstrate in relation to this topic. Work Smart! resource will help teachers deliver the required health and safety learning expectations, as well as meet policy requirements around placement assessment. It has suggestions on how to conduct a workplace health and safety placement assessment and it provides classroom safety lessons and student activities related to curriculum expectations in the Ministry of Education cooperative education policy. So as you walk through the document, you will find the relevant information that will assist you in delivering the health and safety co-op curriculum in phases of the program: And so thank you- Ontario's cooperative education teachers- for providing your students with the critical health and safety knowledge and skills that will prevent injuries and save lives! Work Smart! website. If you require specific assistance with respect to the interpretation of a legislative provision and its potential application to you, please contact your legal counsel. You may find this useful during the pre-course interviewing process when discussing placement options with your student. This chart will help you in determining if your student is old enough to be placed within a particular sector or with a particular employer. For the purposes of this resource, we have included an extract from this policy that specifically deals with the health and safety curriculum cooperative education teachers are required to provide to ensure the physical safety and personal well-being of their students. As part of the pre-placement orientation, students involved in cooperative education and work experience must receive instruction on health and safety in the workplace.https://www.coverdolls.com/userfiles/drummond-nanoject-2-manual.xml
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To ensure the physical safety and personal well-being of students, teachers must ensure that students demonstrate the following prior to placement: They must also ensure that any necessary workplace accommodations to ensure students' safety are in place. The hazardous situation must be resolved before the student can return to the placement. Any teachers and non-teaching personnel responsible for recruiting and securing placements must assess the health and safety environment of the potential placements (see section 2.4.1.1, 'Placement Assessment Criteria') and recommend only those placements with acceptable standards. To ensure Workplace Safety and Insurance Board (WSIB) coverage for students at the placement, a Ministry of Education Work Education Agreement form must be completed and signed by all parties prior to student placement.The number of hours of WSIB coverage may, in some cases, need to be increased. In such cases, a note must be appended to the Work Education Agreement form to ensure the necessary WSIB coverage for the student. The note must be signed by the teacher, the student, the student's parents (if the student is under 18), and the placement supervisor. It is the student's responsibility to obtain approval from his or her teacher and parents before extending the placement beyond the hours specified in the original agreement. Insurance coverage arranged through the Ministry of Education applies only to the hours stated in the Work Education Agreement and does not apply when a student receives an hourly wage or a salary (see section 4.3). While boards may expand this form to elicit additional information, no modifications may be made that change the information elicited by the original Work Education Agreement form. Teachers must follow WSIB and school board procedures when reporting accidents.http://eatlahgroup.com/attachment/drums-of-war-2-manual.xml Since accident-reporting procedures require students' social insurance numbers, it is recommended that all students involved in cooperative education or work experience have a social insurance number. All school boards must establish procedures for finding and assessing potential placements. The cooperative education teacher must conduct an assessment of each placement, including placements at businesses or institutions owned and operated by students' families, taking into consideration the following: For the purpose of calculating Workplace Safety and Insurance Board compensation benefits, the deemed rate of pay for an injured student is the general hourly rate according to current minimum-wage legislation. Accidents requiring only first-aid treatment do not have to be reported to the Workplace Safety and Insurance Board, but a record of the details must be kept by the school board. If medical treatment by a doctor, dentist, hospital, or other treatment agency is required, or if an accident results in loss of time from the program, a report must be sent by the school board representative to the Workplace Safety and Insurance Board. The definition of “worker“ in the Act includes unpaid secondary school students participating in a school board approved work placement in Ontario. This means that unpaid cooperative education students have the same rights under the OHSA as other workers, such as the right to know about hazards and to refuse unsafe work. They also have the same duties, such as wearing and using protective equipment and not working in a manner that may endanger themselves or other workers in the workplace. Critical injuries include fractures of an arm or leg, certain amputations, substantial blood loss, loss of consciousness and other types of injuries (see definition on the following page). The employer at the placement must notify the Ministry of Labour and others of serious injuries, as described in detail below, within the time frames specified in the Occupational Health and Safety Act. Depending on the circumstances, a Ministry of Labour inspector may launch an investigation. Unpaid students must satisfy the minimum age requirement set out in the applicable regulation in order to be placed in the relevant workplace.They would be able to work there when they turned 15. Although everyone has a notion of what a factory is, there is a specific definition of the term in section 1 of the Occupational Health and Safety Act. For your information we've provided below the text of some definitions pertinent to the minimum age requirements. By virtue of the definitions, warehouses and automotive service garages are considered to be 'factories'. According to the regulations a 14-year-old can work in the serving area (provided it's not an establishment licensed to serve alcoholic beverages) but that person will have to wait until they turn 15 to do any work in the kitchen, which is considered a factory. If you want to take students to a construction site they must be at least 16 years old. Section 1 of the Occupational Health and Safety Act defines both construction and project. We've included these definitions below for your information. If in doubt about the application of a minimum age requirement to a particular workplace, please contact the local Ministry of Labour office listed in the blue pages of your telephone book for assistance. Establishing the Placement The review will provide a 'snapshot' of the conditions of the day, the attitude of the workplace towards health and safety and the safeguards in place. Guards can be removed, workplace conditions can change and the quality of promised training and instruction can diminish. The teacher's role is to obtain an understanding of safety aspects of the student's assignment for the placement, ask questions and obtain commitments regarding workplace-specific training. Ultimately, the assessment will provide the teacher with a strong sense of the commitment and quality of the workplace, in order to determine if the placement is acceptable for the student. Depending on the complexity of the placement, your assessment may involve some or all of the parties with a part to play in the protection of the student: Understanding their roles and how they can assist you in the assessment and placement process will help make the process easier for you. Under the Occupational Health and Safety Act, the employer has very important responsibilities. These responsibilities cannot be delegated or conferred to another party by a waiver or a similar process. Key duties employers have to their workers, including unpaid secondary school students who are workers under the OHSA, are to:In larger workplaces, the employer may ask another company representative or the supervisor to work with you through this process. Frequent contact with the supervisor is ideal as they are the ones who will monitor the student's progress, provide you and your student with feedback to improve student learning, and contribute to the performance assessment of your student. A supervisor must, among other things, ensure that a worker: The meeting with the supervisor is also the ideal time to discuss on-the-job training, safety orientation, company policies or rules and any protective equipment that the student will require for the placement. Does the supervisor work in the same area where the student will be working. Are they readily accessible if the student has a question. Will they be providing feedback to the student on how he or she is performing the work. The Cooperative Education policy document states that one of the criteria for selecting a placement is that the employer offers the opportunity for each student to work in a one-on-one relationship with a supervisor. This will nicely summarize everyone's expectations for employers and supervisors with new and young workers in their workplace. Each is one page, double sided.There are different requirements for construction projects or workplaces at which designated biological, chemical or physical agents are present that you should ask about when placing a student. A focus on health and safety during the placement assessment and in subsequent placement learning assessments (monitoring meetings) serves several purposes, including: Details about each component are described on the following pages. Identify hazards that the student may be exposed to during the job or tasks assigned during the placement. Match hazards identified above to hazard-specific training. Establish protective equipment and measures required for this placement. Clearly establish who will be the student's supervisor and the quality of supervision that will be provided. Note any changes in job assignment or introduction of new tasks. Is there any new work the student is doing. Are there (new) hazards in that work. If so, has any new training been required and delivered. If not, why not and when will it be given. Has the student been required to use or wear any type of new protective equipment and if so, were they trained to use and clean it properly? Zeroing in on the work will ensure that the resulting training plan is appropriate. The work may involve only one piece of equipment or it may involve a number of different types of tasks and equipment. The more details gathered about the work the student will undertake, the more effective this safety assessment will be. Other hazards that you may consider including: working with knives and hot surfaces (kitchens), violence (detention centres), etc. Examples of hazards to consider include: This hazard-specific training should teach the student how to use equipment appropriately, provide information about work procedures and explain how all protective devices (such as guards) work. In this step, include detailed information, such as who will deliver training and when it will be delivered, so that everyone is clear on what needs to be done. Ontario employers are obligated under the Occupational Health and Safety Act to provide information, instruction, and supervision to every worker to protect his or her health and safety, ensure that workers are acquainted with any hazard in the work, and take every precaution reasonable in the circumstances for the protection of workers. One example is an employer's obligation with respect to the Workplace Hazardous Materials Information System (WHMIS). Under the Ministry of Education's policy and Work Education Agreements, it is expected that the placement employer will provide job-specific safety training for students working in their workplace. For more information on employers' obligations, consult the Occupational Health and Safety Act and its regulations, and see A Guide to the Occupational Health and Safety Act. Learning how to use any type of equipment properly is essential so that the equipment will offer the protection it was designed to provide. For example, if safety glasses are worn improperly or do not fit, material can still enter the eye. Some workplaces may have other training requirements, such as pedestrian training for walking in a factory, vehicle traffic rules, human resources policies and procedures, etc.Ensure that supervision will be provided, which should include having a supervisor in or near the work area where the student is placed, continual observation of how the student performs the task, regular feedback when tasks are not performed properly or safely and an opportunity for the student to ask questions. Also note that you would like to be notified by the workplace before any new assignments are undertaken. Making this note, especially if the placement does not satisfy the educational needs or safety requirements, will benefit cooperative education teachers who may consider this placement in future semesters. Injuries: You may want to consider adding a note to the documents you leave with the employer to remind them to let you know about any injury that the student may suffer, and that they must notify the Ministry of Labour if the student is seriously injured. Assignment: If you are going to assign an activity for the student to do at the workplace and bring back to the first integration session, such as the activity in the Placement Preparation section of this resource, you may want to notify the employer so they can support the student in completing their assignment. For example, the inspector may ask your student questions about the internal responsibility system or the training they received from you or the workplace employer about their potential exposure to workplace hazards. The main purpose of the OHSA is to protect workers from health and safety hazards on the job. The OHSA sets out duties for all workplace parties and rights for workers, it establishes procedures for dealing with workplace hazards, and provides for enforcement of the law. Ministryof Labour inspectors can issue orders to the employer for age-related contraventions. Some regulations made under the OHSA specify higher minimum ages for certain types of work, as follows: A placement employer must report an incident to the Ministry of Labour and specified workplace parties (e.g. Joint Health and Safety Committee, or health and safety representative) as set out in section 51 or 52 of the OHSA. A prosecution could, for each conviction, result in: These orders may require immediate compliance with the relevant legislative provision, i.e. before the Inspector leaves the workplace, or scheduled with a future compliance deadline date on which written notification that compliance has been achieved must be provided to the Ministry of Labour. The IRS means that everyone in the workplace has a role to play in keeping workplaces safe and healthy (e.g. workers, employers and supervisors). Where self-compliance does not happen, the result could be progressive Ministry of Labour enforcement, which begins with the issuing of orders and may proceed to prosecution. Most school boards have a standardized form for teachers to use when performing placement assessments. For those boards that do not, the OCEA Placement Assessment Guide is included below for your reference. Note: You can download the OCEA form as well. Look in the resources section for the Placement Assessment Guide. Examples of hazards are: Learning how to use any type of equipment properly is essential to ensure that the equipment will offer the protection it was designed to provide. For example, material can still enter the eye area if safety glasses are worn improperly or do not fit properly. The Cooperative Education policy sets out eight safety-related learning expectations that must be met to prepare students for their placement. Ideally, these lessons will also establish skills they can take into their own jobs for life. To make sure they are prepared, consider the student and parent handouts in Section 4: Placement Preparation: Before They Go Out the Door. For your convenience, these are grouped in two ways: Those suggested activities are matched to the specific expectations to help you cover the pre-placement instruction requirements in the Ministry of Education's Cooperative Education policy document. All of this safety education provides your student with the foundational knowledge that they need before they go to the workplace, where the employer or supervisor will give them the job-site specific health and safety training necessary to do the job safely. That's great! There is no such thing as too much health and safety education and awareness! You may also want to reference: Live Safe. Work Smart! for Elementary teachers. Some of these activities appear in those two resources.Knowledge of placement-specific safety rules is most critical and must be delivered in the workplace by the employer. Students should gain a basic awareness in the classroom, but emphasis should be on preparation for using or wearing appropriate PPE required for the placement. Students need to know where their employer keeps their MSDSs, what WHMIS products they use, and be trained in safe use and handling if they are working with or in proximity to a controlled product. A survey of Ontario teachers revealed that: 73 of teachers said that they feel their students are prepared to identify hazards on the job and say 'no' to a request to perform dangerous work 78 of teachers have used the Live Safe. Work Smart! Resources It is also an opportunity to establish your expectations of them while they are in their placement. They should take the responsibility to assess whether or not the workplace is safe by observing their surroundings and talking to other workers to determine attitudes towards safe working practices. They should ask pertinent questions, assess the quality of information received and evaluate the risk before taking ANY job. Parents play a vital role in ensuring the safety of their teens, and this section contains suggestions for parents to talk to their sons or daughters about their placement. Keep in mind that the safety aspects of a placement assessment are more than just cooperative education procedures. Assessing a workplace to see if it is a good place to work should be part of what every worker does before they start a new job, or before they start their shift. As you review the placement assessment, and what the student needs to know about their placement, you may want to remind them that these are the same questions they should always ask when they have a job. At a glance, the student, employer, teacher and parents can see relevant information about the student's new workplace. It can be found in the Live Safe. Work Smart! Resource for students with special learning needs, or the Live Safe. Work Smart! for elementary teachers or on the Live Safe. Work Smart! website: Here are some suggested points for the form: THAT KNOWLEDGE will be dovetailed with health and safety training at the placement specific to the workplace, the hazards, safe work practices, policies and procedures. TOGETHER, education and awareness, paired with workplace training, provides your students with skills and knowledge to stay safe on the job now and provides experience that will serve them on their career journey. Work Smart! website Parents should be aware of the nature of the work their teen will undertake, the training commitments made by the employer and the safety equipment the student needs to bring or wear at the placement. Sharing the learning plan and health and safety assessment with parents or guardians extends the circle of those involved in the work the student will undertake. Your Teen at Work: Tips for Parents Free download on the Live Safe. Work Smart! website Tell them it is due on the first integration day. The students report on their personal experience at their placement with respect to each workplace safety issue listed in the activity. This method may result in a good group discussion about some very positive experiences and reveal some that are less than adequate. Look for red flags and exemplary practices. The Student Report form is on the next page. It would enhance the student's experience if they could work with someone from the workplace to help them fill out the form. How is the safety of workers protected where I work? This is the time for them to demonstrate an understanding of the health and safety practices at their specific placement and to share this knowledge with their classmates and teacher. In this way, the students have had a couple of weeks experience at the workplace, have had their workplace safety training, and have learned what the placement expects in terms of healthy and safe behaviour and attitudes. A guest speaker or panel of health and safety professionals can address these issues and put the students' learning in context. Have students prepare a list of questions to ask and send out the list prior to the guest speaker's appearance. Work Smart! website to identify organizations that provide guest speakers or perhaps find speakers from workplaces and organizations in your community. The timing is perfect. Students have already been out in the workplace, have seen things, been trained (hopefully!), heard things and can engage in a deeper discussion with a guest speaker than they could during pre-placement. Before the guest speaker arrives, have students prepare a form, such as the one in the sample below, to record a few questions to ask the speaker. Questions can center on their placement experience, or the speaker's opinion, education, training and experiences. There are some ideas in the sample form below: What should I say? Should they tell me. How do I ask? They provide students with the opportunity to learn required and important health and safety lessons in a meaningful and, often fun, way. With the activities in this section, they should walk out of your classroom with a clear idea about what constitutes safe working practices, what to do if something is not right or is not safe, and be prepared to advocate for their safety. Skills, knowledge and attitudes learned in your classroom will not only serve these students for their immediate placement, but will help form positive life-long attitudes that will keep them safe for life. Please refer to the Cooperative Education learning expectations tables in Section 3: Pre-Placement Instruction: Delivering Safety Lessons above to see how these activities match up to the 8 required learning expectations and the overall objective of a well prepared student.Students will look for hazardous situations that can cause injuries. Visit the Live Safe. Work Smart! web site to download checklist. Study the picture of the office or the kitchen and find the potential hazards. Download the full size office and gas station pictures and teacher answers. The following web sites are great places to start: Alternatively, individual students can create posters about workplace safety that can be displayed in the classroom. This activity will address that expectation. Since WHMIS is included in the Science curriculum in Grade 9 and 10, and Science is mandatory in those grades, this should be a review for most students. Each group is to research their topic and make a 10 to 15 minute presentation to the class to explain the topic using visual aids. Work Smart! WHMIS test after they complete this activity. Look in the 'tests' section of this resource to find the test. Ask each group to choose one type of work situation from the following list of five common non-standard job arrangements. Ask them to pretend they are working under this type of work arrangement. Alternatively, this could be done as an individual assignment. You are often alone in the store. Encourage the students to share their own experience of working part-time, on contract, etc. Have students create the phrases or use some of these ideas. Get a timer and have some fun! You may also ask students to come up with situations they have faced in the workplace that they would like to discuss or roleplay. Discussion points are included for your use. The container is not marked. It does not have a WHMIS label. Mary asks Jim what kind of chemical it is and if he has a Material Safety Data Sheet for it. Jim replies that he will examine the supplier label for this product that is on another container, read the Material Safety Data Sheet and provide the information to her. He also arranges to get the label put on the container immediately. She recognized that there is a hazard in not knowing exactly what she would be using, assessed the situation and found that she did not have the information that should be provided to her. Jim listened to Mary, and noticed that the container was missing the required label. He found the necessary information so that Mary could work safely, using the proper safety precautions, and by doing so, corrected a situation that could have endangered Mary. When Julie, his supervisor, asks him to stack more items on top of the items already on the shelf, Paul is concerned. Everything looks wobbly and someone could easily push it the wrong way and everything would come crashing down. He tells Julie that there is a hazard because items could tip and fall off the shelf. Julie agrees, and they safely remove the items and store them back in the stockroom. When the health and safety committee members are conducting a workplace inspection Paul suggests that additional shelves could be installed for safer stacking. His supervisor followed her duties to ensure that the workplace is safe by removing the items from the shelf. Paul also participated by informing the health and safety committee member of the situation. The safety committee can make the recommendation to management about additional shelves. Alex dismisses this, and curtly tells Paul to get the merchandise off the floor since customers will be coming in soon. The problem will be examined later. Paul refuses to do the work under the Occupational Health and Safety Act. Alex promises the committee member that he will write a memo to management to ask for more shelving. He told his supervisor, but the situation was not addressed and he was asked to perform a task that he felt was unsafe. By refusing to work, Paul exercised his right to be safe. Have the students search for relevant information to present to the class or download a tip sheet from one of these Canadian sites. You may also want to check with your municipality. Many have written information they can provide. Here are a few comprehensive sites: Customized BINGO cards created specifically for this safety game (30 different ones!) can be downloaded from the LSWS website look for BINGO. If you want to play a few rounds, you will need bingo chips or something similar. Otherwise, students can mark their cards with a pen, pencil or marker. At that time, you can have them clear their cards and you can start the second round with the next question in the list. Otherwise, you can play for a full card. A few ideas to get you started have been provided. Students will spend time talking and learning about the workplace and learning workplace safety vocabulary, while using deduction skills. They'll have some laughs about the questions and answers coming from the players asking about something that they can't see. Answers are provided for you. To clean large pots and pans, she must soak them in a powerful cleaning solution. She received WHMIS training and was shown how to do the work safely. She wears gloves and an apron. One day, she was removing three pots from the sink at the same time, when they slipped out of her hands and back into the water. The cleaning solution splashed all over her face and in her eye causing temporary blindness. One day, she slipped on a greasy floor. In an attempt to catch her fall, she tried to reach a grab bar near the grill. She missed it and her hand touched the hot grill instead. She suffered second degree burns on the palm of her hand.