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Moshannon ValleyJr.-Sr. High School

Career PortfolioHandbook

Board Approved: September 17, 2018

Dear 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 Faculty

Each 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 Requirement

According 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 Work

The 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.

Career PortfolioI. Introduction

Pennsylvania 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 & Sequence

The 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.

GRADE ARTIFACTS STANDARDS CLASS COMPLETION - Teacher

7th

Budget / Money Management Plan 13.1.8.E; 13.3.8.D; 13.4.8.A

Family & Consumer Science - Mrs. J. Kephart

Time Management 13.2.8.E; 13.3.8.A; 13.3.8.E

Writing / Study Skills - Ms. Nearhood

Community Service (@ 2 hours) 13.1.8.F; 13.2.8.D; 13.3.8.B; 13.3.8.G

Advisors

Interest Survey / Inventory 13.1.8.A; 13.1.8.B; 13.1.8.G; ; 13.2.8.D; 13.2.8.H; 13.4.8.B

Career Exploration I - Mrs. Buell

Entrepreneurship Project 13.3.8.B; 13.3.8.C; 13.4.8.A; 13.4.8.B; 13.4.8.C


8thCareer Plan 13.1.8.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.G


CCCTC Tour Reflection 13.1.8.A; 13.1.8.B; 13.3.8.C; 13.1.8.D; 13.1.8.F; 13.2.8.E; 13.2.8.H

Civics - Mr. Cervenak


Advisors

*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 research 13.1.11.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.H

All 9th Grade Content Areas / Teachers

Cover Letter 13.2.11.C; 13.2.11.D English 9 - Mrs. ClayResume (draft) 13.2.11.C; 13.2.11.D;

13.3.11.A; 13.3.11.F; 13.3.11.G

English 9 - Mrs. Clay

Course Selection / Post-Secondary Plan

13.1.11.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.G

Mrs. Kitko (scheduling process)


Advisors

Preferred Career field research 13.1.11.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.H

Career Exploration II - Mrs. Benjamin

Career field comparison 13.1.11.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.H


Vehicle Purchasing / Loan Planning 13.3.11.D Driver Education / Traffic Safety - Mr. Webb

Job Application 13.2.11.C; 13.2.11.D; 13.3.11.A; 13.3.11.F


Resume (update) 13.2.11.C; 13.2.11.D; 13.3.11.A; 13.3.11.F; 13.3.11.G


10thCCCTC Tour Reflection 13.1.11.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. Webb

Interest 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.B

U.S. History II - Mrs. Buell

Post-Secondary Education/Career Timeline

13.1.11.F13.1.11.G; 13.2.11.D; 13.2.11.H; 13.3.11.G


Interview Skills / Mock Interview 13.2.11.A; 13.2.11.E; 13.3.11.A; 13.3.11.B; 13.3.11.C; 13.3.11.F; 13.3.11.G


Job Shadow - planning and scheduling

31.1.11.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 / Advisors


Advisors

11th

Future Budget Plan 13.3.11.D Family Life Skills - Mrs. J. KephartCCCTC artifact for AM students 13.1.11.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

CCCTC instructors

College Fair Questions & Reflection 13.1.11.A; 13.1.11.B; 13.1.11.D13.1.11.F; 13.1.11.G; 13.2.11.H; 13.3.11.G

Language Arts 11 - Mrs. Clay & Mrs. Cover

ASVAB: Results and Review 13.1.11.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. Kitko

Job Shadow 31.1.11.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;

Advisors

Interview Skills / Mock Interview 13.2.11.A; 13.2.11.E; 13.3.11.A; 13.3.11.B; 13.3.11.C; 13.3.11.F; 13.3.11.G

Language Arts 11 - Mrs. Clay


Advisors

*A minimum of 8 career artifacts is required to be submitted to PDE to meet Career Readiness initiative for the 9-11 grade span.

12th

Community Service (12 hrs total) 13.1.11.F; 13.2.11.D; 13.3.11.B; 13.3.11.G

Advisors

Career Clusters interest survey 13.1.11.A; 13.1.11.B; 13.1.11.G; ; 13.2.11.D; 13.2.11.H; 13.4.11.B

Mr. Owens - Financial Literacy

Resume (final) 13.2.11.C; 13.2.11.D; 13.3.11.A; 13.3.11.F; 13.3.11.G

Language Arts 12 - Mrs. Cover / Mr. Lewis

Post-Secondary Plan 13.1.11.F13.1.11.G; 13.2.11.D; 13.2.11.H; 13.3.11.G

Mrs. Kitko / Administration

Job Shadow 31.1.11.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;

Advisors

Exit Interview / Presentation 13.1.11.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.G

Advisors/Teachers, Mrs. Kitko, Administration

*Students are to complete all course-embedded artifacts of the Career Portfolio for the years enrolled at MVHS for Graduation.

II. 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 hours

B. 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 FormStudent Name_______________________________________________ Date of Job Shadow ______________

Job ShadowType:

Name &

Person’s Employer Name/Location of Job Shadow: _________________________________________________

To 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._____________________________________________

To 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.**

III. Community Service

The 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 bloodmobile volunteering at a church activity volunteering at an elderly persons’ home cleaning up a local park/recreation area volunteering at an event for a local organization volunteering at an elementary school event/youth sports event volunteering for after-school tutoring

In 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 section.

Community Service Log

Student 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 7

DATE ACTIVITY / SERVICE DESCRIPTION HOURS VERIFICATION / INITIALSCommunity Rep:

Mentor:Community Rep:



Mentor:

GRADE 8





Mentor:

GRADE 9





Mentor:

GRADE 10


Mentor:

Community Rep:

Mentor:

Community Rep:


Mentor:

GRADE 11





Mentor:

GRADE 12





Mentor:

Verification of a 12 total hours of community service have been completed by this student:

_______________________________ ________________________________Mentor Name Mentor Signature

_______________________________ ________________________________Guidance Counselor Name Guidance Counselor Signature

_______________________________ ________________________________Administrator Name Administrator Signature

IV. Exit Interview / Presentation

Towards 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 Interview

Student: _________________________ Evaluator: ______________________

1 2 3 4

APPERANCE / PROFESSIONALISM

Student dressed unprofessionally in some attire not suited for an interview; strong display of unprofessional interactions between the student and panel members

Student dressed in school appropriate / casual attire; interactions between student and panel were starting to turn unprofessional

Student dressed somewhat professionally in business casual attire; professional interactions with the interview panel

Student dressed professionally in business formal attire; professional interactions with the interview panel

PREPARATION / PUNCTUALITY

Students was late for the interview and did not bring any supporting documentation; student did not show for the interview

Student was either not punctual for the interview or prepared with supporting documents

Student 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 documents

VERBAL COMMUNICATION / BODY MANNERISMS

Student’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 contact

Student 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 improved

Student spoke in a loud, clear voice; avoided uses of “filler” words; good posture/no fidgeting during the interview session; excellent eye contact with panel members

COMPOSURE / CONFIDENCE

Student was visibly nervous and agitated throughout the session; visible signs of being uncomfortable

Some visible signs of student being uncomfortable and not fully composed; student lacked confidence throughout the session

Student was composed throughout much of interview with only minor signs of nervousness or being uncomfortable; student seemed confident most of the session

Student was confident and composed throughout the interview; did not seem uncomfortable at any time during the interview

1-3 4-6 7-9 10-12

KNOWLEDGE / UNDERSTANDING

Student did not answer some of the questions or provided answers that strayed from the topic(s) asked by the panel

Student able to answer only part of the questions with valid answers; limited elaboration on their responses and had to be reminded of question numerous times

Student responses answered the questions but were short and to the point with little elaboration; at times, student strayed from the posed question

Student answered the questions thoroughly and succinctly; responses were focused on the questions posed and did not stray off topic

PRESENTATION OF EDUCATION / CAREER PLAN

Student 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 panel

Student 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 panel

Student 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 goals

Student’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 goals

EVALUATOR COMMENTS:

The following are sample questions, which a student may be asked during their exit interview:

MVHS Senior Exit Interview

Student: _________________________ 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?