TEACHER LEVEL II PORTFOLIO REQUIREMENTS by HC120629035948

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									       Developing Level Counselor Portfolio Requirements:
Counselors on the Developing Level are starting to integrate technology into the curriculum and
will benefit from additional skills-based technology training. Courses for this level will be a
blend of skills and curriculum-based content (i.e. using spreadsheets to analyze test scores in a
math classroom, creating presentations on education planning for a science classroom, creating a
resume using a word processor in a language arts class, or using the Internet to search for
employment in a social studies class).


Portfolio Options:
For your portfolio choose one of the following that facilitates and inspires student learning and
creativity as aligned with ISTE NETS-Teacher standards:

    1. Create one guidance activity that involves technology using one or more of the following
       applications: word processing, databases, spreadsheets, presentations or Internet
       activities. Topics could include presenting standardized test results, using school-based
       management software (i.e. schedules, report cards, discipline records, etc.), using the
       career software report for occupational and college-related searches.
       ISTE lesson plan template
    2. The long-range plan for the current ADEPT year (must include a technology goal)
    3. Collaborate with a classroom teacher in developing a curriculum unit that integrates
       career or educational research into the content area.

All portfolio documents must include a student sample, an assessment instrument, and two or
more of the following Student-Centered 21st Century Learning student activities aligned to
ISTE NETS-Students standards:

 Find instructional resources on the Internet to implement your student learning activity (e.g., find and
adapt lesson resources at Knowitall.org, (Kid’s Work!), SC Streamline, SC Discus.org or SCOIS.net)

 Create scaffolding for student projects (e.g., counselors provide students with writing prompts or
project templates)

 Have students write papers and reports on computers or portable word processors such as
AlphaSmarts (e.g., require that all student papers must be word-processed)

 Facilitate group discussions and lessons (e.g., counselors use interactive whiteboards, LCD projectors,
student response systems)

 Facilitate students using technology for assessment (e.g., counselors use online quizzes and
diagnostic tools, graph and analyze progress with class using a spreadsheet program)

 Deliver presentations with graphics and sound (e.g., counselors use software such as presentation
software, Photo Story, or audio production software)

 Lead students in brainstorming and sharing ideas (e.g., counselors use word processing programs or
software such as Inspiration, use Intel Visual Ranking website)
 interactively communicate with parents and students (e.g., counselors initiate and respond to e-mail,
conduct on-line surveys, interact through website)

                (based on criteria developed by: http://www.k12.wa.us/EdTech/TechIntTiers.aspx)



Example Scenarios:

Elementary
Using Knowitall.org partner site http://www.knowitall.org/kidswork/ the guidance counselor
introduces the site to groups of students and allows them time to explore the different job areas
by viewing interviews with people in those jobs. Once viewed, have the students word process a
reflection about which job interested them most and what they think they need to study to be
successful in that job. Or, with younger elementary students--produce a KWL (Know, Want to
Know, Learned) chart on paper or using interactive whiteboard—to brainstorm what they know
about careers, what they want to know more about specific careers, and later reflect as a group
on what they learned. Prior to lesson guidance counselor should review the teacher resources to
take full advantage of all the features of the website:
http://www.knowitall.org/kidswork/teachers/index.html .

Middle /High School
In this lesson, students complete personality profiles to explore career options, and then conduct
internet research to learn about specific careers. Students write evaluative essays about the
careers they choose. Have each student select one of the careers he or she is interested in
pursuing from their Career Profile Worksheet. Students will then access the Bureau of Labor
Statistics’ Occupational Outlook Handbook or the Career Voyages website to conduct their
research. Tell students to use what they learn during their research to write an evaluative essay.
Hand out the rubric and information sheet so students know how the essay will be graded. As
homework, students should share their career profiles with their parents. Instruct students to have
their parents the sign the profile to show they have read through it.

All Levels/All Grades

Using this website as a reference, http://www1.myspace.com/misc/tipsForParents.html design a
presentation on online safety tips for students.

								
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