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To maximize exemplary teaching practices to support high quality instruction. How do Co-op and O2 lead teachers ensure their teaching practices are positively impacting student learning The roles of Co-op and O2 lead teachers are unique. Teachers spend time in the classroom preparing students for the opportunities responsibilities and experiences of adult and working life. They support students in learning about safe working environments. They counsel advise and mentor students when it comes to making big decisions about the future. These teachers are also the links between students and the thousands of community partners who host them for work experience. Co-op and O2 leads are responsible for getting to know their students and finding the right fit in a placement. Theyre also responsible for seeing these students through the 100 hours they are required to spend on the job. They monitor progress support students in developing learning plans and make frequent visits to job sites to check in with students and hosts. In order to make sure their teaching practices are effective meaningful and meeting the needs of all students Co-op and O2 lead teachers like all teachers collaborate. They communicate informally on a regular basis and formally three times a year to reflect on experience and to talk about innovative practices. In coming together teachers are able to share success stories and examine needs of students in their programs. They talk about student reflections and examine assessment strategies. Through collaboration Co-op and O2 lead teachers are able to connect on joint ventures such as field trips and workshops as well as in building relationships with community partners. This year we implemented a mentorship program where we partnered experienced Co-op and O2 lead teachers with teachers new to their roles. By connecting with each other teachers are able to visit each others schools classrooms andor work sites to improve the delivery of curriculum and learn what it takes to set up a placement complete a safety assessment and have meaning- ful dialogue about student roles mentorship and evaluation. Much like students in a Co-op placement the delivery of Co-op can be uncharted waters and being able to reach out to a teacher mentor is extremely beneficial for teachers and the students they support. Kim Duncan and Trevor Doyle are both involved in Community Based Learning and share their experiences in this video. To see the confidence that students gain through these interactions in the workplace and with their employers is the most gratifying teaching an educator could ever hope for. Teacher Toachieveequitablelearningopportunitiesforallstudents. What are we doing to improve student achievement among our diverse student populations through Community Based Learning We know that all students find success in different ways. As educators its our responsibility to help students find that success by ensuring that they are exposed to the right opportunities at the right time. Recently we had the opportunity to invite 38 young women from diverse backgrounds to attend a day-long conference focusing on women in business called She-E-O. The event provided students with an opportunity to meet face-to-face with industry representatives. They participated in brainstorming sessions where they were encouraged to pitch business ideas to experts and received on-the-spot feedback as to how those ideas could be achieved. By days end HRSB participants had made contact with various business people in the community and left the conference with great advice as well as collections of business cards for future use. Often its the guidance of a teacher that helps students uncover opportunities they may have otherwise missed. As an example Nykeala West is taking part in the Building Futures for Youth program through the Construction Association of Nova Scotia. This is due to her involvement in the O2 program at Citadel High School along with the guidance of a teacher. In this video Nykeala remembers the moment that she fell in love with woodworking in school and how that led her down a path to pursue carpentry as a career. I am not sure exactly what is in my future but I have a better sense of my skills and interests thanks to this placement. - Student 3