Senior Career Portfolios

1. Senior Career Portfolios Mark Surdyka

2. WebQuestThe Senior Career Portfolio is based on Kathleen O’Malley’s “Mirror Mirror” internet webquest (must be typed exactly):http:www.teachtheteachers.org/projects/KOMalley3/index.htmSeniors in my Language Arts 12 completed a career portfolio: titlepage, table of contents, interest surveys, job search information (based on interest surveys), career templates, background information, resume, personal essay, personal letter, and recommendation letters. Each student had to present a career template to the class; although a PowerPoint presentation was optional, most of the students did it. In addition, a hard copy of the portfolio was turned in for credit (I used Kathleen’s rubric found at the end of the webquest). The idea was to give students a valuable resource whether they planned to go to college or enter the workplace. The personal essay and letter, the background info., and the recommendation letters are additions I made (not on webquest). *Mark Surdyka MarkKevS@aol.com *Language Arts 8, 9, and 12 *San Pasqual Jr./Sr. High School(760) 572-0222 ext. 2233

3. Find ways to integrate technology in the classroom. Get students more actively involved. Locate interesting lesson ideas. Become more knowledgeable about technology. Expectations for Teacher

4. Actual Learning

5. Lesson Successes • Motivated Students -received positive feedback from students; students worked hard. • Relevant Project -students actually used projects for jobs and college applications. • WebQuest -students completed an internet project using pre-selected sites. • Standards Addressed

6. Shortcomings • Lack of computers (no computer lab available for entire class: requires creative planning). • Variety of Microsoft Word (’98, ’99, etc.) programs on computers in library -resulted in loss of saved work. • Internet sites are not always available (to view workers in workplace for instance). • Some career sites were not available in areas of student interest (teacher needs to decide if a free search is acceptable). • Lack of knowledge in the areas of troubleshooting, Microsoft Word, and PowerPoint (students were very helpful and I learned with my students; I liked the teamwork I observed). • A couple of students thought they did not need this project (but now in May, they realize they were wrong!).

7. Data Analysis

8. Class Averages

9. Before and After Career Project Chart Microsoft Word (1&2) and PowerPoint (3&4)

10. Before and After Chart Explained • In an informal survey, 44% of my seniors said they felt confident using Microsoft Word before the Career Project, but 88% reported confident after completion. • 11% (two students) were knowledgeable about PowerPoint before beginning the Career Project whereas 72% showed competence after completion (presented using P.P.). What’s interesting is four out of the five who did not present are now presenting their research papers utilizing PowerPoint, and now in May, students are giving much more impressive demonstrations by adding sounds, cutting images from internet, and giving natural deliveries( rather than simple reads)

11. Work Samples • See lesson online (each portfolio is twenty pages or more). • Hard copies available to view at presentation.

12. Lesson Revisions • Add information to informal survey: ability to navigate the web, career direction, digital camera knowledge. • Add digital camera component. • Require the personal letter rather than optional ( I had an excellent model and format). • Add more essay models; in addition, give more thesis and paragraph practice before starting Career Project. • Add job applications and interview (real if possible); get a guest speaker to talk to students about applications and the interview process and emphasize the importance of accuracy. • Develop a better management system (rotational plan set up two weeks in advance; limited computers available). • Develop deadlines in advance for different components.

13. More Lesson Revisions • Convince administration to install updated and uniform Microsoft Word programs (rather than the variety-97,98,99-we have now). • Three Native American students with good attendance and two with poor attendance failed to complete the final portfolio (they also failed the semester; one dropped out of school). Possible solution: seek help from Native American advisor and/or tribal council, parent contact, and/or possibly transfer at-risk students into my morning class where I have an aide who is computer competent (no easy solutions). • Add word processing pre-test (not only an informal survey-to test comfort level on Microsoft Word).

14. Summarize Experience • I am almost embarrassed to admit that the Senior Career Portfolio took five weeks to complete (original plan: three) due to the fact that this was a new project for me, seniors had a high absence rate, Microsoft programs were lost, and students had difficulties navigating the Microsoft and PowerPoint programs. • On the positive side, all major projects (essays, stories, poem books, and research), and even many minor ones, were word processed for the rest of the year, and students seemed enthusiastic about their work. • As a result, I designed other lessons requiring technology, and I do believe technology is the way to go. For example, all my students (8th,9th, & 12th) had to write stories using Alpha Smarts (stories used later in county writing contest). Problems were created(sharing files, downloading,management, and slowness), but I noticed the payoff later in the year. Students checked out Alpha Smarts to complete work at home, and they downloaded their work at school on their own.

15. Concluding Statement • Teachers need to plunge into the pool of technology because technology will definitely enhance teacher lessons, and it grabs our students’ attention. My CTAP experience gave me the push I needed to incorporatetechnology into my classrooms. I learned how to navigate through various programs, and it helped to clarify standards- based education. • Most Language Arts teachers are drowning in a sea of standards and because of this abundance, I am not so sure uniformity (district to district) can be created, though I like the idea of backward planning because it forces teachers to be more organized and clearer about their plans: activities and assessments. This kind of planning will definitely keep teachers afloat.