Presentation on theme: "Appendix F Career Portfolio Presentation This is a PowerPoint presentation I developed for use in my Internship Class to present to students the purpose."— Presentation transcript:
Appendix F Career Portfolio Presentation This is a PowerPoint presentation I developed for use in my Internship Class to present to students the purpose of and process in creating an electronic portfolio. It illustrates my appreciation for and commitment to providing students authentic activities that will help them develop the skills and foundation necessary for personal success. Further, it demonstrates my ability to utilize technology resources in the teaching-learning process. Both the creation and utilization of this presentation demonstrates my understanding of the key element standards of ISTE Standards I, II, III, and V; CTTC Standard II; and CCCT Standard I, and II.
Career ePortfolio Presentation Marcia Catalano Haddam-Killingworth High School
Introduction As part of the Haddam-Killingworth High School Internship Program, seniors are required to compile an Electronic Professional Portfolio. This PowerPoint project will be utilized to present to students the purpose of and process in creating an electronic portfolio. Index PPT Project Purpose Index
Purpose The PowerPoint presentation will be utilized in class to provide students an overview and explanation of the project. Students will also be able to download it via my teacher web page for reference or clarification purposes. PPT Project Student Outcomes Intro.
Student Outcomes Reflect on personal attributes as they relate to career goals Develop strategies to make an effective transition from school to career Utilize technology methods and applications necessary for employment success Develop a network of people who can assist in achieving career goals PPT Project CT Stds. Purpose
Identification of CT Standards Business and Finance Technology StandardsBusiness and Finance Technology Standards Computer Technology Competency English Language Arts Curriculum StandardsEnglish Language Arts Curriculum Standards Learning Resources and Information Technology Curriculum StandardsLearning Resources and Information Technology Curriculum Standards Technology Education Curriculum Standards Click to visit CT- SDE Website PPT Project Student Outcomes References
Connecticut Business and Finance Technology Standards Standard 3: Career Development Students will gain a developmental understanding of their own skills, strengths, and weaknesses. They will also recognize the ever-evolving requirements of the workplace and the relationship of lifelong learning to career success Students will: –assess and analyze personal skills, abilities, aptitudes, strengths, and weaknesses as they relate to career exploration and development –utilize career resources to develop a career information portfolio that includes international career opportunities –develop strategies to make an effective transition from school to career Standard 4: Computer Information Systems Students will develop the ability to analyze, synthesize, and evaluate situations at home, school, or work, and apply technology to solve problems and complete tasks efficiently and effectively. Students will utilize appropriate technology in all programs of studies. Students will: –Use advanced input technologies appropriately to enter and manipulate text, graphics, and numerical values –adhere to legal and ethical issues that apply to safety and security, including laws pertaining to computer crime and abuse PPT Project CT Stds. Click on graphic to access CT-SDE Standards
Connecticut Computer Technology Competency Standards Standard 3: Technology Productivity Tools Students use technology tools to enhance learning, increase productivity and promote creativity Students use technology tools to create technology-enhanced models, preparing publications and producing other creative works Students will: –use technology tools for managing and communicating personal/professional information –create written, oral, numeric and visual communications using appropriate applications (spreadsheet, database, hypermedia, etc.) to construct, organize, analyze and interpret ideas and data, and present conclusion Standard 4: Technology Communications Tools Students use telecommunications to collaborate, publish and interact with peers, experts and other audiences Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences Students will: –use technology tools and resources for managing and communicating personal/professional information –select and apply technology tools for research, information analysis, problem-solving and decision- making in content learning –collaborate with peers, experts and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce and disseminate information, models and other creative works PPT Project CT Stds. Click on graphic to access CT-SDE Standards
Connecticut English Language Arts Curriculum Standards Standard 3: Communicating with Others 3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task Students will: –determine purpose, point of view and audience, and choose an appropriate written, oral or visual format –apply the most effective processes to create and present a written, oral or visual piece –revise texts for organization, elaboration, fluency and clarity –publish and/or present final products in a myriad of ways, including the use of the arts and technology Standard 4: Applying English Language Conventions 4.2 Students speak and write using standard language structures and diction appropriate to audience and task Students will: –use sentence patterns typical of spoken and written language to produce text –evaluate the impact of language as related to audience and purpose 4.3Students use standard English for composing and revising written text Students will: –recognize the difference between standard and nonstandard English and use language appropriately –demonstrate proficient use of proper mechanics, usage and spelling skills –use resources for proofreading and editing PPT Project CT Stds. Click on graphic to access CT-SDE Standards
Connecticut Learning Resources and Information Technology Curriculum Standards Standard 3: Information Processing Students will apply information from a variety of sources and formats using evaluative criteria to interpret, analyze, organize and synthesize both print and non-print material Standard 4: Application Students will use appropriate information and technology to create written, visual, oral and multimedia products to communicate ideas, information or conclusions to others Students will: –use in depth applications of appropriate software and hardware to organize, analyze and interpret information –determine appropriate technology(s) and format(s) to clearly present information gathered from a variety of print and non-print resources, for a variety of audiences
Connecticut Learning Resources and Information Technology Curriculum Standards Standard 5: Technology Use Students will operate and use computers and other technologies as tools for productivity, problem-solving and learning across the content areas –Students will produce a variety of products using the advanced features of personal productivity software Standard 7: Assessment Students will assess the effectiveness of their information and technology choices for problem-solving and communication –Students will assess, independently, whether their products meet established standards for process, product and presentation PPT Project CT Stds. Click on graphic to access CT-SDE Standards
Connecticut Technology Education Curriculum Standards Standard 3: Career Awareness Students will become aware of the world of work and its function in society, diversity, expectations, trends and requirements Students will: –Identify future labor market trends. –Compare the skills needed by employees to those needed for success in education. –Develop a learning portfolio of their areas of experience and expertise Standard 4: Problem Solving/Research and Development Students will recognize technology as the result of a creative act, and will be able to apply disciplined problem-solving strategies to enhance invention and innovation Students will: –Evaluate design ideas to determine the most appropriate –Be familiar with the laws related to copyright, trademarks, and patents –Present an idea using multimedia technology
Connecticut Technology Education Curriculum Standards Standard 7: Communication Systems Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information Students will: –Apply accepted design principles of text and graphics to the layout of printed and electronically published materials –Demonstrate skills in selecting and utilizing appropriate communication technology –Design and produce a multimedia presentation Click on graphic to access CT-SDE Standards Click on graphic to link to CT-SDE Web site PPT Project CT Stds. References
Business and finance technology education framework. (2003). Retrieved Feb. 25, 2006, from Connecticut State Dept. of Education - Business and Finance Technology Web site: http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/Business/framework.pdf. http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/Business/framework.pdf Connecticut curriculum trace maps. Retrieved July 17, 2007, from State Department of Education, Division of Teaching and Learning Web site: http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&q=320762#Section.http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&q=320762#Section Connecticut State Department of Education. (2006). English language arts curriculum framework. Hartford, CT: Connecticut State Dept. of Education. Connecticut State Department of Education. (2006). Information and technology literacy framework. Hartford, CT: Connecticut State Dept. of Education. Connecticut State Department of Education. (2003). Connecticut career and technical education – Performance standards and competencies. Middletown, CT: Connecticut State Department of Education. Pre-kindergarten through grade 12 computer technology competency standards for students. (2001), Retrieved July 17, 2007, from Connecticut Commission for Educational Technology Web site: http://www.sde.ct.gov/sde/lib/sde/pdf/dtl/technology/studentcompv2.pdf. http://www.sde.ct.gov/sde/lib/sde/pdf/dtl/technology/studentcompv2.pdf Resume Writing.net. (2006). Retrieved July 17, 2007, from http://www.resumewriting.net/.http://www.resumewriting.net/ PPT Project CT Stds.
Professional Portfolio Internship Program and Class Spring 2008 Index
Directory Assembly Contents Why compile a portfolio? Why compile a portfolio? A professional portfolio. A professional portfolio. Index Rubric
A professional portfolio... is what you take to an interview helps to define you as an employee includes samples and documentation relevant to an identified position can be used as a self-marketing tool, much like a resume Directory Why? Index RubricDirectory
Why compile a portfolio? Demonstrates proof of skills and abilities Provides documentation of accomplishments Illustrates growth Enables you to reflect and focus on your career goals Organized Portable Contents Portfolio is Rubric
PowerPoint Reflection 2 Letters of Recommendation Contents Assembly Worksite Artifacts School Artifacts 3 Informational Interviews Transcript Resume & Cover Letter Know Yourself Thank You 2 Worksite Evaluations RubricWhy? Click on graphic to advance to that slide
Transcript Request from Guidance –by April 15 Scan as a jpeg document –Media Center –C216 –B110 (Mr. Kish) Save the jpeg file into your folder Informational Interview Assembly ContentsRubric
Informational Interview Learn more about your career Consider what you find appealing Reflect on your career choice Click on graphic to view the actual Word document.
Thank your interviewee Make sure you have the correct spelling and title Thank the person for taking the time Mention how meaningful the interview was – give details Include your contact information Send out ASAP Cover Letter Resume AssemblyTranscript Rubric
Cover Letter Name Address, Phone, email Interest in position How you heard about the position Highlight/explain your qualifications Date Name Address Salutation Provide your contact information Restate your interest Complimentary Close Signature Your Name Build up for the Resume Generate interest Entice the reader to want to learn more about you
Resume You only have 20 seconds to make a good impression Make the most of it
Resume Brief—one page to one-and-a half pages at most Eye catching Easy to read Highlight pertinent qualifications
Resume Formatting Pointers Professional look Organized Font choice –Times New Roman –Arial –Avoid italics Include pertinent specifics Utilize keywords PROOFREAD Use high quality paper
Resume TypesChronologicalFunctional Shows growth or development Highlights skills, abilities, and accomplishments Good for continuous work experience Good for a recent graduate with little work experience Organized by most recent work first and work backward Organized by skill or ability; provide specific details Emphasize strengths Graphics from Resumewriting.net (2006)Resumewriting.net ChronologicalFunctional
Resume Criteria Name Address, Phone, email Work Experience Include Volunteer Experience School Academic Accomplishments Skills, Abilities, Strengths Objective or Qualification Summary Name Address, Phone, email Reference Sheet Personal Professional Name Title Company Address Phone How you know this person
Resume Resources Career Toolbox (Myfuture.com)Career Toolbox Effective-Resume-Writing.com Jobstar Monster Resume Center Resume Writing.net Resumes, Applications, and Cover Letters (US Bureau of Labor Statistics)Resumes, Applications, and Cover Letters Know Yourself Assembly Informational Interview Rubric
Know Yourself Do you really Know Yourself? Be prepared for an interview Battle the jitters – bring this list with you for quick reference Know Yourself Know Yourself PowerPoint Assembly Cover Letter Resume Rubric
PowerPoint Reflection Share what you learned –challenges and how you overcame them Give your reaction to the Internship Program and how it might benefit others
Reflection PowerPoint Career Mentor/supervisor Overview - place of employment Your duties Internship goals Career goals Learning –Career –School/college –Skills –Self Overview - Internship Program Most beneficial aspect Most challenging aspect Most beneficial class activity Recommendations Advice Thank You Letter Assembly Rubric Know Yourself
Thank You Letter T h a n k m e n t o r / s u p e r v i s o r M e n t i o n i m p o r t a n c e o f t h i s e x p e r i e n c e P r o v i d e d e t a i l s o f l e a r n i n g o r g r o w t h Rubric PowerPoint Letters of Recommen- dation Assembly
Letters of Recommendation Rubric Thank You Letter Worksite Evaluations Assembly
Worksite EvaluationsMarch June Rubric Letters of Recommen- dation Artifacts Assembly
Electronic Portfolio Rubric Assembly Category ExemplaryAbove AverageAverageNeeds Improvement Unsatisfactory Content The portfolio contains all of the required material The portfolio contains most of the required material The portfolio contains some of the required material The portfolio contains little of the required material No portfolio or only contains insignificant pieces of material Organization Portfolio is completely and neatly organized; contains a home page, table of contents, and dividers. Reader has no difficulty finding things. Portfolio is neatly organized; contains a home page, table of contents, and/or dividers. All elements are present, but may lack clarity. Reader is able to fairly easily locate things. Portfolio is fairly well organized; contains a home page, table of contents, and/or dividers. Some elements are missing. Reader has some difficulty finding things. Portfolio lacks organization. Some elements are missing. Reader has difficulty finding things. No portfolio or the portfolio is simply a collection of documents. Navigation Links for navigation are clearly labeled, consistently placed, and allow the reader to easily move among the documents. Links for navigation are clearly labeled, and allow the reader to move among the documents with very little difficulty. Links for navigation may not be clearly labeled and/or easily found. Links generally allow the reader to move among the documents. Some needed links seem to be missing. Some links do not work properly and/or are difficult to locate; it is difficult to move among documents. Links for navigation do not exist and/or links do not work. It is very difficult to move among documents. Quality Portfolio contains work of exceptional quality. It goes above and beyond meeting requirements Portfolio contains work that is of acceptable quality. It meets all requirements. Portfolio contains work that is of acceptable quality. It meets most requirements. Portfolio contains work that is somewhat below acceptable quality. Several of the requirements have not been met. No portfolio or the portfolio contains work that is unacceptable. Presentation and Attractiveness High quality, professional appearance; exceptionally attractive formatting. Ready to submit to a potential employer. High quality, above average appearance; attractive formatting. Acceptable to submit to a potential employer. Average quality and appearance; neat and clean; minimal formatting. Marginally acceptable to submit to a potential employer. Below average quality and appearance; no apparent formatting. Unacceptable to submit to a potential employer. No portfolio, assembly or formatting; poor quality and appearance. Unacceptable to present to a potential employer. Grammar Mechanics There are no errors in spelling, punctuation or grammar in the portfolio. There are 1-3 errors in spelling, punctuation, and/or grammar in the portfolio. There are 4-5 errors in spelling, punctuation, and/or grammar in the portfolio. There are 6-7 errors in spelling, punctuation, and/or grammar in the portfolio. There are more than 7 errors in spelling, punctuation, and/or grammar in the portfolio.