DEPARTMENT OF EDUCATION
S01 TALLAHASSEE FLORIDA
FLOYD T. CHRISTIAN COMMISSIONER
Table of Contents
I INTRODUCTION 3
II OBJECTIVES 4
III CONSIDERATION FOR PROGRAM IMPLEMENTATION 6-7-8-9
D. JOB OPPORTUNITIES
E. LOCAL SUPPORT
IV MINIMUM FOUNDATION PROGRAM (MFP)
VOCATIONAL INSTRUCTION UNITS 10
A. UNIT DETERMINATION
B. HOW TO APPLY FOR UNITS
V PROGRAM ORGANIZATION AND OPERATION 11-12
VI EVALUATION 13
STATE OF FLORIDA
DEPARTMENT OF EDUCATION
Division of Vocational, Technical
and Adult Education
F 6 3 c, -L
"THE FIRST REQUISITE FOR EDUCATIONAL REFORM
IS THE SCHOOL AS A UNIT, WITH ITS APPROVED
CURRICULUM BASED ON ITS OWN NEEDS."
-ALFRED NORTH WHITEHEAD
This Guide contains the general standards that should be in effect
if we are to uphold the philosophies and carry out the proposed
objectives of the Work Experience Program in Florida.
The Work Experience Program in Florida is designed for the
potential school leaver. This program is preventative, preparatory and
sometimes remedial in nature. The program is preventative in that it
encourages students to remain in school by providing relevant
education which tends to lessen the dropout rate. It is preparatory in
that it gives employability skills through employer-employee relations,
actual work experience and helps the individual in acquiring a basis
from which to choose a vocation. The program permits students to
earn money while in a supervised school program, which is often a
necessity for many youngsters to continue their education. Basically,
this program is for the disadvantaged. However, there are many
instances where individuals are not disadvantaged but need this type
of an experience to provide incentive that encourages remaining in
The program provides for the kinds of guidance and experience in
school and on the job that will allow for directions and aid in
personal adjustment, individual pupil motivation and a desire to
remain in school. The program also provides for purposeful flexibility
in its efforts to encourage students to not only remain in school, but
develop their thinking, self-image and aspirations that would permit
youngsters to move back into the mainstream of the school
curriculum. These same experiences should provide the kinds of
information and directions that would allow a student to move into
the world of work if he or she must become a school leaver.
II OBJECTIVES OF PROGRAM
The Work Experience Programs are designed to provide selected
students an opportunity to:
Improve attitudes about work, school and society
Improve personal appearance and hygiene
Develop a realistic understanding of the connection between the
world of work and study
Develop personality characteristics of dignity, self respect, self
reliance, perseverance, initiative, and resourcefulness
Become effective in personal economics and develop an under-
standing of the economic system
Receive recognition through successful experiences
Achieve in all phases of the school's educational program
"THE EDUCATIONAL OPPORTUNITY WE PROVIDE
SHOULD BE A MAINSTREAM, WITH ALL OF ITS PARTS
EQUALLY VALUED AND RESPECTED FROM WHICH
EACH CAN TAKE THE PREPARATION BEST SUITED TO
HIS PARTICULAR NEEDS AND ABILITIES, CARRYING
NOT EVEN A SUBTLE SUGGESTION OF INFERIORITY
FOR THOSE IN A CAREER EDUCATION PROGRAM OR
OF SUPERIORITY FOR THOSE WHO ARE NOT."
-JAMES E. ALLEN
III CONSIDERATION FOR PROGRAM
Students for this program must be identified as potential
dropouts. Potential dropouts may possess one or more of the
Over age in grade
Not relating with classwork
Need to work to continue their education
Negative attitudes concerning work, school or society
Half day performers
B. TEACHER-COORDINATOR CERTIFICATION CHAPTER 6A-4
(d) Teacher-Coordinator of Work Experience Programs. To quali-
fy for a certificate covering teacher-coordinator of work
experience, an individual shall meet the following require-
1. General Requirements
a. Hold a bachelor's or higher degree from a standard
institution of higher learning and meet other require-
ments common to all certificates.
b. Satisfy the requirements for a regular Graduate
certificate in at least one subject area as specified in
the Florida requirements for teacher certification.
c. Verify two (2) years teaching experience in public or
non-public schools at the elementary, secondary or
community college level.
d. Furnish documentary evidence from former em-
ployers to verify one (1) year successful occupational
experience (or its equivalent in part-time occupational
experience), six (6) weeks of which must have been
within the five (5) year period immediately preceding
the date of application.
 Experience must have been as a wage earner after age
 For verifying self-employment, or if a former em-
ployer is no longer in business, verification of
qualifying occupational experience may be submitted
by a notarized affidavit from another individual
(outside the immediate family) or firm who was
familiar with the applicant and his work and could
certify as to the length and type of occupational
2. Specialization requirements.
a. Satisfactory completion of residence or extension
credit as listed below from a standard institution of
higher learning, approved by the state board for
 Course work which develops competencies in prin-
ciples and philosophy of vocational education.
 Course work which develops competencies in organi-
zation and coordination of the cooperative method of
 Course work which develops competencies in voca-
tional or occupational guidance.
3. Teacher-Coordinator Presently Employed.
a. Teachers who have at least one (1) year in the work
experience program by July 1, 1972, and who meet
the general requirements in 1. above may have
teacher-coordinator of work experience added to their
4. Types of Certificates.
a. Graduate Certificate. The Graduate certificate, in
Rank III, valid for five (5) years, will be issued to
individuals who have received a bachelor's degree
from a standard institution of higher learning, and
who meet requirements 1. and 2. above.
b. Post Graduate Certificate. The Post Graduate certifi-
cate in Rank II, valid for ten (10) years, will be
issued to individuals who have received a master's
degree from a standard institution of higher learning,
and meet the same requirements set forth for the
Graduate certificate, Rank III, as stated in 4.a. above.
c. Special Post Graduate Certificate. The Special Post
Graduate certificate in Rank IA, valid for ten (10)
years, will be issued to individuals who qualify for
the Rank IA certificate as specified in the Florida
requirements for teacher certification, and meet the
same requirements set forth for the Post Graduate
certificate, Rank II, as stated in 4.b. above.
d. Advanced Post Graduate Certificate. The Advanced
Post Graduate certificate in Rank I, valid for ten (10)
years, will be issued to individuals who have received
a doctor of education or a doctor of philosophy
degree and meet the same requirements set forth for
the Post Graduate, Rank II, as stated in 4.b. above.
e. Temporary Certificate. The Temporary certificate in
the appropriate rank shall be issued to individuals
who have met the general requirements, as specified
in 1. above. This certificate is valid for one (1) year
and may be reissued two (2) times, provided at least
one (1) area in specialization requirements, as speci-
fied in 2. above, is completed prior to each re-
General Authority 231.15 FS. Law Implemented
231.15 FS. History-New 4-20-64, Amended 4-8-68,
4-11-69, 4-11-70, 1-17-72.
Classroom-Area meets 1969-70 Accreditation Standard Section
9.664 (A minimum of 25 square feet per student)
Conference area with a telephone
File cabinet w/lock
D. JOB OPPORTUNITY
There must be evidence of job availability to accommodate the
number of students identified for this program.
E. LOCAL SUPPORT:
The local educational agency is responsible for providing each
program with a budget sufficient to insure a quality program. An
adequate travel budget must be provided for the teacher-coordi-
nator to perform his coordination duties.
IV MINIMUM FOUNDATION PROGRAM (MFP)
VOCATIONAL INSTRUCTION UNITS
The Work Experience Program received one (1) full unit financial
support from Florida's Minimum Foundation Program (MFP). This
support is administered through the State Vocational Division and is
not provided as a part of the regular earned average daily attendance
(ADA) support based on total school attendance.
A. UNIT DETERMINATION
130-6.57 Determination of Vocational Instruction Units.-
(1) In a junior, senior or four-year high school, one instruc-
tion unit shall be allowed for each qualified full-time
vocational teacher who renders approved vocational edu-
cation instructional services provided the average daily
attendance in the vocational education program of the
school is not less than one-half of the number used as the
divisor for the school's classification in calculating the
average daily attendance instruction units.
(2) In all other schools one instruction unit shall be allowed
for each qualified full-time vocational teacher who ren-
ders approved vocational education instructional services
provided the average daily attendance in the full-time
vocational education program of the school is not less
(4) Proration of units.-
(a) If a qualified vocational teacher renders less than five
hours of approved instructional service per day for
180 days during the school year, a proportionate
fraction of an instruction unit shall be allowed, which
fraction shall be calculated at the rate of .2 of a unit
for each hour of service per day.
(b) If less than the minimum average daily attendance
requirement is maintained in the vocational education
program of the school, proportionate fractions of
units shall be allowed.
B. HOW TO APPLY FOR UNITS
Principals and their staff determine the need for vocational
programs in schools based on student and community needs.
These needs are made known to the District Vocational Director
or Supervisor. The Director or Supervisor then initiates a request
through the Superintendent and School Board to the State
Director of Vocational, Technical and Adult Education. The State
Director compiles requests from Local Districts and presents this
compilation to the Commissioner of Education who in turn
makes a request to the Legislature for support of local needs. The
Legislative allocation of Vocational MFP Units is a means of
meeting these needs.
V PROGRAM ORGANIZATION AND OPERATION
A. Students selected for Work Experience must spend at least one
(1) year in program. In instances where students move in or out
of school enrollment the term system should apply (semester,
quarter, etc.) when adding or deleting students in the program.
This type of program should have a minimum of 15 students and
a maximum of not more than 25 students per teaching unit.
B. Sources for Identifying Students
Consult School Administrative Staff, Guidance Counselors and
Consider recommendations from other agencies such as Juvenile
Courts and Social Workers
Check student records
Review health records
Interview identified students
C. Criteria for Selection of Students
Must be a minimum of 14 years of age
Must be in 7th, 8th, 9th, or 10th grade
Must accept "work" as a part of the educational program
Refer to the criteria set forth under part III, Section A,
Consideration for Unit Approval.
Student schedule will depend on the needs and abilities of the
pupil selected for the program.
All students in the program must be scheduled together for one
class period. This period is for group instruction in the employ-
Students should be scheduled one other class period with the
teacher-coordinator. This time is for review of information
relating to the job or to receive other individual aid.
Each student in the program is required to participate in work
experience situations as an employee. The experiences should be
outside the school setting and each student must acquire an
accumulated total of 360 clock hours as a supervised wage
A. Teacher Coordinators of the Work Experience Programs shall
render a minimum of three hours of in-school classroom
instruction. One classroom instructional period shall be group
instruction for Employability Skills. The remaining two periods
shall be devoted to Individualized Instruction for the review of
information relating to the job experiences or to receive other
B. A minimum of two of the five periods must be utilized in
rendering program coordination services referred to in 6A-6.55(6),
"Visiting the home, farm, business establishment, industry or
governmental agency for the development of an occupational
training program for a student; supervising student activities
relating directly to their training and Work Experience Programs."
The program will be evaluated in keeping with the Florida State Plan
for Vocational Education, Section 1.5.
1.5 Program Evaluation
To be effective, evaluation must be a continuous and ongoing
process. It is the process that provides information to
decision makers regarding the allocation of both human and
material resources. In Florida, the evaluation of vocational
programs will be conducted in a variety of ways such as:
(1) Applying secondary and post-secondary criteria to district
programs, as developed by the Florida Department of
On-site visitations are being conducted in each school at
three-year intervals by state level vocational education
staff members to determine the correlation of philosophy,
goals, objectives, and performance of local vocational
programs with established state standards.
(3) Assisting vocational educators develop annual program
The Department of Education annually provides local
school districts, community colleges, and universities with
a program planning format to be used to assess, compare
and evaluate the needs and characteristics of their service
area with vocational programs being made available before
they request federal vocational funding assistance for
program expansion and improvement.
(6) Coordinating the development of measurable objectives
and criterion-referenced items for vocational product
assessment through contracts awarded by the Florida
Research and Development Program and through grants
awarded by the Division of Vocational, Technical and