Career Portfolio PowerPoint

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					            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

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
Marcia Catalano
Haddam-Killingworth High School

  Introduction     CT Standards

    Purpose         References

Student Outcomes   Presentation

          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
Index   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.

                                     Student    PPT
Intro.                              Outcomes   Project
   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

                                             CT      PPT
                                            Stds.   Project
   Identification of CT Standards
                                               Click to visit CT-
                                                SDE Website

   • Business and Finance Technology
   • Computer Technology Competency
   • English Language Arts Curriculum
   • Learning Resources and Information
     Technology Curriculum Standards
   • Technology Education Curriculum Standards

 Student                                                PPT
Outcomes                                               Project
            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
     –   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      Click on graphic to access
           CT                                                                                    CT-SDE Standards
          Stds.                                                                    Project
           Connecticut Computer Technology
           Competency Standards
                     Standard 3: Technology Productivity Tools
• Students use technology tools to enhance learning, increase productivity and promote
• 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

                 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      Click on graphic to access
         CT                                                                                   CT-SDE Standards
        Stds.                                                                   Project
           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
      – 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

             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
4.3 Students 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
          CT                                                                    PPT      Click on graphic to access
         Stds.                                                                 Project       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
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

        CT                                                            PPT
       Stds.                                                         Project   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
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 link to CT-SDE Web site

        CT                                                                              PPT
                                                                          References             Click on graphic to access
       Stds.                                                                           Project       CT-SDE Standards

Business and finance technology education framework. (2003). Retrieved Feb. 25, 2006, from Connecticut State
      Dept. of Education - Business and Finance Technology Web site:

Connecticut curriculum trace maps. Retrieved July 17, 2007, from State Department of Education, Division of
     Teaching and Learning Web site:

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:

Resume (2006). Retrieved July 17, 2007, from

          CT                                                                                            PPT
         Stds.                                                                                         Project
Professional Portfolio

Internship Program and Class
Spring 2008


    A professional portfolio . . .              Assembly


        Why compile a portfolio?                 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

Index       Directory   Directory    Why?    Rubric
Why compile a portfolio?

• Demonstrates proof of skills and
• Provides documentation of
• Illustrates growth
• Enables you to reflect and focus on
        Organized           Portable
  your career goals

                           Contents   Rubric

            Click on graphic to
           advance to that slide
               2 Letters of
                2 Worksite
              Know Yourself
             3 Informational
   Why?                            Assembly   Rubric

• Request from Guidance
  – by April 15
• Scan as a jpeg document
  – Media Center
  – C216
  – B110 (Mr. Kish)
• Save the jpeg file into your folder

          Contents         Interview
                                         Assembly   Rubric
Informational Interview
                  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

                                                                               • Learn more about your
        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
                                                                               • Consider what you find
        questions for the interview. Be prepared to present your findings
        to the class.                                                            appealing
         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
                                                                               • Reflect on your career
        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.
                   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
                                      Assembly   Rubric
Cover Letter
 • Build up for the Resume
                  Address, Phone, email
 • Generate interest
 • Entice the reader to want to learn more
   about you
          Interest in position
          How you heard about the position

          Highlight/explain your qualifications

          Provide your contact information
          Restate your interest
          Complimentary Close
          Your Name

• You only have 20 seconds to make a
  good impression
• Make the most of it

• Brief—one page to one-and-a half
  pages at most
• Eye catching
• Easy to read
• Highlight pertinent qualifications
Formatting Pointers

• Professional look   • Include pertinent
• Organized             specifics
• Font choice         • Utilize keywords
  – Times New Roman   • PROOFREAD
  – Arial             • Use high quality
  – Avoid italics       paper

       Chronological                                 Functional
Shows growth or                             Highlights skills, abilities, and
development                                 accomplishments
Good for continuous work                    Good for a recent graduate
experience                                  with little work experience
Organized by most recent                    Organized by skill or ability;
work first and work backward                provide specific details
                                            Emphasize strengths

   Graphics from (2006)
                Name                                Name
       Address, Phone, email               Address, Phone, email

Objective or Qualification Summary              Reference Sheet


Skills, Abilities, Strengths         Professional
Work Experience
Include Volunteer Experience             •Phone
                                         •How you know this person

Academic Accomplishments
•   Career Toolbox (
•   Jobstar
•   Monster Resume Center
•   Resume
•   Resumes, Applications, and Cover
    Letters (US Bureau of Labor Statistics)

           Informational    Know
                                      Assembly   Rubric
Do you really Know Yourself?

Be prepared for an interview

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

                            Know Yourself

          Cover Letter
                           PowerPoint   Assembly   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
Reflection PowerPoint
• Career                  • Overview - Internship
• Mentor/supervisor         Program
• Overview - place of     • Most beneficial aspect
  employment              • Most challenging
• Your duties               aspect
• Internship goals        • Most beneficial class
• Career goals              activity
• Learning                • Recommendations
   –   Career             • Advice
   –   School/college
   –   Skills
   –   Self

                Know        Thank You
               Yourself       Letter
                                        Assembly   Rubric
Thank You Letter

                     Letters of
       PowerPoint   Recommen-     Assembly   Rubric
Letters of Recommendation

      Thank You    Worksite
        Letter    Evaluations
                                Assembly   Rubric
Worksite Evaluations



        Letters of
       Recommen-     Artifacts    Assembly   Rubric

       Worksite            School
Pictures          Writing samples
Anecdotes         PowerPoint projects
Correspondence    Research projects
Work Samples      Awards
Certificates      Recognitions

• Have purpose
• Show growth/learning
• Should demonstrate:
  – Skills
  – Abilities
  – Strengths
  – Accomplishments
• Include explanation
                         Assembly   Rubric
Electronic Portfolio

Electronic Portfolio

• Welcome/Home         • Table of Contents
  Page                   – Navigation to
  – Graphic                documents
  – Quote              • Personalize
  – Introduction/        – Background
    Explanation          – Dividers

          Contents                         Rubric
                 Electronic Portfolio
   Category               Exemplary                   Above Average                          Average                    Needs Improvement                      Unsatisfactory

                                                                                                                                                        No portfolio or only contains
                 The portfolio contains all of   The portfolio contains most       The portfolio contains some       The portfolio contains little of
   Content       the required material           of the required material          of the required material          the required material
                                                                                                                                                        insignificant pieces of

                                                 Portfolio is neatly organized;    Portfolio is fairly well
                 Portfolio is completely and
                                                 contains a home page, table       organized; contains a home
                 neatly organized; contains a                                                                        Portfolio lacks organization.
                                                 of contents, and/or dividers.     page, table of contents,                                             No portfolio or the portfolio is
                 home page, table of                                                                                 Some elements are missing.
Organization     contents, and dividers.
                                                 All elements are present, but     and/or dividers. Some
                                                                                                                     Reader has difficulty finding
                                                                                                                                                        simply a collection of
                                                 may lack clarity. Reader is       elements are missing.                                                documents.
                 Reader has no difficulty                                                                            things.
                                                 able to fairly easily locate      Reader has some difficulty
                 finding things.
                                                 things.                           finding things.

                                                                                   Links for navigation may not
                 Links for navigation are        Links for navigation are          be clearly labeled and/or
                                                                                                                     Some links do not work             Links for navigation do not
                 clearly labeled, consistently   clearly labeled, and allow the    easily found. Links generally
                                                                                                                     properly and/or are difficult to   exist and/or links do not
 Navigation      placed, and allow the reader    reader to move among the          allow the reader to move
                                                                                                                     locate; it is difficult to move    work. It is very difficult to
                 to easily move among the        documents with very little        among the documents.
                                                                                                                     among documents.                   move among documents.
                 documents.                      difficulty.                       Some needed links seem to
                                                                                   be missing.

                                                                                                                     Portfolio contains work that is
                 Portfolio contains work of
                                                 Portfolio contains work that is   Portfolio contains work that is   somewhat below acceptable          No portfolio or the portfolio
                 exceptional quality. It goes
   Quality       above and beyond meeting
                                                 of acceptable quality. It         of acceptable quality. It         quality. Several of the            contains work that is
                                                 meets all requirements.           meets most requirements.          requirements have not been         unacceptable.

                                                                                   Average quality and
                 High quality, professional      High quality, above average                                         Below average quality and          No portfolio, assembly or
 Presentation                                                                      appearance; neat and clean;
                 appearance; exceptionally       appearance; attractive                                              appearance; no apparent            formatting; poor quality and
                                                                                   minimal formatting.
     and         attractive formatting. Ready    formatting. Acceptable to
                                                                                   Marginally acceptable to
                                                                                                                     formatting. Unacceptable to        appearance. Unacceptable
Attractiveness   to submit to a potential        submit to a potential                                               submit to a potential              to present to a potential
                                                                                   submit to a potential
                 employer.                       employer.                                                           employer.                          employer.

                                                                                                                                                        There are more than 7 errors
                 There are no errors in          There are 1-3 errors in           There are 4-5 errors in           There are 6-7 errors in
 Grammar                                                                                                                                                in spelling, punctuation,
                 spelling, punctuation or        spelling, punctuation, and/or     spelling, punctuation, and/or     spelling, punctuation, and/or
 Mechanics                                                                                                                                              and/or grammar in the
                 grammar in the portfolio.       grammar in the portfolio.         grammar in the portfolio.         grammar in the portfolio.


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