1. Graduate Project Advisor Training

2. Project Basics What do you already know about the Graduate Project? –List everything you think you know about the project –Share with a partner –Share with another pair

3. Project Components Project Portfolio Reflective Essay Presentation

4. Project Student choice Relates to post high school plans Extends learning, stretches potential, challenges abilities Minimum of 15 hours outside classroom Produce a product/performance

5. Project Legal Done individually Finished

6. What would you have done? Brainstorm ideas for projects you might have considered Share with a partner and discuss how each would have represented a stretch or a challenge

7. What is Acceptable? Determined by Graduate Project Committee Advisor is the first filter

8. What is Acceptable? Class Projects –Generally not appropriate if already a requirement in another course –Could be if it goes beyond class requirements

9. What is Acceptable? Job –Projects already being done on the job are not appropriate –Learning new job-related skills generally would be appropriate

10. What is Acceptable? Eagle Scout –Not acceptable if project is already complete –Student could do something related – if a challenge –Student could use the Graduate Project to fulfill Eagle Scout requirements

11. What is Acceptable? A learning stretch is a demonstration of knowledge and research over and clearly beyond previously learned material.

12. Are These Acceptable? Learn to build a go-kart Painting a room Building a dog house Develop and choreograph a low-impact exercise program and teach a class

13. Product/Performance Consult the handbook (p.26-28) for requirements regarding products/performances related to various types of projects

14. Proposal Formal proposal –One page business letter; block format –See sample in handbook (p.30) –Proposal Feedback Form (p.31) Talk with other teachers or the mentor if you are not sure if the project represents a stretch

15. Mentor Has expertise in the field of study Over 21 years old Outside of students family –Some exceptions may apply Only family member has the expertise –Could be from outside of community if necessary

16. Mentor Role –Give advice –Answer specific questions –Verifies hours on project –Is a reference/troubleshooter/guide Tips on p.43-44 of handbook; letter to mentor and agreement form on p.69

17. Portfolio 3 Ring binder w/dividers All forms Documentation and evidence –Activity Log (p.41-42) Scoring Guide (p.54-55)

18. Annotated Bibliography Purpose: Background research on topic Minimum of 5 sources (mentor counts) Contents –Explain topic of research and why researching it –Entries: relevance, accuracy, and quality of sources –What was useful and how you used the info MLA Citation

19. Paper Reflective Essay –2-3 pages –Summarize the project, analyze the process, report what was learned –p.47-51 of handbook has the outline and scoring guide

20. Presentation 8-10 minute oral presentation –Include audio/visual aids –May play a recording for no more than 2 minutes –5 minute Q & A afterwards –P.56-61 shows guidelines, tips, outline, and scoring guide

21. Questions

22. Break

23. Advisors Role Write down what you think an advisor should be responsible for Share with a partner Share with another pair

24. Advisors Role Help students through the project process –Process, not content, consultation –Ensure students get tools & info needed –Dont have to have all the answers, but help students work collaboratively with resources –Goal: be creative in helping students find the answers for themselves

25. Advisors Role Specific responsibilities –Meet with students in Advisory once/month (provide instruction) –Review responsibilities of all participants with students –Communicate deadlines, criteria and evaluation methods –Suggest resources (handbook, online tutorials, other faculty, youtube, schooltube) tutorials

26. Advisors Role Specific responsibilities –Maintain a record of completed pieces on PowerSchool (pre-loaded) –Guide students through all components according to timeline –Seek support and assistance as needed from administration and other teachers –Collect and evaluate: proposal, project, portfolio, essay, and presentation

27. Advisors Role Specific responsibilities –Allow opportunites for suggested revisions prior to due dates (want to be preventative) –Be available to meet with students upon request –Assist during required Advisory revision sessions –Contact mentor before approving proposal

28. Appeal Protocol Students may appeal an Advisors decision/score (see p.49 of Advisor Handbook)Advisor Handbook

29. Final Thought Do not expect the process to be perfect –Desire and will solicit feedback from teachers, students, and parents –Revisions will be made –Juniors may submit proposals in the Spring in order to work during the Summer and make presentations in the Fall

30. Questions