ONTARIO COOPERATIVE EDUCATION ASSOCIATION (OCEA)
Members' Handbook 2016-17
(Last Constitutional Review: Fall 2015)
OCEA Members’ Handbook
Page 1
TABLE OF CONTENTS
1) OCEA MISSION STATEMENT
2) OCEA ORGANIZATIONAL STRUCTURE
3) CONSTITUTION
4) BY-LAWS
5) ETHICAL STATEMENT
6) POLICY STATEMENTS
7) OCEA’S STATEMENT ON WORK STOPPAGES
8) STATEMENT ON E-COOPERATIVE EDUCATION (VIRTUAL CO-OP)
9) OCEA PROFESSIONAL AWARDS: CRITERIA AND SUBMISSION PROCESS
10) GEORGE KING AWARD OF EXCELLENCE
11) S. J. “JACK” ULAN PROFESSIONAL CONTRIBUTION AWARD
12) CAREER/LIFESKILLS RESOURCES AWARD OF EXCELLENCE IN COOPERATIVE
EDUCATION
13) OCEA STUDENT CERTIFICATE OF ACHIEVEMENT
14) FRIEND OF OCEA CERTIFICATE OF RECOGNITION
OCEA Members’ Handbook
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OCEA MISSION STATEMENT
“Facilitating and supporting the exchange of ideas among Experiential Learning Professionals”
The Ontario Cooperative Education Association (OCEA) is a not-for-profit professional organization of
Ontario cooperative education and experiential learning professionals. It strives to provide the
leadership and vision needed for optimal professional development of its members. The Association
also develops and facilitates access to information, resources and other supports relevant to OCEA
members and other experiential learning professionals in the province of Ontario, while supporting
excellence in the education of all students in Ontario.
OCEA ORGANIZATIONAL STRUCTURE
Chief Executive Officer
Chair
One-year term
Vice-Chair
One-year term
Past-Chair
One-year term
Treasurer
Three-year term
Secretary
Three-year term
Directors
Two-year term
Odd Numbered Years
Director-at-Large English shall be elected in odd-numbered years
Even Numbered Years
Director-at-Large French shall be elected in even-numbered years
Provincial Representatives (6)
Two-year term
Four representatives from English Language boards and two representatives from French Language
boards. The Provincial Representatives from within the South (English), Eastern (English) and French
North Regions shall be elected in even-numbered years, while the Provincial Representatives from
within the Central (English), North (English) and French Central-East-South Regions shall be elected
in odd-numbered years.
OCEA Members’ Handbook
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CONSTITUTION
(Adopted 1978 - Revised 1983, 1988, 1990, 1991, 1994, 1999, 2000, 2001, 2006, 2007, 2008, 2009,
2010, 2012, 2014, 2015)
1.0
NAME
1.1
The name shall be "Ontario (Cooperative) Education Association” (OCEA), hereinafter referred to as
the "Association".
1.2
DEFINITIONS
1.2.1
“Cooperative Education” is defined as a planned learning experience for which secondary school
credits are earned. It integrates the knowledge and skills of a Ministry of Education approved course
with the practical learning experiences of a community placement. Integration will be reflected in the
student’s personalized placement learning plan (PPLP). The student will have a pre-placement
orientation, a PPLP, will be monitored regularly on site by the Cooperative Education teacher, be
given opportunities for reflective learning and will be assessed by the partners to this learning
experience.
1.2.2
"Other Forms of Experiential Learning" includes such programs as the Ontario Youth Apprenticeship
Program (OYAP), Work Experience, Virtual Work Experience, School-to-Work Transition, Job
Shadowing and Job Twinning.
1.2.3
The “Ontario Youth Apprenticeship Program” (OYAP) is defined as a specialized program that enables
students who are 16 years of age and older to meet diploma requirements while participating in an
occupation that requires an apprenticeship. In OYAP, students earn Cooperative Education credits.
Students may or may not be formally registered as apprentices while attending a secondary school.
Students may receive apprenticeship in- school curriculum delivered by a teacher who holds an
Ontario Teacher’s Certificate as well as being qualified in the trade.
1.2.4
“Work Experience” is defined as a component of any credit course that provides students with a
learning opportunity in the workplace for a limited period of time from one to four weeks.
1.2.5
“Virtual Work Experience” is defined as simulated short-term work experience, from one to four weeks,
within any credit course, that allows students to participate in a greater variety of experiences than
those available in the local community. Virtual Work Experience, via information technology, must
follow the same policies and procedures for Work Experience.
1.2.6
“School-Work Transition Programs” are defined as including both in-school and work-based
experiences, including Job Shadowing, Work Experience, Cooperative Education, and in- depth skills
training, and require the involvement of employers in their development and delivery. School-work
transition programs consist of a number of courses that prepare students to meet the requirements of
a specific occupation or apprenticeship.
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1.2.7
“Job Shadowing” is defined as one on one observation of a worker at a place of employment for up to
three (3) days. This experience may be part of a credit course and may be part of a student’s SchoolWork Transition Program.
1.2.8
“Job Twinning” is defined as one on one observation of a Cooperative Education student at the
Cooperative Education student’s placement for usually up to one day. It may be part of a credit course
and it may be part of a student’s School-Work Transition Program.
1.2.9
The term "BOARD" refers to the Board of Directors of the Association.
1.2.10
The term "MEMBERS" refers to those in good standing with the Association.
1.2.11
The term "OFFICERS" refers to the Members of the Board of Directors.
1.2.12
The term "AMENDMENTS" refers to changes within the Constitution and the By-laws.
1.2.13
The term "CONSTITUTION" refers to the guiding Principles and Policies of the Association.
1.2.14
The term "BY-LAW" refers to a set of operating procedures directly related to the Constitution that
allow the Board of Directors to manage the Association on a day-to-day basis.
1.3.0
OBJECTS
1.3.1
The Association is a bilingual non-profit professional organization founded to promote the
development of Cooperative Education and other forms of Experiential Learning in Ontario English
and French secondary schools, and to assist in the professional development of its members by:
1.3.2
Developing an appreciation of the significance and values of Cooperative Education and Other Forms
of Experiential Learning.
1.3.3
Providing a forum for the active interchange of ideas and experiences among educators, employers,
students, and others.
1.3.4
Providing and disseminating information about Cooperative Education and Other Forms of
Experiential Learning.
1.3.5
Promoting courses, programs and initiatives involving Cooperative Education and Other Forms of
Experiential Learning, across the curriculum.
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1.3.6
Providing workshops, conferences, seminars, and other learning activities to improve standards of
professional service in the field of Cooperative Education and other Forms of Experiential Learning.
1.3.7
Responding to current issues and researching future directions that may affect the quality and delivery
of Cooperative Education and Other Forms of Experiential Learning.
1.4.0
ETHICS
That the Association has a statement of ETHICS as found in the Ethical Guidelines & Legal Issues for
Cooperative Education, OYAP, & Other Experiential Learning Programs, 2007
1.5.0
MEMBERSHIP
There shall be two groupings of Regular Members: STATUTORY and NON-STATUTORY.
1.6.0
BOARD OF DIRECTORS
The property and business of the Association shall be managed by the Board of Directors consisting
of seven (7) members:
1.6.1
Five (5) Executive Officers who shall be a Chair, a Vice-Chair, a Past-Chair a Secretary and a
Treasurer; and,
1.6.1.2
Two (2) Directors
1.6.2.0
The duties of the Board of Directors, collectively and individually, shall be determined by the Board of
Directors from time to time.
1.7.0
PROVINCIAL REPRESENTATION
1.7.1
There shall be a Provincial Representative in each Region established by the Board.
1.7.2
Each Provincial Representative will be elected bi-annually by the Members of his/her Region.
1.7.3
The Board shall from time to time determine the functions of Provincial Representatives.
1.8.0
ANNUAL MEETINGS
1.8.1
There shall be an Annual Business Meeting (ABM) of the Association, the time and the place to be
selected by the Board of Directors.
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1.9.0
CONSTITUTIONAL AMENDMENTS
1.9.1
Constitutional amendments shall take effect the September 1 following the ABM.
1.9.2
Members of the Association may propose Constitutional amendments provided that each amendment
is duly moved and seconded.
1.9.3
Notice of proposed amendments should be given in writing to the Secretary at least sixty (60) days
before the ABM, whenever possible.
1.9.4
The Secretary shall e-mail to all Members a notice of the proposed amendment(s) at least thirty (30)
days before the ABM, whenever possible.
1.9.5
The Constitution may be amended only on the vote of not less than seventy five percent (75%) of the
Members present and voting at the ABM, prior notice having been given.
1.9.6
Amendments from the floor of the ABM shall be passed only on the vote of not less than ninety
percent (90%) of the Members present and voting.
1.9.7
Amendments to the Constitution will be reported as soon as possible and at the next ABM.
1.9.8
The Board of Directors shall cause a constitutional review to occur every five (5) years.
1.10.0
PARLIAMENTARY AUTHORITY
1.10.1
In the event that procedures in the conduct of the business or matters of procedure arise which cannot
be resolved by reference to the Articles and By-laws of this Constitution, reference shall be made to
Robert's Rules of Order Newly Revised.
BY-LAWS
2.0
MEMBERSHIP
2.1
STATUTORY MEMBERSHIP shall be available to any person who is involved in the delivery of
Cooperative Education, Work Experience, Student Success, School-Work Transition and OYAP
programs or supports the objects of the Association and is a qualified elementary or secondary
teacher or administrator who holds an Ontario College of Teacher’s Certification of Qualifications and
is currently working in an elementary or secondary school, a District School Board office setting,
government ministry, or on leave or secondment from such a setting.
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2.1.2
NON-STATUTORY MEMBERSHIP shall be available to any person who is involved in the delivery of
Cooperative Education, Work Experience, Student Success, School-Work Transition and OYAP
programs or supports the Objects of the Association but does not hold an Ontario College of
Teacher’s Certification of Qualifications.
2.1.3
RETIRED MEMBERSHIP shall be available to any person who is fully retired and who was a regular
member as in 2.1 and/or 2.1.2 is entitled to maintain that membership at a reduced fee.
2.1.4
Candidates for Teacher Certification Qualifications are eligible for an ASSOCIATE MEMBERSHIP
including individuals taking Cooperative Education AQ Part I.
2.1.5
A person shall be designated as an HONOURARY MEMBER by the Board of Directors who in
exemplary fashion supports the Objects of the Association. An Honourary Member is not required to
pay the annual membership fee.
2.1.6
A person shall be named a LIFE MEMBER by the Board of Directors who exhibits an outstanding
contribution to Cooperative Education, Work Experience, Student Success, School-Work Transition or
OYAP Programs. A Life Member is not required to pay the annual membership fee.
2.1.7
Only Members holding a minimum of AQ Part I in Cooperative Education shall have the right to run for
and hold office as a member of Board of Directors, Board of Directors or as a Provincial
Representative.
2.1.8
Membership shall not be transferable and shall terminate upon death, resignation or non-payment of
fees.
2.2
The membership chairperson appointed by the Board of Directors shall enter, in a register kept for
such purpose, the full name and worksite address of each member of the Association, noting the
membership category, and shall maintain such register in accordance with all statutory requirements.
2.3
Any member may resign by submitting his/her resignation in writing to the Membership Chairperson
who shall record the date of receipt thereof in the register and such resignation shall be effective
immediately upon being so recorded.
2.4
Any changes to the annual fees payable by members, recommended by the Board, shall be approved
by the membership at the Annual Business Meeting (ABM) and published thereafter.
2.5
The membership year shall commence September 1 and end August 31.
2.6
A notice about membership renewal will be given before the end of the current membership year.
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2.7
The Membership Chairperson or designate shall notify any Members with outstanding fees owing in
October, and any Member who does not renew his/her membership by November 30 shall be in
default and thereupon automatically cease to be a Member of the Association.
2.8
Any former Member, upon payment of the annual fee, may be reinstated as a Member according to
Article 2.0 of the Constitution.
2.9
STANDING AND AD HOC COMMITTEES
2.9.1
The Board of Directors will establish standing committees to conduct Association business.
2.9.1.2
The Board of Directors may, from time to time, set up such standing and ad hoc committees as it may
deem necessary to conduct the business of the Association.
2.9.1.3
The Chair of the Association or his/her representative is “ex officio” a member of all Standing and ad
hoc committees of the Board of Directors.
2.10
FINANCES
2.10.1
There will be a finance committee composed of the Chair, the Vice-Chair and the Treasurer, who shall
act as chairperson.
2.10.2
The fiscal year shall be one (1) year, from September 1 to the following August 31.
2.10.3
A review engagement for the previous fiscal year shall be done by a certified accounting firm, and
shall be presented by the Treasurer at the Annual Business Meeting (ABM).
2.10.4
The finance committee shall recommend the appointment of a certified accounting firm at the Annual
Business Meeting (ABM).
2.11
TERMS AND CONDITIONS FOR THE ELECTION OF OFFICERS, DIRECTORS AND PROVINCIAL
REPRESENTATIVES
2.11.1
There shall be an annual election for the following Executive Office: Vice-Chair.
2.11.1.2
The Vice-Chair shall, at the end of her/his one (1) year term of office, automatically become Chair for
the following year (one (1) year term), and then automatically become Past-Chair the year after that,
for a one (1) year term.
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2.11.1.3
The term of office for Executive Officers shall be one (1) year except for the Secretary and Treasurer
who shall serve three (3) years, and such terms shall commence the first day of September following
their election.
2.11.1.4
No Member is eligible to run for the position of Vice-Chair after having held the position(s) of Chair and
/ or Past-Chair following a leave of 3 years, and only if no other nominations are received according to
bylaw 2.12.3.
2.11.1.5
A Member is eligible to stand for election as Executive Secretary or Treasurer for up to two (2) terms.
2.11.1.6
There shall be two (2) elected Directors.
2.11.1.7
The term of office for Directors shall be two (2) years, commencing the first day of September
following their election.
2.11.1.8
The two (2) Director positions shall be defined as follows: Director–at-Large English and Director-atLarge French. They shall be elected in the following manner:
2.11.1.9
The Director-at-Large English position shall be limited to members employed by an English language
school board and holding at least the Co-op Part 1 Additional Qualification. This Directorship shall be
elected by all OCEA members employed by an English language school board.
2.11.1.10
The Director-at-Large French position shall be limited to members employed by a French language
school board and holding at least the Co-op Part 1 Additional Qualification. This Directorship shall be
elected by all OCEA members employed by a French language school board.
2.11.1.11
The Director-at-Large English shall be elected in odd-numbered years, while the Director-at-Large
French shall be elected in even-numbered years.
2.11.1.12
A Member is eligible to stand for election for the same directorate for up to three (3) consecutive
terms.
2.11.1.13
The term of office for Provincial Representatives shall be two (2) years commencing the first day of
September following the election.
2.11.1.14
The Provincial Representatives from within the South (English), Eastern (English) and French North
Regions shall be elected in even-numbered years, while the Provincial Representatives from within
the Central (English), North (English) and French Central-East-South Regions shall be elected in oddnumbered years.
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2.11.1.15
The Provincial Representatives shall be elected by those Members voting from their respective
Regions.
2.11.1.16
A Member is eligible to stand for election as Provincial Representative for three (3) consecutive terms.
2.11.1.17
Should no one contest a position for Director at-Large, then the Board of Directors may appoint an
OCEA member to fill that position for a one (1) year period. Should no one contest a position for
Provincial Representative, then the Board of Directors may appoint an OCEA member who works in
the appropriate region to fill that position for a one (1) year period. In the following year, there shall be
an election for the director's or provincial representative's position. The term of office for the director
or the provincial representative shall be one (1) year in such a case.
2.12
NOMINATIONS
2.12.1
Each year a nominating committee, appointed by the Board of Directors, and chaired by the
immediate Past-Chair, shall call for nominations from the membership for the positions of Vice-Chair,
Secretary, Treasurer, when appropriate, Directors and Provincial Representatives. In the event that
the immediate Past-Chair cannot act as chairperson, another person will be appointed by the Board of
Directors. The immediate Past-Chair or another person so appointed by the Board of Directors, will be
designated Chief Returning Officer for the purposes of election to the Board of Directors.
2.12.2
The call for nominations shall appear in a written communication to the Members at least three (3)
months prior to the Annual Business Meeting (ABM). Members to be nominated for a position as a
Director or as a Provincial Representative must work in and be nominated and seconded by Members
from within the jurisdiction the Member is proposed to represent.
2.12.3
The names of nominees for office shall be submitted to the Past-Chair no later than seven (7) days
prior to the ABM. The Past-Chair shall cause the list of nominees to be published electronically 3 days
prior to the ABM. Nominations shall only be accepted from the floor at the ABM in the event that there
are no nominations for any vacancy in Executive, Director and/or Provincial Representative position(s)
prior to the ABM.
2.12.4
The Board of Directors shall cause a vote of the membership at the ABM for the candidates
nominated.
2.13.0
BALLOTING
2.13.1
Voting shall be by secret ballot by those Members present and voting beginning at the Annual
Business Meeting (ABM) and ending before the end of the conference.
2.13.1.2
The ballots shall be prepared to allow Members to vote for the candidates for the offices for which they
are entitled to vote.
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2.13.2
Names of candidates nominated for specific offices prior to the ABM will appear on the ballot.
2.13.3
The Chief Returning Officer shall choose individuals who are not candidates to act as poll clerks.
2.13.4
The ballots will be counted at the close of the polls. Any tie in vote count will be decided by a second
ballot and will continue until a winner is declared.
2.13.5
The Chief Returning Officer will announce the results of the voting prior to the adjournment of the ABM
or at another moment deemed appropriate by the ABM moderator.
2.13.6
The Board of Directors shall cause the names and ballot results of the new Officers, Directors and
Provincial Representatives to be published as soon as possible.
2.14
VACANCIES
2.14.1
Any vacancy on the Board of Directors or within the Provincial Representatives occurring between
election periods may be filled by the appointment of an OCEA Member who works in the appropriate
Region, for the balance of the current year, on the majority vote of the current members of the
Executive and the Board of Directors.
2.14.2
Should a Director or Provincial Representative resign in the first year of his/her term, the membership
of the appropriate constituency shall elect, at the next Annual Business Meeting (ABM), a Member to
fulfill the second year of that term.
2.14.2.1
Where a Member is elected to complete a Director’s term, as outlined in 2.14.2, and notwithstanding
2.11.1.11, that Director may contest the next two (2) elections, that is, serve consecutively in the same
office for a total of five (5) years.
2.14.2.2
Where a Member is elected to complete a Provincial Representative’s term, as outlined in 2.14.2, and
notwithstanding 2.11.1.15, that Provincial Representative may contest the next three (3) elections, that
is, serve consecutively in the same office for a total of seven (7) years.
2.14.3
Any Director, who, in the course of his or her two-year position, is elected to Board of Directors at the
ABM, must resign from his or her original position. That position will be declared vacant and therefore
up for election at the ABM.
2.15.0
MEETINGS OF THE BOARD OF DIRECTORS AND MEETINGS OF THE ASSOCIATION
2.15.1
Board Meetings shall be held on a regular basis as determined by all the Members of the Board of
Directors.
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2.15.2
Only Members of the Board of Directors, elected or appointed, shall be entitled to vote at a Board
meeting.
2.15.3
A majority of the Members of the Board of Directors shall constitute a quorum at Board meetings.
2.15.4
If a Member of the Board of Directors misses two (2) consecutive meetings of the Board without just
cause, the Board of Directors may appoint a replacement for the un-expired term of office.
2.15.5
Urgent board business arising between meetings may be conducted electronically:
2.15.5.1
Whenever business has to be done between meetings of the Board, Board members may conference
electronically or via webinar.
2.15.5.2
All Members of the Board of Directors must be notified of the time and date of the proposed webinar,
and a majority of the Board members must indicate to the Chair that they are able to participate before
the webinar can take place.
2.15.5.3
All electronic decisions must be confirmed at the next regularly scheduled Board meeting so that a
record of the decision is maintained. That confirmation may come in the form of written motions,
commonly known as “BIRTs”.
2.16.0
ASSOCIATION MEETINGS
2.16.1
Members shall be notified at least four (4) weeks in advance of the Annual Business Meeting (ABM).
2.16.2
Special meetings of the Association shall be held with the appropriate notification by a request from a
majority of the Board of Directors or by a written request from thirty (30) Members.
2.16.3
A quorum for the transaction of business at any general meeting of the Members of the Association
shall be thirty (30) Statutory Members.
2.17.0
FINANCIAL ARRANGEMENTS OF THE ASSOCIATION
2.17.1
The Board of Directors shall be empowered to plan and develop a budget for the upcoming fiscal year
for the Association to be presented for the approval of the Members at the Annual Business Meeting
(ABM).
2.17.2
The Board of Directors will recommend an annual fee for membership in the Association.
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2.17.3
Cheques drawn on the Association's accounts shall be signed by such Officers of the Association and
in such manner as shall from time to time be determined by resolution of the Board of Directors.
2.17.4
An Income Stabilization Fund of not less than TEN THOUSAND DOLLARS ($10,000.00) must be
maintained.
2.17.4.1
At the end of the fiscal year, should there be a surplus of Revenues over Expenditures, as reported in
the Review Engagement, 5% of such surplus Revenues shall be allocated to the Income Stabilization
Fund and the balance shall be allocated to the Reserve Account.
2.17.4.2
At the ABM, the Treasurer shall recommend how much more than the base amount of any surplus of
Revenues over Expenditures (2.17.4.1) may be transferred to the Income Stabilization Fund.
2.17.4.3
A two thirds (2/3) vote of the Members of the Board of Directors is required to approve withdrawals
from the Income Stabilization Fund.
2.17.4.4
In the event the Board of Directors approve a withdrawal from the Income Stabilization Fund, all
Members will be notified in writing within seven (7) days. In any event, thirty (30) days is required from
the date of approval to withdraw, to the actual withdrawal date, to allow the Board time to consider
membership concerns.
2.17.5
A Reserve Account shall be established to consist of any and all assets of the Association, except
those assets in the Income Stabilization Fund.
2.17.5.1
At the end of each fiscal year, any excess revenue over expenditures shall be allocated to the
Reserve Account, except any monies as noted in 2.17.4.
2.17.5.2
The Proposed Budget and/or the current balance statement presented at the ABM may involve the
expenditure of some of the assets from the Reserve Account, and, if so, the Board shall report how
much, and for what line accounts.
2.17.5.3
The reported budgets will note, under Members’ assets, the amounts in the Income Stabilization Fund
and the Reserve Account, and the actual type of holdings owned by the Members in each account.
2.17.6
INDEMNITY OF OFFICERS, DIRECTORS AND PROVINCIAL REPRESENTATIVES
2.17.6.1
Every Officer, Director and Provincial Representative of the Association and his/her heirs, executors
and administrators, and estate and effects respectively shall at all times be indemnified and saved
harmless out of the funds of the Association from and against:
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2.17.6.1.2
All costs, charges and expenses whatsoever which such Officer, Director or Provincial Representative
sustains or incurs in or about any action suit or proceeding which is brought, commenced or
prosecuted against him/her, for or in respect of any act, deed, matter or thing, whatsoever, made,
done or permitted by him/her, in or about the execution of the duties of his/her office; and,
2.17.6.1.3
All other costs, charges and expenses that he/she sustains or incurs in or about in relation to the
affairs thereof; except,
2.17.6.1.4
Such cost, charges or expenses as are occasioned by his/her own willful neglect or default.
2.17.7
REIMBURSEMENT
2.17.7.1
The Board of Directors shall budget for and reimburse individuals so authorized who incur expenses
on behalf of the Association and its business.
2.18.0
STANDING AND AD HOC COMMITTEES OF THE BOARD AND THEIR TERMS OF REFERENCE
2.18.
The Board will appoint Members to the four (4) Standing Committees: Membership, Communications,
Teacher Professional Learning, and Finance.
2.18.2
The Board will determine the extent, duties, jurisdiction and budget of the Standing Committees.
2.19.0
AD HOC COMMITTEES
2.19.1
The Board may establish Ad Hoc Committees from time to time.
2.19.2
At the Annual Business Meeting (ABM), Members may recommend to the Board the appointment of
Ad Hoc Committees from time to time.
2.19.3
The Board will determine the extent, duties and jurisdiction of such Ad Hoc Committees and those
committees will report to the Board.
2.19.4
Ad Hoc Committees may be allowed to extend their mandate beyond one (1) year with the consent of
the Board.
2.19.5
Expenses for Ad Hoc Committee assignments may be paid on behalf of the Association by the Board.
2.20.0
AMENDMENTS TO BY-LAWS
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2.20.1
Bylaw amendments shall take effect the September 1 following the ABM.
2.20.2
If notice to amend a by-law is given thirty (30) days prior to the Annual Business Meeting (ABM), then
a simple majority is needed to carry the amendment.
2.20.3
By-laws and amendments to by-laws introduced at the ABM require a two thirds (2/3) majority to carry.
2.20.4
Amendments to by-laws will be reported as soon as possible and at the next ABM.
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ETHICAL STATEMENT
(Adopted 1989, Revised May 2006, March 2012, November 2015)
A
PROGRAM DELIVERY
A1
The Cooperative Education teacher shall seek the counsel of the principal to determine a fair and
equitable system of student selection.
A2
The Cooperative Education teacher, in consultation with administration, shall develop an action plan
for success when a student is having difficulty meeting the expectations outlined in the Personalized
Placement Learning Plan (PPLP).
A3
The Cooperative Education teacher shall inform students of the confidential nature of the content of
their reflective assignments, including the safekeeping of these, and the access to these by third
parties.
A4
Cooperative Education teachers should proceed with caution in the delivery of Virtual e- Cooperative
Education programs, ensuring that they are only used in exceptional circumstances and do not
become the norm in the delivery of Cooperative Education programs. The Cooperative Education
teacher shall ensure that policies and procedures as outlined in Cooperative Education and Other
Forms of Experiential Learning, Policies and Procedures, 2000, are strictly adhered to in the delivery
of Virtual e-Cooperative Education programs.
B
SUPERVISORY ISSUES
B1
In the event that the Cooperative Education teacher is assigned a delivery of student credits that
would impede the teacher from performing the classroom and placement components as described in
the Ministry document, Cooperative Education and Other Forms of Experiential Learning, Policies and
Procedures, 2000, the Cooperative Education teacher shall inform the principal in writing of the
potential consequences related to this situation.
B2
The Cooperative Education teacher shall inform the student of the school board’s policy regarding
access to Cooperative Education student records.
B3
Where the activities at the learning placement do not allow the student to demonstrate the
expectations outlined in the Personalized Placement Learning Plan (PPLP), the student will be placed
in another learning placement.
B4
The Cooperative Education teacher is responsible for ensuring that, to the best of his/ her knowledge,
the student’s learning placement is compatible with placement assessment criteria.
OCEA Members’ Handbook
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B5
In the event that a Cooperative Education student is offered paid employment after the regular
Cooperative Education schedule of hours at the learning placement, the teacher shall inform the
student and supervisor that the Personalized Placement Learning Plan (PPLP) expectations must be
met during the schedule of hours outlined on the Work Education Agreement (WEA).
B6
Cooperative Education teachers from different schools within the same school board shall work
together in the identification, recruitment and use of learning placements. In accordance with school
board policy, teachers will work with the coterminous board(s) in the identification, recruitment and use
of learning placements.
B7
In the event of a work stoppage at the student's learning placement, the Cooperative Education
teacher will consult with the principal, the relevant school board policy, and withdraw the student from
the learning placement. Alternate plans shall be made to ensure that the student’s credit(s) is/are not
jeopardized by the work stoppage. (see OCEA’s Statement on Work Stoppages)
B8
Cooperative Education teachers should be aware that placing students with family members may
create a conflict of interest.
C
PROFESSIONAL CONDUCT
C1
Cooperative Education teachers should possess a minimum of Additional Qualification Cooperative
Education Part One to ensure the delivery of a quality learning experience. Cooperative Education
teachers are expected to seek opportunities to continue their own professional growth in terms of
membership in the Ontario Cooperative Education Association (OCEA), participation in additional
qualification courses, conferences, symposiums and workshops.
C2
Where a conflict arises at the placement, the cooperative education teacher, in consultation with the
principal, and when applicable, the appropriate board policy, will resolve the situation based on the
best interest of the student.
C3
Cooperative Education teachers should not accept any form of gift, gratuity, payment or services from
learning placements that may impact the objectivity of the placement process.
C4
Cooperative Education teachers shall work collaboratively with guidance counsellors, subject and
resource teachers, community partners and other professional personnel.
C5
Cooperative Education teachers shall inform students of the obligations regarding workplace
confidentiality. Teachers and students must respect the confidential nature of information gained
through the learning placement.
C6
Cooperative Education teachers practice ethical behaviour and will support and assist colleagues in
ethical practices related to Cooperative Education and other forms of Experiential Learning.
OCEA Members’ Handbook
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POLICY STATEMENTS
(Revised June, 1999, 2001, 2007, 2015)
SUPERVISION, CO-ORDINATION, AND STAFFING FOR COOPERATIVE EDUCATION
PROGRAMS
P1
When a Cooperative Education course or program is offered as a planned learning experience in the
community, it should be an integral part of the school’s curriculum and the organizational structures
that support the curriculum. School boards should have policies and procedures for Cooperative
Education and other forms of Experiential Learning that comply with current Ministry policy.
P2
The description of Cooperative Education courses in the school course calendar should clearly
indicate the nature and duration of both the classroom and the placement components.
P3
Selection of a Cooperative Education course by students should be done in the same way and at the
same time as other courses or programs.
P4
The integrity of the Cooperative Education learning experience necessitates a structured interview
between the student and the Cooperative Education teacher prior to the start of the course or
program.
P5
Cooperative Education courses of study should reflect integrated planning between the classroom and
placement learning and should comply with current Ministry policy.
P6
The assigned Cooperative Education teacher should monitor student learning at the placement a
minimum of three times per 110 hours of a Cooperative Education credit to ensure appropriate student
learning and to assess student performance.
P7
It may be necessary to monitor some students more frequently because of his/her individual learning
needs.
P8
The nature of particular placements may require more frequent monitoring meetings.
P9
Cooperative Education teachers should be appointed on the basis of Cooperative Education
qualifications and the ability to work collaboratively with school staff, community partners and other
professional personnel.
P10
Class size is to be calculated on the basis of the total number of student credits generated per period
rather than the total number of students.
OCEA Members’ Handbook
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P11
The maximum number of student credits per period (one period = 110 hours = one credit) should not
exceed twenty (20):
 A two-credit Cooperative Education program should consist of 20 students earning 40 credits.
 A three-credit Cooperative Education program should consist of 20 students earning 60
credits.
 A four-credit Cooperative Education program should consist of 20 students earning 80 credits.
P12
The maximum number of student credits per period for students with special learning needs should
not exceed twelve (12).
P13
In a packaged Cooperative Education program, where the related course is being taught concurrently,
ideally, the same teacher should be timetabled to teach the total package.
P14
The Cooperative Education teacher should have his/her timetabled Cooperative Education periods
aligned with the student’s timetabled Cooperative Education periods.
P15
In the event that the Cooperative Education teacher is assigned delivery of student credits that would
impede the teacher from delivering the classroom and placement components as described by
Ministry policy, the teacher shall inform the Principal in writing of the potential consequences related to
this situation.
P16
Operating budgets are required to implement and sustain Cooperative Education and Experiential
Learning programs (i.e. information technology, resources and work space).
P17
Cooperative Education credits should be delivered by a qualified secondary school teacher with a
minimum of Additional Qualification of Cooperative Education, Part One.
P18
Appropriate positions of responsibility should be established in schools and at the board level to
ensure consistency in program organization and practices. Teachers appointed to these positions
should hold Specialist Qualifications in Cooperative Education.
OCEA Members’ Handbook
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OCEA’S STATEMENT ON WORK STOPPAGES
March 1, 2010
According to “Cooperative Education and Other Forms of Experiential Learning, Policies and
Procedures for Ontario Secondary Schools, 2000”, one of the roles and responsibilities of school
boards is to “develop a policy statement regarding a student’s activities in the event of a strike or a
labour dispute”. With this in mind, a revised Advisory to assist Cooperative Education teachers,
principals, and school boards in developing policy and dealing with work stoppages has been
developed.
OCEA's Statement on Work Stoppages is contained in the Ethical Guidelines & Legal Issues for
Cooperative Education, OYAP, & Other Experiential Learning Programs, 2007, page 16:
“In the event of a work stoppage at the student’s learning placement, the Cooperative Education
teacher will consult with the principal and, when applicable, the relevant school board policy, and
withdraw the student from the learning placement. Alternate plans shall be made to ensure that the
student’s credit(s) is/are not jeopardized by the work stoppage”.
ADVISORY
Work stoppages at placements may occur for a variety of reasons including:
 Organizations which need to suspend their day to day operations for financial reasons;
 Organizations which close due to medical reasons e.g. an unhealthy work environment;
 Unionized organizations where there is a labour dispute which results in a strike, lockout or
collective action.
In all of these potential work stoppage situations, the placement becomes inaccessible to the student
because the learning opportunities listed in the Personalized Placement Learning Plan (PPLP) no
longer exist.
Although district school board policies about Experiential Learning may differ, the following guidelines
are recommended:
 Students should not be penalized for loss of hours at the placement;
 Alternative arrangements should be made by the teacher for the duration of the work stoppage
at the placement;
 The teacher should consult with all parties named on the student's Work Education Agreement
when planning new placement arrangements;
 In the case of a strike, it is recommended that students do not cross picket lines to enter their
placements.
Short-term arrangements may include:
 Helping out in the home school office/library;
 Tutoring other students;
 Completing an independent study assignment.
In the case of a long-term work interruption, an alternate placement must be found. This applies
where, in the opinion of the principal and the cooperative education teacher, the loss of hours
jeopardizes the achievement of the credit(s). This should be a school-based decision depending on
the varying schedules, credit values of the Cooperative Education program and student needs.
OCEA Members’ Handbook
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STATEMENT ON E-COOPERATIVE EDUCATION (VIRTUAL CO-OP)
OCEA supports the development of new and innovative ways to expand and deliver Cooperative
Education programs. These programs must provide safe and educationally challenging opportunities
for our students and, at the same time, meet the current high standards of quality and integrity of
program delivery throughout the province.
Cooperative Education and Other Forms of Experiential Learning: Policies and Procedures for Ontario
Secondary Schools, 2000, offers an opportunity for Virtual Work Experience and describes it as being
“a simulated work experience, within any credit course, that allows students, including students who
receive a special education program or services and students in rural areas, to take advantage of a
greater variety of experiences than those available in the local economy.” This program would allow
students to participate in “virtual work” placements thanks to innovations in information technology and
the use of the Internet.
Recently, the ministry has supported pilots in the area of E-Cooperative Education even though there
is lack of a clear definition of this mode of program delivery.
It is OCEA’s current opinion that E-Cooperative Education programs (Virtual Co-op) should only be
used sparingly and in unique and exceptional circumstances.
OCEA also recommends that the following must be in place to maintain the integrity and rigour of the
E-Cooperative Education program:
1) The clear need for the delivery of the program through this mode;
2) The assurance of sound pedagogical rationale to ensure that the student is applying and
refining knowledge and skills acquired in a related curriculum course;
3) The adherence to policies and procedures found in Ministry of Education subject-specific
curriculum documents as well as in the following: Ontario Secondary Schools Grades 9 to 12,
1999; Program Planning and Assessment, 2000; Cooperative Education and Other Forms of
Experiential Learning: Policies and Procedures for Ontario Secondary Schools, 2000
4)
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These policies and procedures would include:
Pre-placement orientation,
Integration,
Placement assessment including cyber-security,
The development of Personalized Placement Learning Plans (PPLPs),
The required classroom learning assessment and evaluation and
The mandated scheduled placement learning assessment and evaluation.
5) The adherence to policies and procedures of local school boards;
6) The necessary training for teachers both in Cooperative Education and in technology in order
for them to manage the technical aspects of the program;
7) The safeguarding of the professional integrity of the teachers, e.g. appropriate e-mail safety
protocols in e-mail exchanges with students;
8) The compliance with collective agreement requirements including, but not restricted to, those
regarding staffing, working conditions and class size;
OCEA Members’ Handbook
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9) The provision for the technology, including hardware and software, necessary for students to
succeed in meeting the expectations of the course and teachers to succeed in delivering the
program;
10) The assurance that E-Cooperative Education programs, when implemented, provide for equity
of access and opportunity for all students.
OCEA strongly recommends that:
1) Teachers and district school boards proceed with caution into this mode of Cooperative
Education program delivery, ensuring that it is only used in exceptional circumstances and
does not become the norm of Cooperative Education programs.
2) The Ministry of Education, in consultation with OCEA, develop a definition of E-Cooperative
Education that identifies its specific characteristics and regulates its parameters. This definition
must reflect common practices of e-work and e-learning as well as adhere to the mandates
and practices outlined in Cooperative Education and Other Forms of Experiential Learning:
Policies and Procedures for Ontario Secondary Schools 2000.
Virtual Cooperative Education Pilot Project: The Pilot Project Team:
Chippewa Secondary School; Dryden High School; École secondaire L’Escale; Lambton Central
Collegiate and Vocational Institute; Robert F. Hall Catholic Secondary School
The Virtual Cooperative Education Pilot Project (VCEPP) was a joint initiative of the Secondary School
Project – SSP (responsible for secondary school reform) and the Ontario Knowledge Network for
Learning – OKNL (currently involved in developing innovative strategies and criteria for the integration
of Information Communications Technology into the learning/teaching process). There were 3
components to the pilot: consultation with internal and external stakeholders, pilot models of Virtual
Cooperative Education (April 2002 to January 2003) and a research component. Issues that were to
be considered were communication, training, document security, working hours and building on-line
communications.
OCEA Members’ Handbook
Page 23
OCEA PROFESSIONAL AWARDS: Criteria and Submission Process
The growth and development of the Ontario Cooperative Education Association (OCEA) is the result
of individuals who have worked diligently and enthusiastically to promote Cooperative Education and
other forms of Experiential Learning. Many Cooperative Education educators (and community
partners) and students have contributed their talents and energies to promote experiential learning. In
order that exceptional contributions by teachers and students may be recognized, OCEA has made it
an annual tradition to present awards.
There are three (3) awards that may be presented annually, and they are presented in the context of
the OCEA annual Spring Conference. Those three (3) awards are:
1) The George King Award of Excellence (teacher award)
2) The S. J. "Jack" Ulan Professional Contribution Award (teacher award)
3) The Career/LifeSkills Resources Award of Excellence in Cooperative Education (student
award)
PLEASE NOTE:
As the criterion is unique for each of these awards, members should review each award description
carefully. Nomination forms must be submitted to the OCEA Awards’ Committee Chairperson by the
specified due date (as noted on the nomination form found in the Members' Zone).
OCEA Award Selection Information and Procedures (Revised December 2014):
1) In any given year, any OCEA member, excluding the current OCEA Executive, Board of
Directors and Provincial Representatives, is eligible to be nominated for (1) one OCEA Award.
2) Each nomination must include a description of the contributions made by the nominee and be
specific to the award for which that person is being nominated. Please ensure that you follow
the unique procedures for the award, as outlined in the nomination form (see Members' Zone).
3) The nomination must be supported by (2) two currently registered OCEA members, excluding
the current OCEA Board of Directors, and must be submitted to the OCEA Awards’ Committee
Chairperson by the specified due date (as noted on the nomination form).
4) The current OCEA Executive, Board of Directors and Provincial Representatives are not
eligible for an OCEA Award. OCEA Past Chairs are not eligible for The George King Award of
Excellence for a period of (3) three years after serving their term as Chair.
5) OCEA Provincial Representatives, OCEA affiliate groups (e.g., GTACEA), and Boards of
Education Cooperative Education councils are encouraged to nominate worthy recipients.
Current members of OCEA Board of Directors may not participate in the nominating process.
6) Selection of award recipients will be made by the OCEA Board of Directors. They have the
option to recommend that, for a given year, no recipient be selected for The George King
Award of Excellence.
7) Nominators AND nominees MUST be current OCEA members and MUST be members in good
standing with the Ontario College of Teachers (OCT).
OCEA Members’ Handbook
Page 24
GEORGE KING AWARD OF EXCELLENCE (revised December 2014)
(Teacher Award)
George King was the Chair of OCEA from 1986-1987. As Chair, George was tireless in his quest to
ensure that OCEA achieved the status of a professional organization that was dedicated to ensuring
the best for Cooperative Education – the best resources, the best and most qualified teachers, the
best experiences for all students. George believed that no other program in our educational system
impacted so directly on the relationship of school to community than Cooperative Education.
In 1991, OCEA’s Award of Excellence was renamed the George King Award of Excellence to honour
the man many believed embodied the very foundation of this award – quality, excellence, integrity.
The George King Award of Excellence is the highest, most prestigious award that OCEA can bestow.
This award may be presented annually to an individual who has distinguished himself or herself by
making an outstanding local, regional and provincial contribution to Cooperative Education and
Experiential Learning over a number of years. Submissions must be completed on the George King
Award of Excellence template. In addition, a maximum one-page typed summary should be included
to further support your nomination.
When nominating an OCEA member for this prestigious award, please keep in mind the example(s)
for each of the criterion can be used only once. If one example meets several criterions, please clearly
make those connections.
For example: Conference Participation
 Conference Presenter (Professional Instruction)
 Conference Chair (Leadership)
 Conference Planning Team Member (Organization)
 Conference Reviewer for the OCEA e-News (Contributor to professional publication)
Submissions must include the following information / example(s) to support that the candidate
nominated:
1) Is a current member of OCEA.
2) Has completed a minimum of Cooperative Education Part 1 Additional Qualifications.
3) Has provided professional instruction in Cooperative Education and other forms of Experiential
Learning at the local, regional and provincial levels by:
 Presenting, conducting, and/or contributing to workshops, meetings and conferences
 Providing Cooperative Education training at the local, regional and provincial levels
 Contributing to on-site or on-line AQ courses
 Writing curriculum resources that benefit students and colleagues
 Developing teacher resources that benefit students
 Writing articles, reviews and reports for the OCEA news or other professional publications
4) Has provided leadership in Cooperative Education and other forms of Experiential Learning at
the local, regional and provincial levels by:
 Developing partnerships, e.g., co-terminus, community, associations, that benefit students
 Organizing conferences at the local, regional and provincial levels
 Advocating on behalf of experiential learning to various audiences, e.g., administrators,
ministry, federations, community, parents, educational associations
 Writing experiential learning proposals for ministry consideration
OCEA Members’ Handbook
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Participating in ministry initiatives that promote Cooperative Education and other forms of
experiential learning
Conducting research, follow-up studies or surveys that benefits the delivery of Cooperative
Education and other forms of Experiential Learning
Supporting and spearheading initiatives such as BRIDGES, OYAP, Student Success at the
local, regional and provincial levels
Completing Cooperative Education AQ courses (levels1, 2 and/or Specialist)
Teaching and/or being actively involved in Cooperative Education for a minimum of five years
OCEA Members’ Handbook
Page 26
S. J. “JACK” ULAN PROFESSIONAL CONTRIBUTION AWARD
(Teacher Award)
This award is presented annually to individuals who have distinguished themselves by making an
outstanding contribution to Cooperative Education and Other Forms of Experiential Learning over a
number of years.
A maximum of 5 (five) S. J. “Jack” Ulan Professional Contribution Awards may be presented annually.
Submissions must be completed on the Professional Contribution Awards template, which is available
on the website at www.ocea.on.ca. In addition, a maximum one-page typed summary should be
included to further support your nomination. When nominating an individual for this award, please
keep in mind the example(s) for each of the criterion can be used only once. If one example meets
several criterions, clearly make the connection.
For example: Conference Participation
• Conference Presenter (Professional Instruction)
• Conference Chair (Leadership)
• Conference Planning Team Member (Organization)
• Conference Reviewer for the OCEA News (Contributor to professional publication)
The nominee should meet the following criteria:
1) Has created new and beneficial cooperative education/experiential learning ideas and
techniques for professional use that are aligned with Ministry policy, e.g., creating professional
resources, developing report card comments, developing strategies and tools for assessment
and evaluation, etc., and has communicated these ideas in workshops/seminars.
2) Has participated in cooperative education courses, either as a facilitator, guest speaker or
additional qualifications candidate.
3) Has provided local leadership in cooperative education/experiential learning by working
actively with students, cooperative education/experiential learning teachers, administrators
and/or Board consultants/coordinators.
4) Has participated in cooperative education/experiential learning workshop/conference planning
at the local, regional or provincial levels.
5) Has supported OCEA activities at the local, regional and/or provincial levels.
OCEA Members’ Handbook
Page 27
CAREER/LIFESKILLS RESOURCES AWARD OF EXCELLENCE IN COOPERATIVE EDUCATION
(Student Award)
This award, donated by Career/LifeSkills Resources Inc. will be presented at the Annual OCEA Spring
Conference. It is designed to recognize and honour a student who has overcome challenges in
earning an Ontario Secondary School Diploma (OSSD) and is now approaching graduation.
Career/LifeSkills Resources Inc. has a commitment to excellence in Career Education, Cooperative
Education and Guidance in the Province of Ontario and fully supports the Ontario Cooperative
Education Association and the professionalism that it represents.
The nomination must be supported by two current members of OCEA, excluding current OCEA
Executive and Directors, and must be submitted to the chairperson of the Awards Committee by the
specified due date.
Nominators must be current OCEA members and members in good standing with the Ontario College
of Teachers. The final selection will be made by Career/LifeSkills Resources Inc., from a short list of
nominees.
The award will be presented, if the recipient is available, at the Annual OCEA Spring Conference.*
Criterion as required by Career/LifeSkills Resources Inc., the candidate nominated must:
1) Be a minimum of 19 years of age and be currently enrolled in a school program; (he/she may
be returning to education and enrolled in an alternative or adult education program);
2) Have earned 27 credits and be dedicated to earning the OSSD;
3) Maintain regular class attendance;
4) Be a current or recent participant in Cooperative Education.
NOMINATION PACKAGE:
Please include the following in the nomination for The Career/LifeSkills Resources Award of
Excellence in Cooperative Education:
1) a completed nomination form;
2) a performance appraisal or recommendation from the Cooperative Education supervisor;
3) a letter of recommendation from the two OCEA members detailing why the student would be a
worthy recipient of the award and outlining how the individual has overcome any challenges.
OCEA wishes to extend a sincere thank you to Career/LifeSkills Resources Inc., for providing the
Career/LifeSkills Resources Award of Excellence in Cooperative Education.
Career/LifeSkills Resources Inc. can be reached at:
360 Industrial Pkwy South, Suite 5
Aurora, ON L4G 3V7
Phone: 905-760-0111 / Toll Free: 1-877-680-0200
Fax: 905-760-0113
Email: [email protected]
Web: www.clsr.ca
*OCEA cannot be responsible for the transportation or accommodation costs of the recipient.
OCEA Members’ Handbook
Page 28
OCEA STUDENT CERTIFICATE OF ACHIEVEMENT
for Cooperative Education and/or Experiential Learning
It is with great pleasure that the Ontario Cooperative Education Association (OCEA) offers, on a yearly
basis, (2) two versions of the OCEA Student Certificate of Achievement to their members – (1) one for
Cooperative Education and (1) one for Experiential Learning. OCEA provides the Student Certificate
of Achievement for their members to acknowledge and present to (2) two worthy recipients in their
Cooperative Education and/or Experiential Learning school programs.
Please note, however, that these Student Certificates are NOT awards and should not be represented
as such to post-secondary school officials, students, parents and/or placement supervisors. Rather,
the Student Certificates allow you, the educator, to acknowledge exemplary student success in their
secondary school Cooperative Education and/or Experiential Learning program in a formal manner.
The OCEA Student Certificates of Achievement are available on-line ONLY and OCEA members are
instructed to print (2) two copies per school year (i.e. September 1, 2016 - August 31, 2017).
The (2) two worthy recipients should be students who excel both in their placements as well as in their
in-school program component. Schools often set their own criteria for determining who will receive
these certificates, but the following should be considered when selecting the (2) two recipients:
Curriculum Expectations: (The student…)
1) Meets and/or exceeds the Cooperative Education and/or Experiential Learning pre-placement
and integration curriculum expectations
2) Meets and/or exceeds the related course curriculum expectations
3) Meets and/or exceeds the Rich Task expectations
Learning Skills: (The student …)
Meets and/or exceed the Ministry of Education learning skills and the employer’s workplace
expectations related to:
1) Responsibility
2) Organization
3) Independent Work
4) Collaboration
5) Initiative
6) Self-Regulation
Other Considerations:
A worthy recipient(s) is a student ambassador for your school. Through responsible behaviour and
actions, the student exemplifies the qualities most becoming to an individual who will succeed in direct
entry into the workforce, apprenticeship opportunities or post-secondary education. Whether in the
classroom or at the placement, the student is deemed a positive contributor and aspires to do each
task to the very best of their ability.
The Ontario Cooperative Education Association (OCEA) is grateful to school and board administrators
for the attention given and for recognizing the importance of the Cooperative Education and/or
Experiential Learning programs within our educational system.
OCEA Members’ Handbook
Page 29
FRIEND OF OCEA CERTIFICATE OF RECOGNITION
From time to time, the OCEA Board may want to acknowledge a special contribution to the
advancement of Cooperative Education and Other Forms of Experiential Learning. This is not an
award that is submitted by members but is created at the OCEA Board level and only in certain
circumstances.
OCEA Members’ Handbook
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