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JOB DESCRIPTION
 APPLICATION: Both Head Offices and Franchises

               Name of Person Hired:___________________________________________
               Position Title: Classroom Coach As Teacher
               Position Number:CAT00003 I. INTRODUCTION:

Teaches modern office computers and basic job skills using a new effective methodology 'Coach-As-Teacher', which simulates "On-The-Job" training techniques and ensures that student information is maintained including all students records such as attendance roster, student cards, student test results and marks. This position is for the purpose of effectively teaching modern computer and basic skills and in co-operation with the classroom receptionist. Performs a combination of duties including ascertaining that all information and maintenance is updated, preparation of texts and/or monitoring the standard texts.

The purpose of this position is to be responsible to effectively coach computer and basic job skills and to provide a full range of teaching services such as amend home work, counsel students and in co-ordination with the receptionist maintains the students information files. Uses only practical texts written by professionals using the new method "On-The-Job" training techniques. The incumbent responsibility is not limited to advise periodically the operation vice-president or owner of the student's progress.

Directs classroom receptionist to write  Certificates and/or diplomas, tax exemption certificates when applicable for his/her students and record marks home work and students progress on the student files.

II. DUTIES AND RESPONSIBILITIES:

Reports to the OVP or owner, performs professional modern job skills and basic teaching. Evaluates the accuracy, adequacy and effectiveness of existing practical texts and suggests improvement changes to management of the practical texts.  Resolves technical problems related to teaching job skills for which a precedent may not be established. Uses the well defined methodology 'Coach-As-Teacher'  guidelines located at the first part of text for effective lifelong learning as per testimonials.

Diploma curriculums are composed of basic course to  study at home while related computer courseware, and other modern computer job skills are taken in classroom during 3-4 hours per day concentrated student work - A basic course must have weekly home work assignment and take approximately 10 weeks to take and a computer course takes about two weeks 3-4 hours classroom a day. Computer courses must be taken in curriculum sequence. Basic courses include step by step job work cases and solutions and computer courses include steps and results to compare with computer screens. There may be three shifts assigned to each classroom "8:30-12:30, 13:30-17:30 and  18:30-21:30".

Basic Course Student Briefing:

           When the classroom receptionist introduces a student to the coach he briefs the student on the Basic course as follows: 1. Shows the student the first part to the text to read carefully latter.
2. Follows the assignment schedule to the the assigned reading and study indicated.
3. Tells the student to follow each problem case to the solution.
4. Tells the student to hide the solution, read the problem and write the solution without looking.
5. Tells the student to compare his/her answers with book solution - Student repeats the process until learning.
6. Tells the student when he learns the cases and solutions, which takes about 10 hours study he/she is ready to the home work.
7. Tells the student to complete the assignment first on scratch paper then on working papers given with text, which is divided with a cover sheet.
8. Then student would rewrite  and improve the assignment on the working papers, complete the upper and lower portion of the assignment cover sheet and bring the assignment to school every Monday. The coach amends the basic  home assignment using the teachers' guide, assigns marks and notes to the upper and lower portion of the cover sheet, files the lower portion of the cover sheet with the student's enrollment form and gives the upper portion of the the cover sheet stapled to the home work to the student to learn from his/her mistakes, if any.

Computer Course Student Briefing:

When the classroom receptionist introduces a student to the coach he briefs the student on the Computer course as follows:

1. Tells the student to  follow help chapter without trying o memorize it and that they will see the excellent results later.

 2. Tells the student to Follow steps series and compare result with the computer screen- Student repeats steps slowly to arrive at the correct result in the text. 3.  Tell the student that to learn efficiently they would ask for coach  help only after trying several times without success. 4. Tell the student to concentrate on learning continuously 3-4 hours per chapter section about ten chapter section  days for each computer course.. . Tell the student to keep diploma curriculum handy and to ask the receptionist for  next sequence curriculum course  when current course is completed.

Note: The coach observes the student arriving to the computer course book result, computer screen solution and finds student progress; therefore, there is no need for final tests since student has to learn 100% computer courses - Student final mark and diploma  or certificate is based on Basic Marks and/or .computer courses observation. and classroom attendance. - Classroom attendance is extremely important in the applied innovative Methodology since  computer courses require continuous learning to be effective.

MODERN COMPUTER UPDATED SYSTEM HIGHLIGHTS:

The Teacher Role when using the new job skill text methodology simulating On-The-Job' training techniques, is to introduce the students to the practical cases text steps and modern office computers job skills. Students learn effectively by themselves. If the student, after reasonable trial and error, needs help, the teacher now coach can show him/her how to follow the practical text case steps.

Technique Benefits:

* Students can enroll for any job skill course or diploma at any time, there is no waiting time for a semester or for lecturing. Students learn faster and better.

* Student COMPLETES only one specific computer job skill course towards a specific modern updated job skill Diploma at a time. If student is efficient in English at the Practical Business Institute he/she will learn modern job skills faster and be prepared to start a job without extensive training.

* To complete a  computer course, the average student should only require 3-4 hours per day during 2 weeks following the job skills  steps series  usually about two consecutive weeks. Basic courses require home study and take about 10 weeks.

PBI Experience has revealed that the teacher's major role is teach modern job skills using the new texts applying the innovative methodology simulating On-The-Job' training techniques and to show the students that they can learn by themselves following the text case steps. The student should, for better understanding, repeat the case solution even after obtaining the correct results.

BASICS JOB SKILL TEXTS IMPLEMENTATION:

PBI experience reveals that the students using PPC texts to learn basics and traditional manual practical job skills and are willing to spend time solving the practical case steps and obtain better marks using its methodology instead the traditional lecturing system The coach:.

* Monitors basic courses tests  evaluating and marks them and counsels students for improvement.

* Recommends preparation for students Certificates/Diplomas of Achievement. Assists the school receptionist in the maintenance of student records and signs diplomas or certificates.

* Performs other duties such as promoting PBI and recommending steps by step course improvements.

III. CONTROLS OVER WORK:

Works under the general guidance of the franchisee and/or Vice OVP) using PPC practical concise job skill texts. Applies the tested better learning introduction and coaching method, exercises independent judgment in carrying out responsibilities. Performance evaluated by the overall effectiveness of the teaching results. Guidelines include system described government directives and policies.

IV. OBJECTIVE:

This position was created to allow corporate staff,  Canadian, immigrants of various ethnic groups and senior students to upgrade themselves, qualify for any of the job skills taught and perform well from the first day at work without the usual need for On-The-Job training. By gaining proficiency in learning job skills and basic courses better and faster, laymen and senior students will be able to be integrated into the modern work force smoothly. Further job skills teaching division objectives go beyond having people that lost their job.

Through counseling any student who can read and write and train them in skills required in today's work place or modern office environment, the teacher should endeavor to have to coach students become productive members of the work force in the job skills learned.

V. OTHER SIGNIFICANT FACTS:

Instructors must take additional PBI modern computer courses free on his/her own time, regardless if they learned the subject by traditional theoretical books, using the new step by step texts which simulate entrance job requirements tasks. The Coach or teacher must have theoretical and practical background in accounting and management and in addition to be proficient in guiding students to learn effectively and or show them the steps to study basic courses using the effective practical texts without the need for extensive lecturing. Possession of an accounting degree or equivalent and/or business administration practice in Canada and/or in the country of origin is an asset for this better learning/teaching coach position.

JOB DESCRIPTION

 APPLICATION: Head Offices Only Name of Person Hired:___________________________________________ Position Title: Distant Learning Coach As Teacher Position Number:CAT000011

I. INTRODUCTION:

Coaches distant learning students by email or telephone. Courses include modern office computers and basic job skills diplomas curriculum using a new effective methodology 'Coach-As-Teacher', which simulates "On-The-Job" training techniques. Maintains student information including all students records such as attendance roster, student cards, student test results and marks on upper portion of cover sheet. This position is for the purpose of effectively training  modern computer and basic skills by distant learning..

Position provides a full range of teaching services such as amend home work, counsel students and maintains the students information files. Distant learning students uses only practical texts written by professionals using the new method "On-The-Job" training techniques. The incumbent responsibility is not limited to advise periodically the operation vice-president or owner of the student's progress.

II. DUTIES AND RESPONSIBILITIES:

Reports to the Head Office Operation Vice President (OVP), coaches professional modern job skills and basic teaching. Evaluates the accuracy, adequacy and effectiveness of existing practical texts and suggests improvement changes to management.  Resolves technical problems related to distant learning job skills for which a precedent may not be established. Uses the well defined methodology 'Coach-As-Teacher'  guidelines located at the first part of text for effective lifelong learning as per testimonials.

Diploma curriculums are composed of a basic course and computer job skills to  study at home. Basic course takes about two hours study per day to effetely write the home work while a computer course takes about 2-3 hours per day concentrated student work - A basic course must have weekly home work assignment and takes approximately 10 weeks [ 10 assignments] to complete and a computer course takes about two weeks 2-3  hours. Computer courses must be taken in curriculum sequence. Basic courses include step by step job work cases and solutions and computer courses include steps and results to compare with computer screens.

Basic Course Student Briefing:

Distant learning students are briefed in the first part of each book  and at the Web site www.Course-Ware.ca/pbipic.htm at the Student Package and  how to study includes effective learning methodology, suggested steps follow::

1. Student  reads the first part to the text carefully..

 2. Follows the assignment schedule to the the assigned reading and study indicated. 3. Student  follows each problem case to the solution. 4. Student  hides the solution, reads the problem and write the solution without looking. 5. Compares his/her answers with book solution - Repeats the process until learning. 6. When student learns the cases and solutions, which takes about 10 hours study he/she is ready to write the home work. 7. Student to completes the assignment first on scratch paper then on working papers given with text, which is divided with a cover sheet. 8. Then student  rewrites  and improves the assignment on the working papers, completes the upper and lower portion of the assignment cover sheet and staples it to the home work. He/she completes two assignments in two weeks and mails assignments with a full computer course every other Monday.

The coach amends the basic  home assignment using the teachers' guide, assigns marks and notes to the upper and lower portion of the cover sheet, files the lower portion of the cover sheet with the student's enrollment form and returns the upper portion of the the cover sheet stapled to the home work to the student to learn from his/her mistakes, if any.

Computer Course Student Briefing:

Distant learning students are briefed in the first part of each book  and at the Web site www.Course-Ware.ca/pbipic.htm at the Student Package and  how to study includes effective learning methodology, suggested steps follow::

1. Student reads introduction  to book including methodology. He/she   follows help chapter without trying to memorize - He/she  will see the excellent results later.

 2. Student follows steps series and compare result with the computer screen- He/she repeats steps slowly to arrive at the correct result in the text. 3.  To learn efficiently student  must try steps series several times and only when he/he is convinced he can't arrive at the correct results, then email or telephones the distant learning coach explaining the exact steps series that he has problems - Coach will solve the problem step by step. 4.. Student  concentrates on learning continuously 2-3 hours per chapter section about ten chapter section  days for each computer course.. 5. Student  keeps the diploma curriculum handy to follow sequence of computer courses 6. Student prints completed  work such as complete letters, etc. and staples completed work in chapters sequence to computer cover sheet and mails complete course together with two basic course assignments.

Note: The coach evaluates the computer course completes offers marks and only returns the upper portion of the course cover sheet - Innovative Methodology requires   computer courses  continuous learning to be effective.

 MODERN COMPUTER UPDATED SYSTEM HIGHLIGHTS:

The distant learning coach  Role when using the new job skill text methodology simulating On-The-Job' training techniques, is to enthusiasm distant learning students  to follow  methodology and learn continuously, enthusiastically and help students by email or telephone, if necessary.

Technique Benefits:

* Students can enroll for any job skill course or diploma  any time - Persistent students learn faster and letter at the comfort of their home and save time by not reporting to classrooms.

 * Student COMPLETES only one specific computer job skill course towards a specific modern updated job skill Diploma at a time. If student is efficient in English at the Practical Business Institute he/she will learn modern job skills efficiently and be prepared to start a job without extensive training.

* To complete a  computer course, the average student should only require 2-3 hours per day concentrate work during 2 weeks following the job skills  steps series.. Basic courses require home study and take about 10 weeks.

PBI experience has revealed that the innovative methodology applied to courseware major role is to coach modern job skills and to show the students that they can learn by themselves following the text case steps.

BASICS JOB SKILL TEXTS IMPLEMENTATION:

* Monitors basic courses tests  evaluating and marks them and counsels students for improvement.

*  Prepares students Certificates/Diplomas of Achievement and/or assists the Head Office school receptionist in the maintenance of student records and signs diplomas or certificates.

* Performs other duties such as promoting PBI and recommending steps by step course improvements.

III. CONTROLS OVER WORK:

Reports to the OVP Exercises independent judgment in carrying out responsibilities. Performance is evaluated for overall effectiveness results. Guidelines include system described government directives, employer policies and operating procedures.

IV. OBJECTIVE:

This position was created to allow students that cannot or do not wish to report to classrooms and wants to learn effectively by distant learning. when job skill taken is completed student will perform well from the first day at work without the usual need for on-the-job training. By gaining proficiency in learning job skills and basic courses better and faster, laymen and senior students will be able to be integrated into the modern work force smoothly. Further job skills teaching division objectives go beyond having people that lost their job.

Through counseling any student who can read and write and incensing them to learn efficiently job skills simulating on- the- Job training,  required in today's work place or modern office environment, the teacher should endeavor to have to coach students become productive members of the work force in the job skills learned.

V. OTHER SIGNIFICANT FACTS:

Instructors must take additional PBI modern computer courses free on his/her own time, regardless if they learned the subject by traditional theoretical books, using the new step by step texts which simulate entrance job requirements tasks. The Coach or teacher must have theoretical and practical background in accounting and management and in addition to be proficient in guiding students to learn effectively and or show them the steps to study basic courses using the effective practical texts. Possession of an accounting degree or equivalent and/or business administration practice in Canada and/or in the country of origin is an asset for this better learning/teaching coach position.