Appendix FCareer 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 PresentationCareer ePortfolio Presentation

Marcia Catalano

Haddam-Killingworth High School

Index

IntroductionIntroduction

PurposePurpose

Student OutcomesStudent Outcomes

CT StandardsCT Standards

PresentationPresentation

ReferencesReferences

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.

IndexPPT

ProjectPurposeIndex

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.

PPTProject

StudentOutcomesIntro.

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

PPTProject

CTStds.

Purpose

Identification of CT Standards

• Business and Finance Technology Standards

• Computer Technology Competency

• English Language Arts Curriculum Standards

• Learning Resources and Information Technology Curriculum Standards

• Technology Education Curriculum Standards

Click to visit CT-SDE Website

PPTProject

StudentOutcomes

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

PPTProject

CTStds.

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

PPTProject

CTStds.

Click on graphic to access CT-SDE Standards

Connecticut English Language Arts Curriculum Standards

Standard 3: Communicating with Others3.2 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 Conventions4.2 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

4.3 Students use standard English for composing and revising written textStudents 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

PPTProject

CTStds.

Click on graphic to access CT-SDE Standards

Connecticut Learning Resources and Information Technology Curriculum Standards

Standard 3: Information ProcessingStudents 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: ApplicationStudents 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 UseStudents 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: AssessmentStudents 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

PPTProject

CTStds. 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 requirementsStudents 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 innovationStudents 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

PPTProject

CTStds.

References

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.

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.

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.

Resume Writing.net. (2006). Retrieved July 17, 2007, from http://www.resumewriting.net/.

PPTProject

CTStds.

Professional PortfolioProfessional Portfolio

Internship Program and Class

Spring 2008

Index

Directory

Assembly Assembly

Contents Contents

Why compile a portfolio?Why compile a portfolio?

A professional portfolio . . . A professional portfolio . . .

Index

Rubric 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

ContentsPortfolio

isRubric

PowerPoint

Reflection2 Letters of

Recommendation

Contents

Assembly

Worksite ArtifactsSchool

Artifacts3 Informational

InterviewsTranscript

Resume

&

Cover Letter

Know Yourself

Thank You2 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

InformationalInterview

AssemblyContents Rubric

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.

Informational Interview It can be very beneficial to have ideas about a career that interests you. This exercise will give you concrete information that can serve as a reality check for you. Step 1: Choose a career area that interests you; select an occupation

about which you would like to learn. For this activity, you will interview a person who works in that field.

What occupation did you choose? ________________________ Step 2: Before you interview the person in the occupation you chose, think

about how that person might answer the questions listed on the attached form.

Step 3: Interview someone in the occupation you chose and record the

answers on the form. Note: the questions provided are a guide, you may pick and choose questions and/or develop your own questions for the interview. Be prepared to present your findings to the class.

Name and occupation of the person you interviewed: _________ ____________________________________________________ Step 4: Write an informational essay explaining what you learned about

your chosen career and the interviewee’s job. Include comparisons to any thoughts you may have had with respect to the position which were confirmed or disproved.

Step 5: Write a thank-you letter to the person you interviewed. This is a

good practice for following up with prospective employers after a job interview.

Step 6: Keep a completed copy of this interview and thank-you letter for

your portfolio as documentation of your interview. You should also keep a record of the address, phone number, company, etc. of each of your contacts; these people are now a part of your career/job network.

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

ResumeAssemblyTranscript Rubric

Cover LetterName

Address, Phone, email

Interest in positionHow you heard about the position

Highlight/explain your qualifications

DateNameAddress

Salutation

Provide your contact informationRestate your interest

Complimentary Close

SignatureYour 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

ResumeFormatting Pointers

• Professional look

• Organized

• Font choice– Times New Roman

– Arial

– Avoid italics

• Include pertinent specifics

• Utilize keywords

• PROOFREAD

• Use high quality paper

ResumeTypes

Chronological Chronological FunctionalFunctional

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)

Chronological Chronological FunctionalFunctional

ResumeCriteria

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

ResumeResources

• Career Toolbox (Myfuture.com)

• Effective-Resume-Writing.com

• Jobstar

• Monster Resume Center

• Resume Writing.net

• Resumes, Applications, and Cover Letters (US Bureau of Labor Statistics)

KnowYourself

AssemblyInformational

Interview Rubric

Do you really Know YourselfKnow Yourself?

Be prepared for an interview

Battle the jitters – bring this list with you for quick reference

Know YourselfKnow Yourself

PowerPoint AssemblyCover 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 YouLetter

Assembly RubricKnow

Yourself

Thank You Letter

Thank

mentor/superviso

rMentio

n importa

nce of this

experience

Provide details of le

arning

or growth

RubricPowerPointLetters of

Recommen-dation

Assembly

Letters of Recommendation

RubricThank You

LetterWorksite

EvaluationsAssembly

Worksite Evaluations

MarchMarch

JuneJune

RubricLetters of

Recommen-dation

Artifacts Assembly

Artifacts

WorksiteWorksite SchoolSchool

Pictures Writing samples

Anecdotes PowerPoint projects

Correspondence Research projects

Work Samples Awards

Certificates Recognitions

Artifacts

• Have purpose

• Show growth/learning

• Should demonstrate:– Skills– Abilities– Strengths– Accomplishments

• Include explanation

RubricWorksite

EvaluationsAssembly

Electronic PortfolioTools

Navigation

Electronic PortfolioRequirements

• Welcome/Home Page– Graphic– Quote– Introduction/

Explanation

• Table of Contents– Navigation to

documents

• Personalize– Background– Dividers

RubricContents

Electronic PortfolioRubric

Assembly

Category Exemplary Above Average Average Needs Improvement Unsatisfactory

ContentThe 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.