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					                                                                    COURSE SEQUENCE
       Student Name: ____________________________                                             LEVEL of                               METHOD of




                                                                                                            DATE of ATTAINMENT
       ID #: _____________                                                                 ATTAINMENT                              ATTAINMENT




                                                                                                              (Semester or M/YY)
       School: __________________________________                                            0 Unattained                            1 Written Test
       Graduation Year: ________                                                            1 Approaching
                                                                                                                                    2 Oral Present'n
                                                                                              Attainment
                STUDENT ATTAINMENT STAMNDARDS/COURSE RECORD*                                  2 Attained
                                                                                                                                       3 Project

                                                                                              3 Exceeded                              4 Portfolio
                               CAREER EXPLORATION
                                       2005                                                   4 Mastered                           5 Classrm. Observ.
                                                                                                                                   6 Wrkplc. Observ.    TEACHER(S)      ASSESSMENT METHOD
 1.0 EVALUATE INDIVIDUAL STRENGTHS, VALUES AND PERSONALITY TRAITS
 2.0 EXPLORE A VARIETY OF OCCUPATIONAL AREAS
       DEMONSTRATE AN UNDERSTANDING OF ACADEMIC ACHIEVEMENT AND
 3.0
       PERFORMANCE REQUIRED FOR MEETING CAREER GOALS
 4.0 DEMONSTRATE CAREER PLANNING SKILLS
     DEMONSTRATE DECISION MAKING AND CRITICAL THINKING SKILLS
 5.0
     REQUIRED FOR CAREER SUCCESS
     DEVELOP COMMUNICATION SKILLS FOR PUBLIC AND WORKPLACE
 6.0
     ENVIRONMENTS
     DEVELOP LEADERSHIP AND TEAMWORK SKILLS REQUIRED FOR THE
 7.0
     WORKPLACE     KINGMAN HIGH SCHOOL
 8.0 ANALYZE AND DEVELOP LEGAL AND ETHICAL BEHAVIORS

 9.0 DEMONSTRATE TECHNOLOGICAL LITERACY REQUIRED IN THE WORKPLACE

                     COMPETENCY/COURSE MATRIX
     ANALYZE HOW SOCIAL, ORGANIZATIONAL AND TECHNOLOGICAL SYSTEMS
                    KINGMAN HIGH SCHOOL
10.0
     OPERATE       KINGMAN HIGH SCHOOL
     EVALUATE FACTORS CONTRIBUTING TO A SAFE AND HEALTHY WORK
11.0
     ENVIRONMENT
12.0 DEMONSTRATE AN UNDERSTANDING OF DIVERSITY

AzTP                                                                 Total Competencies=         0          =COUNTIF(L5:L16,">0")                         Page 1 of 1
                    KINGMAN HIGH SCHOOL                                             %=          0%
                   KINGMAN HIGH SCHOOL                                                                      =PRODUCT(L18/A16)
     RUBRIC FOR ASSESSMENT OF INDIVIDUAL STANDARDS ATTAINMENT

                                                                        School

                                                                       Teacher

                                                           CAREER EXPLORATION


       LEVEL OF ATTAINMENT (LOCAL DISTRICT PERCENTAGES MAY BE DIFFERENT THAN SAMPLE)
          3                 2                 1                0                  0
        90% +             80% +             70% +           60% +          Less than 60%
                                                        APPROACHING
      MASTERED          EXCEEDED          ATTAINED                         UNATTAINED
                                                         ATTAINMENT

Student presents a clear,        Student presents a clear,     Student meets assignment       Student knowledge of the       Student knowledge of the
specific understanding of        specific understanding of     expectations. The student      topic is understood, but at    subject is not shown. Steps
the competency. All notes,       the competency. High          demonstrates new               minimum level of               through the process were
assignments, test,               interest and excitement       knowledge learned in oral      competency. The                not followed. Notes, tests,
workplace records and labs       leads the student to an       participation and or written   assignments, notes and         assignments, workbased
required are completed on        investigation that reaches    tasks. The work is well        labs are occasionally          learning and labs lack
time, are extremely well         beyond requirements. All      organized and complete.        incomplete and could be        neatness, organization,
organized and questions          notes, assignments, tests,    The student understood the     organized better. Some         detail and evidence of new
are answered accurately.         workplace records and labs    assignments. He/she used       resources have been used,      knowledge. Work does not
High interest and                required are completed on     the resources required and     but it is not clear what the   meet requirements. Parts
excitement have lead the         time, are very well           organized information in all   student understood. Some       are missing. Participation is
student to reach far beyond      organized and questions       notes, assignments, tests,     of the information included    weak, or student is often
the requirements. Student        are answered accurately.      workplace records, debates     by the student was not         not participating. Labs,
has read related materials       The student has used more     and labs. All notes,           important to the topic.        tests, CTSO participation,
and has used many                resources than required       assignments and labs are       Student does most of what      and assignments are poorly
sources of information for       and demonstrates new          complete, carefully done       is required, but nothing       done and fall well behind
reports and or experiments.      knowledge both orally and     and the student meets just     more. Some of the work         the standard level of
The student has used             in written work and uses      above the minimum              may not be finished. Tasks     achievement. Overall, the
his/her new knowledge            this knowledge in his/her     requirements and               are not carefully done and     student has failed to grasp
when participating in all oral   assignments and oral          expectations. All tests,       the information from the       new concepts covered in
discussions, assignments         participation. New            workplace records, CTSO        resources is not used.         the competency. The level
and written work. Student        knowledge is evident when     participation, assignments     Tests, labs, notes, CTSO       of achievement is below
makes connections                student shows connections     and labs meet the standard     participation, and             60%.
between classroom and            between classroom and         level of achievement           workbased learning results
workplace. The students'         workplace relationships.      between 70% to 79%.            are at a level of
notes, tests, labs,              Student notes, tests, labs,                                  achievement between 60%
workplace records,               work place records, CTSO                                     to 69%.
debates, CTSO                    participation, debates and
participation, and               assignments are clearly
assignments are of the           organized, carefully done,
highest level of                 and often go beyond
achievement above 90%.           teacher expectations. All
                                 tests are beyond the
                                 standard level of
                                 achievement between 80%
                                 to 89%.




Definition of Rubric:

                  "A rubric is a printed set of guidelines that distinguishes performances or products of
                  different quality. A rubric has descriptors that define what to look for at each level of
                  performance. Rubrics also often have indicators providing specific examples or tell-tale
                  signs of things to look for in work."
     An everyday example of a rubric can be found on the Kelley Blue Book web                                       Text, numbers and
     site at http://www.kbb.com/. When finding the value of a used car, Kelley                                      percentages in red italics
     uses a rubric that details a car's condition by the categories of Excellent,                                   are for purposes of
     Good, Fair and Poor as follows:                                                                                clarification only and are
                                                                                                                    NOT a part of the Kelly

                                      KELLY BLUE BOOK RUBRIC

        Excellent                          Good                             Fair                          Poor                       Unacceptable
           3                                2                                1                             0                               0
         90% +                            80% +                            70% +                         60% +                      Less than 60%
                                                                                                     APPROACHING
      MASTERED                        EXCEEDED                          ATTAINED                                                     UNATTAINED
                                                                                                      ATTAINMENT
The vehicle looks great, is     The vehicle is free of any       The vehicle probably has         The vehicle has severe        The vehicle is "death on
in excellent mechanical         major defects. The paint,        some mechanical or               mechanical and/or             wheels." Under no
condition and needs no          body and interior have only      cosmetic defects, but is still   cosmetic defects and may      circumstances should it
reconditioning. It should       minor (if any) blemishes,        in safe running condition.       be in questionable running    even be taken for a test
pass a smog inspection.         and there are no major           The paint, body and/or           condition. The vehicle may    drive. Parts may fall off at
The engine compartment          mechanical problems. In          interior need work to be         have problems that cannot     any time and there is
should be clean, with no        states where rust is a           performed by a professional      be readily fixed such as a    probable danger of
fluid leaks. The paint is       problem, this should be          in order to be sold. The         damaged frame or a rusted-    explosion. One or more of
glossy and the body and         very minimal, and a              tires need to be replaced.       through body. A vehicle       the quarter panels may be
interior are free of any wear   deduction should be made         There may be some                with a branded title          completely fabricated with
or visible defects. There is    to correct it. The tires         repairable rust damage.          (salvage, flood, etc.) or     "Bondo." The title (if there
no rust. The tires are the      match and have substantial       The value of cars in this        unsubstantiated mileage       is one) is anything but
proper size and match and       tread wear left. A clean title   category may vary widely. A      should be considered          "clean". None of the 4 tires
are new or nearly new. A        history is assumed. A            clean title history is           “poor” because of potential   match though they may be
clean title history is          "good" vehicle will need         assumed. Even after              problems and should be        like new, having recently
assumed. This is an             some reconditioning to be        significant reconditioning       independently appraised to    been stolen. There may be
exceptional vehicle.            sold at retail; however          this vehicle may not qualify     determine its value.          a strong odor of marijuana
                                major reconditioning should      for the Blue Book                                              and a rookie cop might
                                be deducted from the             Suggested Retail value.                                        easily find traces of cocaine
                                value. Most recent model                                                                        in the trunk. DON'T EVEN
                                cars owned by consumers                                                                         THINK ABOUT BUYING
                                fall into this category.                                                                        THIS VEHICLE!
                              ______________________________ HIGH SCHOOL                                      COURSE SEQUENCE

   How to use
       this                             STANDARDS/COURSE MATRIX
   Checklist.                              Standards and Measures
   See "Note"
   at bottom.
                                         CAREER EXPLORATION
                       Grades 7 - 9                                                       2005

 1.0   EVALUATE INDIVIDUAL STRENGTHS, VALUES AND PERSONALITY TRAITS
 1.1   Evaluate the importance of a positive self concept
 1.2   Explore and relate personal achievements, interests and skills to career options
 1.3   Evaluate how personality traits, behavioral styles and personal values influence work habits
 1.4   Evaluate how personality traits, behavioral styles and values align with career options

 2.0   EXPLORE A VARIETY OF OCCUPATIONAL AREAS
 2.1   Demonstrate the use of technology and other resources to research and obtain career information
 2.2   Research occupations within Career Pathways and Career Clusters
 2.3   Explore various occupations and classify into career clusters
 2.4   Identify the skills, educational requirements and program of study related to different occupations
 2.5   Create a financial plan to reach at least one career option

 3.0 DEMONSTRATE AN UNDERSTANDING OF ACADEMIC ACHIEVEMENT AND
     PERFORMANCE REQUIRED FOR MEETING CAREER GOALS
     Investigate all postsecondary options; such as two and four year college, military, technical schools,
 3.1 apprenticeships, and on-the-job training

 3.2 Assess the importance of educational achievement; appropriate course selection for career
     opportunities; life long learning and success in the workplace
 3.3 Analyze the education and training required to achieve career goals
 3.4 Explore possible barriers to achieving career goals

 4.0   DEMONSTRATE CAREER PLANNING SKILLS
 4.1   Demonstrate skills to locate, understand and use career information
 4.2   Research school and community resources to explore educational and occupational choices
 4.3   Develop a 4-6 year career and educational plan
 4.4   Develop, maintain, and update a career portfolio

 5.0 DEMONSTRATE DECISION MAKING AND CRITICAL THINKING SKILLS REQUIRED
     FOR CAREER SUCCESS
 5.1 Identify appropriate methods for problem-solving and decision-making
 5.2 Apply decision-making skills to career planning, course selection and educational transition
 5.3 Solve problems and make decisions in simulated work-related situations

 6.0   DEVELOP COMMUNICATION SKILLS FOR PUBLIC AND WORKPLACE
 6.1   Utilize interpersonal skills to interact positively with others
 6.2   Demonstrate active listening skills
 6.3   Evaluate the impact of nonverbal communication
 6.4   Demonstrate ability to take constructive criticism from others and apply it in a positive manner
 6.5   Communicate using demonstration and presentation skills
 6.6   Communicate using written communication skills
 6.7   Evaluate and apply techniques for conflict resolution
 6.8 Demonstrate a general understanding of behavioral styles and their impact on effective communication

 7.0 DEVELOP LEADERSHIP AND TEAMWORK SKILLS REQUIRED FOR THE
 7.1 Demonstrate responsibility, dependability, punctuality, cooperation, integrity, and positive attitude
     expected in the workplace
 7.2 Adapt organizational and time management skills for task completion
 7.3 Model and demonstrate leadership skills
 7.4 Demonstrate teamwork skills
 7.5 Outline team dynamics

AzTP                                                                                                               Page 1 of 2


                                                                                                              COURSE SEQUENCE
                                   STANDARDS/COURSE MATRIX
                                      Standards and Measures

                                    CAREER EXPLORATION
                    Grades 7 - 9                                                       2005

 8.0   ANALYZE AND DEVELOP LEGAL AND ETHICAL BEHAVIORS
 8.1   Describe a workplace attendance policy
 8.2   Choose ethical courses of action in school and work settings
 8.3   Describe the relationship and roles of supervisors, employees and co-workers
 8.4   Determine rules of safe and appropriate conduct when using the internet and email
 8.5   Explain the consequences of illegal and unethical use of information technology
 8.6   Explain the consequences of sexual harassment
 8.7   Identify legal implications of discrimination

 9.0   DEMONSTRATE TECHNOLOGICAL LITERACY REQUIRED IN THE WORKPLACE
 9.1   Utilize technology based research tools to locate and collect information
 9.2   Communicate using e-mail, Internet and other technology tools
 9.3   Demonstrate computer literacy using word processing, spreadsheet and database software
 9.4   Incorporate technology tools to enhance learning, to increase productivity and creativity

10.0 ANALYZE HOW SOCIAL, ORGANIZATIONAL AND TECHNOLOGICAL SYSTEMS OPERATE
10.1 Demonstrate basic knowledge of operations and functions of technology systems
10.2 Identify the uses of technology in industry, education, the political arena, and day-to-day consumer
     affairs
10.3 Explore the social, ethical, and human issues related to using technology in daily lives
10.4 Identify the effects of societal, economic and technological trends on occupations
10.5 Explore the impact of managing a career in a global economy

11.0   EVALUATE FACTORS CONTRIBUTING TO A SAFE AND HEALTHY WORK ENVIRONMENT
11.1   Survey safety procedures required in the workplace
11.2   Demonstrate safety in work related situations
11.3   Practice safe use of tools and equipment
11.4   Identify constructive health habits
11.5   Demonstrate appropriate and/or required dress for different workplace settings

12.0 DEMONSTRATE AN UNDERSTANDING OF DIVERSITY
12.1 Explain equal career opportunities for all individuals regardless of race, ethnicity, gender, age and/or
     disability conditions
12.2 Describe how physical, intellectual and cultural diversity can strengthen workplace effectiveness
12.3 Identify stereotypes, biases and discriminatory behaviors that may impact entering nontraditional
     occupations
12.4 Demonstrate appropriate strategies for dealing with the differences associated with diversity in the
     workplace
12.5 Demonstrate appropriate manners and etiquette when interacting with people of diversity including
     age, cultural differences and persons with disabilities



                           Note: This Checklist is to be used as a master document to determine if
                           100% of the competencies (not indicators) are being taught in a program. The
                           numberCOMPETENCY/COURSE MATRIX
                                   of indicators a student attains can help determine the student's
                           "Level of Attainment".




AzTP                                                                                                            Page 2 of 2

				
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