Moshannon Valley



Moshannon ValleyJr.-Sr. High SchoolCareer PortfolioHandbookBoard Approved: September 17, 2018Dear Student,All students graduating from the Moshannon Valley Jr./Sr. High School must complete a Career Portfolio that fulfills the requirements of the Pennsylvania Department of Education Ch. 339 and Career Readiness Indicator regulations. This handbook contains very specific guidelines and procedures to help you complete this requirement successfully.We have created this handbook for you and your parents to review so that you will have a thorough understanding of the components of the portfolio, many of which are embedded into student’s classes, starting in 7th grade. To direct you in this endeavor, we are providing you with a handbook in which you will find all necessary explanations, sequence of artifacts, and additional information.We encourage you to continually review and interact with your portfolio as it will serve as the building blocks for your success upon graduation from high school. The portfolio is designed to prepare your pathway in the areas of post-secondary education, career acquisition and employment. Your advisor and specific teacher for the class in which the artifact is being completed in will provide you with the guidance necessary to complete a successful portfolio; however, the primary responsibility to complete the portfolio rests with you.Wishing you success,Moshannon Valley Jr./Sr. High School Administration and FacultyEach student is assigned a faculty advisor to guide him/her through the successful completion of each portion of the Career Portfolio project. This faculty advisor will stay with the student until they graduate from Moshannon Valley Jr.-Sr. High School. Any faculty member, however, may be approached for advice or guidance on a given topic related to career education and planning.The individual student’s advisor is responsible for meeting annually with the student, discussing their progress on individual components, checking the student’s Career Cruising site to ensure all required artifacts are being uploaded. It is also the responsibility of the student’s advisor to assist the student with post-secondary and career planning in addition to helping them prepare for their exit interview. The Career Portfolio RequirementAccording to Pennsylvania Department of Education regulations, all high school students in the Moshannon Valley School District will have to complete a career portfolio in order to graduate.Sec. 4.24. High School Graduation Requirements(a) Each school district (including charter schools) shall specify requirements for graduation in the strategic plan under 4.13 (relating to strategic planning). Requirements shall include course completion and grades, completion of culminating project/portfolio and results of local assessments aligned with the academic standards. …The purpose of the culminating project/portfolio is to assure that students are able to apply, analyze, synthesize, and evaluate information and communicate significant knowledge and understanding.Academic Standards for Career Education and WorkThe Academic Standards for Career Education and Work reflect the increasing complexity and sophistication that students experience as they progress through school. Career Education and Work Standards describe what students should know and be able to do within the following four areas:Career Awareness and Preparation 13.1. Career Retention and Advancement 13.3 A. Abilities and Aptitudes A. Work Habits B. Personal Interests B. Cooperation and Teamwork C. Non-Traditional Workplace Roles C. Group Interaction D. Local Career Preparation Opportunities D. Budgeting E. Career Selection Influences E. Time Management F. Preparation for Careers F. Workplace Changes G. Career Plan Components G. Lifelong Learning H. Relationship between Education and Career Career Acquisition (Getting a Job) 13.2. Entrepreneurship 13.4. A. Interviewing Skills A. Risks and Rewards B. Resources B. Character Traits C. Career Acquisition Documents C. Business Plan D. Career Planning Portfolios E. Career Acquisition Process Pennsylvania’s, and our local economic future depends on having a well-educated and skilled workforce. No student should leave secondary education without a solid foundation in Career Education and Work. It is the rapidly changing workplace and the demand for continuous learning and innovation on the part of the workers that drive the need to establish academic standards in Career Education and Work.Through a comprehensive approach, Career Education and Work Standards complement all disciplines and other academic standards. If Moshannon Valley’s students are to succeed in the workplace, there are certain skills that they need to obtain prior to graduation from high school. These skills have been identified in the Career Education and Work Standards, but the PA Department of Education has left it up to individual school districts to decide how they are to be taught. Districts can implement integration strategies within existing disciplines or can implement stand-alone courses to specifically address these standards. At Moshannon Valley, these standards will be implemented into content-area and specific career courses, in conjunction with the on-going completion of the Career Portfolio requirement. 048107600004772660000464883500Career PortfolioIntroductionPennsylvania curriculum regulations mandate that local school districts require students to complete a project/portfolio in order to graduate. This project/portfolio should demonstrate that students have the ability to gather, apply, analyze, synthesize, and evaluate information. It must be interdisciplinary, covering at least two areas of concentrated study. Student projects/portfolios shall be career-oriented. In addition to the various artifacts that will comprise the Career Portfolio, students will complete two (2) job shadows on careers of their own choosing that they either show an aptitude for or have an interest in; in addition, acquiring a minimum of twelve (12) hours of community service over their 7th-12th grade years. The culmination of the Career Portfolio will be a formal Exit Interview for seniors, where students have the opportunity to present their individual plans for education and/or career following graduation based on what they have learned throughout their elementary and high school years. The project requires a definitive time line to monitor the progress of the student. Please take note of the specific artifacts that will comprise various components of the Career Portfolio, each completed at certain grade levels/specific classes. Students will also meet monthly with their advisors to discuss completion and plans for completing various components of the portfolio.I. Career Portfolio Artifacts & SequenceThe following documents will be compiled throughout the completion of a student’s high school years and comprise their individual career portfolio. Many of the artifacts are ‘embedded’ as assignments within classes they will take during that year/grade level. All items will be added to the student’s digital portfolio through the Career Cruising site. GRADEARTIFACTSSTANDARDSCLASS COMPLETION - Teacher7thBudget / Money Management Plan13.1.8.E; 13.3.8.D; 13.4.8.AFamily & Consumer Science - Mrs. J. KephartTime Management13.2.8.E; 13.3.8.A; 13.3.8.EWriting / Study Skills - Ms. NearhoodCommunity Service (@ 2 hours)13.1.8.F; 13.2.8.D; 13.3.8.B; 13.3.8.GAdvisors8thInterest Survey / Inventory13.1.8.A; 13.1.8.B; 13.1.8.G; ; 13.2.8.D; 13.2.8.H; 13.4.8.BCareer Exploration I - Mrs. BuellEntrepreneurship Project13.3.8.B; 13.3.8.C; 13.4.8.A; 13.4.8.B; 13.4.areer Exploration I - Mrs. BuellCareer Plan13.1.8.F; 13.1.8.G; 13.2.8.B; 13.2.8.C; 13.2.8.D; 13.2.8.E; 13.2.8.H; 13.3.8.GCareer Exploration I - Mrs. BuellCCCTC Tour Reflection13.1.8.A; 13.1.8.B; 13.3.8.C; 13.1.8.D; 13.1.8.F; 13.2.8.E; 13.2.8.HCivics - Mr. CervenakCommunity Service (@ 2 hours)13.1.8.F; 13.2.8.D; 13.3.8.B; 13.3.8.GAdvisors*A minimum of 6 career artifacts is required to be submitted to PDE to meet Career Readiness initiative for the 6-8 grade span.9th Careers in Content Areas research13.1.11.A; 13.1.11.B; 13.1.11.C; 13.1.11.E; 13.1.11.F13.2.11.B; 13.2.11.D13.2.11.HAll 9th Grade Content Areas / TeachersCover Letter13.2.11.C; 13.2.11.DEnglish 9 - Mrs. ClayResume (draft)13.2.11.C; 13.2.11.D; 13.3.11.A; 13.3.11.F; 13.3.11.GEnglish 9 - Mrs. ClayCourse Selection / Post-Secondary Plan13.1.11.A; 13.1.11.B; 13.1.11.C; 13.1.11.D; 13.1.11.E; 13.1.11.G; 13.2.11.D13.2.11.H; 13.2.11.E; 13.3.11.F; 13.3.11.GMrs. Kitko (scheduling process)Community Service (@ 2 hours)13.1.8.F; 13.2.8.D; 13.3.8.B; 13.3.8.GAdvisors10thPreferred Career field research13.1.11.A; 13.1.11.B; 13.1.11.C; 13.1.11.D; 13.1.11.E; 13.1.11.F; 13.1.11.G; 13.2.11.D13.2.11.HCareer Exploration II - Mrs. BenjaminCareer field comparison13.1.11.A; 13.1.11.B; 13.1.11.C; 13.1.11.D; 13.1.11.E; 13.1.11.F; 13.1.11.G; 13.2.11.D13.2.11.HCareer Exploration II - Mrs. BenjaminVehicle Purchasing / Loan Planning13.3.11.DDriver Education / Traffic Safety - Mr. WebbJob Application13.2.11.C; 13.2.11.D; 13.3.11.A; 13.3.11.FCareer Exploration II - Mrs. BenjaminResume (update)13.2.11.C; 13.2.11.D; 13.3.11.A; 13.3.11.F; 13.3.11.GCareer Exploration II - Mrs. BenjaminCCCTC Tour Reflection13.1.11.A; 13.1.11.B; 13.3.11.C; 13.1.11.D; 13.1.11.F; 13.2.11.E; 13.2.11.H 10th Gr. Language Arts - Mr. WebbInterest Survey / Inventory (review)13.1.11.A; 13.1.11.B; 13.1.11.G; ; 13.2.11.D; 13.2.11.H; 13.4.11.BU.S. History II - Mrs. BuellPost-Secondary Education/Career Timeline13.1.11.F13.1.11.G; 13.2.11.D; 13.2.11.H; 13.3.11.GCareer Exploration II - Mrs. BenjaminInterview Skills / Mock Interview13.2.11.A; 13.2.11.E; 13.3.11.A; 13.3.11.B; 13.3.11.C; 13.3.11.F; 13.3.11.GCareer Exploration II - Mrs. BenjaminJob Shadow - planning and scheduling31.1.11.A; 13.1.11.B; 13.1.11.C; 13.1.11.D; 13.1.11.E; 13.1.11.G; 13.2.11.D; 13.2.11.E; 13.2.11.H; 13.3.11.A; 13.3.11.E; 13.3.11.F; 13.3.11.G; Career Exploration II – Mrs. Benjamin / AdvisorsCommunity Service (@ 2 hours)13.1.11.F; 13.2.11.D; 13.3.11.B; 13.3.11.GAdvisors11th Future Budget Plan13.3.11.DFamily Life Skills - Mrs. J. KephartCCCTC artifact for AM students13.1.11.A; 13.1.11.B; 13.3.11.C; 13.1.11.D; 13.1.11.F; 13.2.11.E; 13.2.11.HCCCTC instructorsCollege Fair Questions & Reflection13.1.11.A; 13.1.11.B; 13.1.11.D13.1.11.F; 13.1.11.G; 13.2.11.H; 13.3.11.GLanguage Arts 11 - Mrs. Clay & Mrs. CoverASVAB: Results and Review13.1.11.A; 13.1.11.B; 13.3.11.D; 13.1.11.E; 13.1.11.F; 13.1.11.G; 13.2.11.B; 13.2.11.D; 13.2.11.E; 13.2.11.H; 13.3.11.A; Mrs. KitkoJob Shadow31.1.11.A; 13.1.11.B; 13.1.11.C; 13.1.11.D; 13.1.11.E; 13.1.11.G; 13.2.11.D; 13.2.11.E; 13.2.11.H; 13.3.11.A; 13.3.11.E; 13.3.11.F; 13.3.11.G; AdvisorsInterview Skills / Mock Interview13.2.11.A; 13.2.11.E; 13.3.11.A; 13.3.11.B; 13.3.11.C; 13.3.11.F; 13.3.11.GLanguage Arts 11 - Mrs. ClayCommunity Service (@ 2 hours)13.1.11.F; 13.2.11.D; 13.3.11.B; 13.3.11.GAdvisors*A minimum of 8 career artifacts is required to be submitted to PDE to meet Career Readiness initiative for the 9-11 grade span.12thCommunity Service (12 hrs total)13.1.11.F; 13.2.11.D; 13.3.11.B; 13.3.11.GAdvisorsCareer Clusters interest survey13.1.11.A; 13.1.11.B; 13.1.11.G; ; 13.2.11.D; 13.2.11.H; 13.4.11.BMr. Owens - Financial LiteracyResume (final)13.2.11.C; 13.2.11.D; 13.3.11.A; 13.3.11.F; 13.3.11.GLanguage Arts 12 - Mrs. Cover / Mr. LewisPost-Secondary Plan13.1.11.F13.1.11.G; 13.2.11.D; 13.2.11.H; 13.3.11.GMrs. Kitko / AdministrationJob Shadow31.1.11.A; 13.1.11.B; 13.1.11.C; 13.1.11.D; 13.1.11.E; 13.1.11.G; 13.2.11.D; 13.2.11.E; 13.2.11.H; 13.3.11.A; 13.3.11.E; 13.3.11.F; 13.3.11.G; AdvisorsExit Interview / Presentation13.1.11.D; 13.1.11.G; 13.2.11.A; 13.2.11.C; 13.2.11.D; 13.2.11.E; 13.2.11.H; 13.3.11.B; 13.3.11.C; 13.3.11.F; 13.3.11.GAdvisors/Teachers, Mrs. Kitko, Administration*Students are to complete all course-embedded artifacts of the Career Portfolio for the years enrolled at MVHS for Graduation.Job Shadow Experience The student is to complete a minimum of two (2) job shadows, with the goal of completing them in their preferred field of interest or a related field to their ideal career choice. Students will have the following options for completing the job shadow requirements:A. Two (2) “In Person / On Site” – students would directly shadow a person(s) by visiting their place of work and observing them complete their daily duties/operations for a period of at least 5 hoursB. One (1) “In Person / On Site” and One (1) “Alternative” – students would complete a direct job shadow by visiting a person(s) place of work and observing their daily duties/operations for a period of at least 5 hours. In the event a second “in person / on site” job shadow cannot be completed in the student’s preferred field or related career area, an “alternative” job shadow could be completed to fulfill the requirement. A “alternative” job shadow may include the following:1. Interview – students would conduct a face-to-face interview and/or phone interview of an “in the field” person and ask questions related to their career.2. Questionnaire – students may contact an “in the field” person vial e-mail or other written communication, asking for information pertaining to their career. From the information gathered through the “alternate” job shadow, the student will write a 2-3-page reflection explaining what they learned through either the interview / questionnaire and whether or not they would be interested in pursuing that career field based on what they now know about that profession. The interviewee’s responses are to be included with the student’s report for advisor review. All job shadow experiences should be approved by both the student’s advisor and Guidance Counselor. Any job shadow experiences conducted during the school day are counted as an excused absence; student’s do need to submit an excuse for verification purposes. After completing a job shadow experience, the following form is to be completed and submitted to the advisor. Job Shadow Experience Form84438829337000Student Name_______________________________________________Date of Job Shadow ______________48450652152650030027531993900079708718986500Job ShadowType: Name & Title/Position of Person Shadowed: ____________________________________________________________-330835341468Person’s Employer Name/Location of Job Shadow: _________________________________________________33067262144200To be completed by person shadowed (On-site only): To be completed for Alternate shadow experiences:1. How much time did the student spend shadowing you? 1. Date and time of interview: ___________________________________________________________________2. How long did the interview last? ________________2. What was the student able to do during this time?Email or phone used for contact:___Observe only ___Performed the following: _________________________________________________________________________________________Signature of person shadowed (if available): ___________________________________________________________________________________________Signature of person shadowed: *Attach interview questions asked / documentation of the person’s _____________________________________________answers for verification of completion of alternate experience; Email Address or Phone Number: additional 2-3 page reflection to be submitted with this form._____________________________________________-328295113827To be completed by student for On-Site experiences; for Alternate experiences, include answers into attached reflection:1. Describe what you learned about this career field and/or profession from your job shadow experience? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. How will this job shadow experience influence your future career and/or employment plans? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________**Submit form to your Career Portfolio advisor/Upload into Career Cruising site upon completion.** Community ServiceThe student must complete twelve hours of community service between their seventh and twelfth grade school years as part of the Career Portfolio. Community service must be service rendered within the community on a volunteer basis for no pay. After completion of any hours, the representative from the community and advisor must sign off. Community service may include, but is not limited to:volunteering at a bloodmobilevolunteering at a church activityvolunteering at an elderly persons’ homecleaning up a local park/recreation areavolunteering at an event for a local organizationvolunteering at an elementary school event/youth sports eventvolunteering for after-school tutoringIn addition to documenting hours on the following service hour log sheet, students can enter their community service hours into Career Cruising, under the Volunteer Experience munity Service LogStudent Name: _______________________________________Students must complete twelve hours of community service between their seventh and twelfth grade school years.A student’s service hours can be uploaded into the Career Cruising site under Volunteer Experience.GRADE 7DATEACTIVITY / SERVICE DESCRIPTIONHOURSVERIFICATION / INITIALSCommunity Rep:Mentor:Community Rep:Mentor:Community Rep:Mentor:Community Rep:Mentor:GRADE 8DATEACTIVITY / SERVICE DESCRIPTIONHOURSVERIFICATION / INITIALSCommunity Rep:Mentor:Community Rep:Mentor:Community Rep:Mentor:Community Rep:Mentor:GRADE 9DATEACTIVITY / SERVICE DESCRIPTIONHOURSVERIFICATION / INITIALSCommunity Rep:Mentor:Community Rep:Mentor:Community Rep:Mentor:Community Rep:Mentor:GRADE 10DATEACTIVITY / SERVICE DESCRIPTIONHOURSVERIFICATION / INITIALSCommunity Rep:Mentor:Community Rep:Mentor:Community Rep:Mentor:Community Rep:Mentor:GRADE 11DATEACTIVITY / SERVICE DESCRIPTIONHOURSVERIFICATION / INITIALSCommunity Rep:Mentor:Community Rep:Mentor:Community Rep:Mentor:Community Rep:Mentor:GRADE 12DATEACTIVITY / SERVICE DESCRIPTIONHOURSVERIFICATION / INITIALSCommunity Rep:Mentor:Community Rep:Mentor:Community Rep:Mentor:Community Rep:Mentor:Verification of a 12 total hours of community service have been completed by this student:_______________________________________________________________Mentor NameMentor Signature_______________________________________________________________Guidance Counselor NameGuidance Counselor Signature_______________________________________________________________Administrator NameAdministrator SignatureExit Interview / PresentationTowards the end of February-beginning of March, Exit Interviews/Presentations will be scheduled for all Seniors. Seniors must attend their scheduled date/time. This will consist of a formal fifteen (15) minute oral presentation to a panel of at least 2 school representatives (faculty, administration, counselor), where students will answer a set of scripted questions in addition to referencing a component of the portfolio and explaining it in detail. The Exit Interview/Presentation reflects what students may experience in a real job interview; they are expected to dress professionally and be evaluated based on the depth of their answers and ability to speak to the knowledge gained through completion of the Career Portfolio and school career.The following rubric represents the criteria students will be evaluated on: MVHS Senior Exit InterviewStudent: _________________________Evaluator: ______________________1234APPERANCE / PROFESSIONALISMStudent dressed unprofessionally in some attire not suited for an interview; strong display of unprofessional interactions between the student and panel membersStudent dressed in school appropriate / casual attire; interactions between student and panel were starting to turn unprofessionalStudent dressed somewhat professionally in business casual attire; professional interactions with the interview panelStudent dressed professionally in business formal attire; professional interactions with the interview panelPREPARATION / PUNCTUALITYStudents was late for the interview and did not bring any supporting documentation; student did not show for the interviewStudent was either not punctual for the interview or prepared with supporting documentsStudent was punctual for the interview and somewhat prepared but had to search for supporting documents during the session Student was punctual and prepared for the interview with supporting documentsVERBAL COMMUNICATION / BODY MANNERISMSStudent’s voice was hard to hear or understand; struggled to avoid pauses in between thoughts; sat slumped and fidgeted the entire session; no eye contact Student spoke either too softly or quickly to fully understand their answers; some use of “filler” words; posture and body manners need improvement; fidgeted much of the session; limited eye contactStudent spoke in a voice that was able to be understood; some use of “filler” words/pauses; adequate posture but some fidgeting; eye contact could be improvedStudent spoke in a loud, clear voice; avoided uses of “filler” words; good posture/no fidgeting during the interview session; excellent eye contact with panel membersCOMPOSURE / CONFIDENCEStudent was visibly nervous and agitated throughout the session; visible signs of being uncomfortableSome visible signs of student being uncomfortable and not fully composed; student lacked confidence throughout the sessionStudent was composed throughout much of interview with only minor signs of nervousness or being uncomfortable; student seemed confident most of the sessionStudent was confident and composed throughout the interview; did not seem uncomfortable at any time during the interview1-34-67-910-12KNOWLEDGE / UNDERSTANDINGStudent did not answer some of the questions or provided answers that strayed from the topic(s) asked by the panelStudent able to answer only part of the questions with valid answers; limited elaboration on their responses and had to be reminded of question numerous timesStudent responses answered the questions but were short and to the point with little elaboration; at times, student strayed from the posed questionStudent answered the questions thoroughly and succinctly; responses were focused on the questions posed and did not stray off topicPRESENTATION OF EDUCATION / CAREER PLANStudent demonstrated they did not have a strong understanding of their future nor how their high school career could impact their plans for post-secondary education or a career pathway; no consistent plan presented to the panelStudent had minimal understanding of the connection between their high school learning and future goals; stated plans for post-secondary schooling and career pathway left much uncertainly for the panelStudent had an adequate understanding of their future plan but was unsure of future items such as schooling or career pathway; limited connections between their high school learning and future goalsStudent’s interview demonstrated they had a strong understanding of their future and how they were going to accomplish it; connection between their high school career and future goalsEVALUATOR COMMENTS:The following are sample questions, which a student may be asked during their exit interview:MVHS Senior Exit InterviewStudent: _________________________Evaluator: ______________________1. What are your biggest strengths as a person? What has been you biggest weakness as a student?2. Discuss your future career plans in terms of what you’ve taken from high school and how you will use that moving forward with post-secondary schooling or professional employment.3. What accomplishment in your life, up to this point, are you most proud of? Why?4. What challenge have you had to overcome in life and how has that made you a better person?5. What goal(s) have you set for yourself once you graduate from high school?6. Ideally, what career field are you hoping to pursue and what plans have you made to accomplish it?7. After you have graduated, what will motivate you to be successful in life?8. Looking back on your school career, what might we, as a School District, work to improve upon so that future students may benefit?9. How do you handle stressful situations and overcome the pressures of life?10. What will make you stand out from others when you are competing against someone for a job?11. Who has been the most influential person in your life and what have they taught you?12. Today’s society is in need of leaders in all walks of life. What is your definition of leadership and do you consider yourself a leader or a follower? ................
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