Lesson Plan
Course Title: Advanced Engineering Design and Presentation
Session Title: Career Paths in Engineering ePortfolio - Part 1
Performance Objective:
Upon completion of this lesson the student will be able to apply all of the knowledge and skills they
have learned to create a career ePortfolio per the rubrics given.
Specific Objectives:
 Apply the requirements of the ePortfolio grading rubric.
 Create own website account.
 Compose a mission statement.
 Prepare a request for letter of recommendation and a copy of résumé for teachers and
3-5 people other than teachers.
 Explain what field they want to go into when they graduate from high school and then
post-secondary (college, trade school, etc.).
 Explain in their own words and with graphic images what they think the difference is
between a Technician and a Technologist.
 Take a photo (of self) acting/showing what these differences are.
 Analyze what is the job prospect and salary they can expect to have in career field
of choice at http://www.onetonline.org/.
 Analyze what certifications and professional organizations are available for this field.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may
result in the elimination of any or all of the TEKS listed.
Advanced Engineering Design and Presentation:

130.366(c)(1)(A)(B)(C)(E)(F)(G)(H)(I)(J)
...distinguish the differences between an engineering technician, engineering technologist, and
engineer;
...identify employment and career opportunities;
...investigate and work toward industry certifications;
...identify and use appropriate work habits;
...demonstrate knowledge related to governmental regulations, including health and safety;
...discuss ethical issues related to engineering and technology and incorporate proper ethics in
submitted projects;
...demonstrate respect for diversity in the workplace;
...demonstrate appropriate actions and identify consequences relating to discrimination, harassment,
and equality;
...demonstrate effective oral and written communication skills using a variety of software applications
and media;
Copyright © Texas Education Agency, 2012. All rights reserved.
1

130.366(c)(3)(A)(B)
...use time-management techniques to develop and maintain work schedules and meet deadlines;
...complete projects according to established criteria;

130.366(c)(5)(A)
...prepare drawings to American National Standards Institute and International Standards Organization
graphic standards;

130.366(c)(8)(A)(C)(D)
...use a variety of technologies to design systems;
...research applications of different types of computer-aided drafting and design software; and
...use multiple software applications for concept presentations.
Interdisciplinary Correlations:
English Language Arts and Reading, English IV:

110.34(b)(1)(A)(E)
...determine the meaning of technical academic English words in multiple content areas (e.g., science,
mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;
...use general and specialized dictionaries, thesauri, histories of language, books of quotations, and
other related references (printed or electronic) as needed.

110.34(b)(11)(A)(B)
...draw conclusions about how the patterns of organization and hierarchic structures support the
understandability of text; and
...evaluate the structures of text (e.g., format, headers) for their clarity and organizational coherence
and for the effectiveness of their graphic representations.

110.34(b)(12)(A)(B)(D)
...evaluate how messages presented in media reflect social and cultural views in ways different from
traditional texts;
...evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media,
images, text, sound in electronic journalism) used in multi-layered media;
...evaluate changes in formality and tone across various media for different audiences and purposes.

110.34(b)(13)(A)(B)(C)(D)(E)
...plan a first draft by selecting the correct genre for conveying the intended meaning to multiple
audiences, determining appropriate topics through a range of strategies (e.g., discussion, background
reading, personal interests, interviews), and developing a thesis or controlling idea;
...structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic
organizers, lists) and develop drafts in timed and open-ended situations that include transitions and
the rhetorical devices to convey meaning;
...revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and
logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g.,
metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g.,
parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional
words and phrases;
...edit drafts for grammar, mechanics, and spelling;
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2
...revise final draft in response to feedback from peers and teacher and publish written work for
appropriate audiences.

110.34(b)(15)(B)(C)(D)
...write procedural and work-related documents (e.g., résumés, proposals, college applications,
operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on the topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white space);
(iii) relevant questions that engage readers and address their potential problems and
misunderstandings;
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details (documented if
appropriate);
...write an interpretation of an expository or a literary text that:
(i) advances a clear thesis statement;
(ii) addresses the writing skills for an analytical essay including references to and commentary
on quotations from the text;
(iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices;
(iv) identifies and analyzes ambiguities, nuances, and complexities within the text; and
(v) anticipates and responds to readers' questions and contradictory information;
...produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial,
visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a
specific audience and synthesizes information from multiple points of view.

110.34(b)(17)(A)(B)
...use and understand the function of different types of clauses and phrases (e.g., adjectival, noun,
adverbial clauses and phrases);
...use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).

110.34(b)(18) - Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.

110.34(b)(19) - Oral and Written Conventions/Spelling. Students spell correctly.

110.34(b)(23)(A)(B)(C)(D)(E)
...provides an analysis that supports and develops personal opinions, as opposed to simply restating
existing information;
...uses a variety of formats and rhetorical strategies to argue for the thesis;
...develops an argument that incorporates the complexities of and discrepancies in information from
multiple sources and perspectives while anticipating and refuting counter-arguments;
...uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document
sources and format written materials; and
...is of sufficient length and complexity to address the topic.
Copyright © Texas Education Agency, 2012. All rights reserved.
3
Occupational Correlation: (reference: O*NET - http://www.onetonline.org/)
Industrial Engineer 17-2112.00
Similar Job Titles: Industrial Engineer, Process Engineer, Engineer, Operations Engineer,
Engineering Manager, Manufacturing Specialist, Plant Engineer, Supply Chain Engineer, Tool
Engineer, Production Engineer
Tasks:

Plan and establish sequence of operations to fabricate and assemble parts or products and to
promote efficient utilization.

Review production schedules, engineering specifications, orders, and related information to obtain
knowledge of manufacturing methods, procedures, and activities.

Estimate production costs, cost saving methods, and the effects of product design changes on
expenditures for management review, action, and control.

Draft and design layout of equipment, materials, and workspace to illustrate maximum efficiency using
drafting tools and computer.

Coordinate and implement quality control objectives, activities, or procedures to resolve production
problems, maximize product reliability, or minimize costs.

Communicate with management and user personnel to develop production and design standards.

Recommend methods for improving utilization of personnel, material, and utilities.

Develop manufacturing methods, labor utilization standards, and cost analysis systems to promote
efficient staff and facility utilization.

Confer with clients, vendors, staff, and management personnel regarding purchases, product and
production specifications, manufacturing capabilities, or project status.

Apply statistical methods and perform mathematical calculations to determine manufacturing
processes, staff requirements, and production standards.
Soft Skills:
Judgment and Decision Making, Critical Thinking, and Problem Solving
Teacher Preparation:
You will need to have a copy of the ePortfolio Order and Checklist handout, ePortfolio (Digital Portfolio)
Rubric handout, and Mission Statement/Goals Rubric handout for each student. This should be a
continuation and/or completion of the ePortfolio they started in Engineering Design and Presentation –
Portfolio – Part 3 lesson. If they deleted the website they used or cannot retrieve the password, it will take
them a little longer because they will have to start from scratch again. Plan or modify the timeline according to
your students’ ability level if this is the case. Be prepared to show an example website.
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4
References:
O*NET - http://www.onetonline.org/
Refer to the ePortfolio Order and Checklist handout, ePortfolio (Digital Portfolio) Rubric handout,
and Mission Statement/Goals Rubric, Career and Technical Education Request for Letter of
Recommendation handout and Career Paths in Engineering ePortfolio – Part 1 PowerPoint
presentation.
Instructional Aids:
1. Career Paths in Engineering ePortfolio – Part 1 PowerPoint presentation
2. Internet
Materials Needed:
1. ePortfolio Order and Checklist handout for each student
2. ePortfolio (Digital Portfolio) Rubric for each student
3. Mission Statement/Goals Rubric for each student
4. Career and Technical Education Request for Letter of Recommendation handout for each student
5. The ePortfolio they started in Engineering Design and Presentation - Portfolio - Part 3 lesson
Equipment Needed:
1. Computer with internet access
2. Printer
3. Scanner
4. Digital camera
5. Data projector for PowerPoint
6. Power Point (or equivalent software )
Learner Preparation:
This should be a continuation and/or completion of the ePortfolio they started in Engineering
Design and Presentation – Portfolio - Part 3 lesson. If students deleted the website or cannot
retrieve the password it will take them a little longer because they will have to start from scratch
again.
Introduction
Introduction (LSI Quadrant I):
ASK: Can anyone tell me what was required in the ePortfolio you did in Engineering Design and
Presentation course lesson? (Allow time for discussion.)
SAY: Here is the ePortfolio Order and Checklist handout and ePortfolio (Digital Portfolio) Rubric for
this ePortfolio.
SHOW: The checklist and grading rubric for the ePortfolio.
SHOW: An example ePortfolio website.
ASK: Can anyone tell me what is different about this ePortfolio?
SAY: It has some very specific items you MUST include.
SHOW: The Advanced Engineering Design and Presentation ePortfolio PowerPoint presentation
and stop to discuss items as they come up.
SAY: You will need to email the URL for your ePortfolio so that I can grade your progress this
Copyright © Texas Education Agency, 2012. All rights reserved.
5
week.
SAY: Remember your timeline and that I will be grading week one assignments when you should
be starting week two of this unit.
SAY: The actual ePortfolio will not be graded until the very end.
SAY: Time to get to work, next week we will go over week two assignments
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the
following outline.
MI
Outline
Notes to Instructor
Week 1 =
Day 1 = Show rubric and example website;
retrieve or create students’ own account.
Day 2 = Prepare mission statement, letter of
recommendation, provide résumé.
Day 3 = Explain what field you want to go into
when you graduate from high school and then
post-secondary (college, trade school, etc.)
Day 4 = Explain difference between a
Technician and a Technologist. Find out what is
the job prospect and salary you can expect to
have in career field of choice.
Day 5 = What certifications can you get for this
field and what professional organizations are
there?
This is a continuation and
completion of the student
portfolio created in Engineering
Design and Presentation –
Portfolio – Part 3 lesson.
However, this lesson has a
more structured outline of
questions that must be
answered on the ePortfolio
website. This is a four part and
four week lesson.
Week 2 =
Day 6-10 = Résumé, 3 examples of work,
reflection statement, create video slide show.
Week 3 =
Day 11 = What colleges do you want to go to
and what do you have to do to get into them?
Day 12 = Write 2-3 admission essays for
college.
Day 13-15 = Find two scholarships and apply
for them.
Week 4 =
Day 16 = Explain what soft and hard skills are,
compare and contrast them.
Day 17 = Explain what diversity in the work
place is.
Day 18 = Explain what safety in the work place
is and why it is important.
Day 19-20 = What are some ethical issues you
may face and how do you handle them?
Copyright © Texas Education Agency, 2012. All rights reserved.
6
Week 1 – Day 1
I. Follow questions outlined in lesson introduction
A. Show ePortfolio (Digital Portfolio) Rubric and
example website.
B. Students set up an account or use account
from Engineering Design and Presentation
Portfolio – Part 3 lesson.
.
Day 2
II. Mission statement, letter of recommendation,
résumé
A. Give each student a copy of the Mission
Statement/Goals Rubric.
B. Have students come up with a mission
statement.
C. Give students printed or electronic version of
the Career and Technical Education
Request for Letter of Recommendation
handout
D. Have students complete letter of
recommendation and provide copy of résumé
for teachers and others.
E. Deadline to have them returned to student is
one week.
Day 3
III. Students explain what field they want to go into
when they graduate from High School and then
Post-Secondary (College, Trade School, etc.)
A. Explain what it is that they want to do.
B. This can change and it is not set in stone.
C. If they do not know, have them use
http://www.onetonline.org/ or career
exploration software programs of your choice.
Begin Career Paths in
Engineering ePortfolio – Part 1
PowerPoint presentation.
Give each student a copy
of the ePortfolio Order and
Checklist and ePortfolio
(Digital Portfolio) Rubric.
Compare and contrast this
one to the one they
completed last year.
Discuss what goes into a
mission statement. Show your
school’s mission statement and
discuss it. Distribute to each
student the Career and
Technical Education Request
for Letter of Recommendation
handout. Prefer they get
electronic version from the
example website so they can
type in the information, as this
looks more professional.
Discuss who would be a good
person to give the requests to.
Have students come up with a
mission statement and
complete the requests for letter
of recommendation. Have
students give this along with a
copy of their résumé to all of
their teachers and 3-5 people
other than their teachers who
could complete this for them.
Students should give a
deadline of one week for this
so they can scan them
in and use.
Stress this does not mean
they cannot change this at
a later date if they change
their mind. This is just to
get them focusing on
exactly what field they
want to go into. Engineering
has MANY different fields.
Copyright © Texas Education Agency, 2012. All rights reserved.
7
Day 4
IV. Difference between a Technician and a
Technologist
A. Have students research online the difference
between a Technician and a Technologist.
B. Go to http://www.onetonline.org/ and find out
what is the job prospect and salary they can
expect to have in career field of choice.
C. Explain in own words and use at least two
images.
Day 5
V. What certifications and professional organizations
are available for this field?
A. Knowing what certifications are needed or
accepted will help students know what classes
they need to take.
B. Some certifications may be done on their own
and will help them get hired or into the college
of their choice.
C. Professional organizations are important
because these are how they start networking
for their future.
Verbal
Linguistic
Logical
Visual
Mathematical Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
You want to make sure
they know the differences.
They also need to know
what careers are available
and what they can expect to
earn. Have students find
graphics that also explain the
difference. Prefer they
take a photo of themself
acting or showing what these
differences are.
Certifications are often
acceptance into colleges.
Professional organizations
can help students make
network connections for the
future.
InterPersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
The teacher guides the discussion to compare and contrast last year and this year’s ePortfolio.
Teacher goes over examples of the ePortfolio, ePortfolio (Digital Portfolio) Rubrics, and discusses
mission statements.
Independent Practice (LSI Quadrant III):
Students work on mission statement, letters of recommendation, field of engineering, difference
between Technician and Technologist, and certifications.
Copyright © Texas Education Agency, 2012. All rights reserved.
8
Summary
Review (LSI Quadrants I and IV):
Question: Why are we doing ePortfolio at the start of this year?
Answer: Because you are all getting ready for college applications, etc. You need to have this
ready to share with others. It can be what gets you hired or into that school of your choice.
Evaluation
Informal Assessment (LSI Quadrant III):
Class discussions.
Formal Assessment (LSI Quadrant III, IV):
Mission statement is a major grade. Letters of recommendation, field of engineering they want to
go into, difference between Technician and Technologist, and certifications are daily grades.
Extension
Extension/Enrichment (LSI Quadrant IV):
Move onto week two if they finish early. The résumé is very important and it needs to be included
with their requests for letter of recommendation. So they need to go ahead and start working on it.
Copyright © Texas Education Agency, 2012. All rights reserved.
9
ePortfolio Order and Checklist
_____ Professional name for your ePortfolio
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Good = First_Last_Year_Portfolio
Bad = Fluff-Bunny178-Portfolio-Year
Side Bar/Table of Contents has all of the links and requirements given below
NOTE: you can change the order to be anyway you would like for all but two (2) of the links. 1st = Home page or welcome message and
2nd = your Mission Statement or Goals
Résumé
Awards and/or certificates you have earned
Letters of Recommendation
Letter of Intent and Interest
Colleges I want to attend
College Admission Essays
Scholarships
Field of Engineering you want to go into
Difference between a Technician and a Technologist
Job Salary and Prospects
Certifications I can earn
Professional Organizations
Hard verses Soft Skills
Diversity in the Work Place
Safety in the Work place
Ethical Issues I may face
Examples of your work; sort them by subject. Ex: Engineering Design, Art 3, Physics, TSA, etc.
_____ Hand drawings (advise you scan them in for digital records and in case you lose the original)
_____ Print outs of your computer work
_____ Photos of all work that can’t be printed (3D animations, sculpture, prototypes, etc.)
_____ Work should show progression: start with your first to the last being your best work at the end
_____ Submit ONLY your work! Do NOT use other people’s original work. ONLY include projects that you actually helped create or modify!
_____ Plan out the organization and design of your portfolio
_____ Try to keep the orientation all going in the same direction (nobody likes having to turn the pages so they can see them)
_____ Be creative in your design and composition of your portfolio. It should be used to help spark dialogue between you and your
interviewer.
_____ Be consistent with font style and size. Avoid fancy word art and color combinations
_____ Adapt and modify it as you go
Misc. your choice
Copyright © Texas Education Agency, 2012. All rights reserved.
10
Name: __________________________________________
Teacher: _______________________________________
Class/P#:___________________________________
Date: ______________________________________
ePortfolio (Digital Portfolio) Rubric
CATEGORY
Selection of
Artifacts
Exemplary
(15-14 pts. each)
All artifacts and work samples are
clearly and directly related to the
purpose of the ePortfolio.
Proficient
(13-11 pts. each)
Developing
(10-7 pts. each)
Unsatisfactory
(6-1 pts. each)
Most artifacts and work samples
are related to the purpose of the
ePortfolio.
Some of the artifacts and work
samples are related to the purpose
of the ePortfolio.
None of the artifacts and work
samples is related to the purpose of
the ePortfolio.
A wide variety of artifacts is
included.
Reflections
All reflections clearly describe
growth, achievement and
accomplishments, and include
goals for continued learning (long
and short term).
Most of the reflections describe
growth and include goals for
continued learning.
A few of the reflections describe
growth and include goals for
continued learning.
None of the reflections describes
growth and does not include goals
for continued learning.
Use of Multimedia
All of the photographs, concept
maps, spreadsheets, graphics,
audio and/or video files enhance
understanding of concepts, ideas
and relationships, create interest,
and are appropriate for the chosen
purpose.
Accessibility requirements using
alternate text for graphics are
included in web-based portfolios.
Most of the graphic elements and
multimedia contribute to
understanding concepts, ideas and
relationships, enhance the written
material and create interest.
Some of the graphic elements and
multimedia do not contribute to
understanding concepts, ideas and
relationships.
None of the graphic elements or
multimedia contributes to
understanding concepts, ideas and
relationships. The inappropriate use
of multimedia detracts from the
content.
Documentation
and Copyright
All images, media and text follow
copyright guidelines with accurate
citations. All content throughout the
ePortfolio displays the appropriate
copyright permissions.
Most images/media or text
elements created by others are
cited with accurate, properly
formatted citations.
Some of the images, media or texts No images, media or text created
created by others are not cited with by others are cited with accurate,
accurate, properly formatted
properly formatted citations.
citations.
Ease of Navigation
The navigation links are intuitive.
The various parts of the portfolio
are labeled, clearly organized and
allow the reader to easily locate an
artifact and move to related pages
or a different section. All pages
connect to the Table of Contents,
and all external links connect to the
appropriate website or file.
The navigation links generally
function well, but it is not always
clear how to locate an artifact or
move to related pages or different
section. Most of the pages connect
to the Table of Contents. Most of
the external links connect to the
appropriate website or file.
The navigation links are somewhat
confusing, and it is often unclear
how to locate an artifact or move to
related pages or a different section.
Some of the pages connect to the
Table of Contents, but in other
places the links do not connect to
preceding pages or to the Table of
Contents. Some of the external
Most of the graphics include
alternate text in web-based
portfolios.
None of the graphics include
alternate text in web-based
portfolios.
The navigation links are confusing,
and it is difficult to locate artifacts
and move to related pages or a
different section. There are
significant problems with pages
connecting to preceding pages or
the Table of Contents. Many of the
external links do not connect to the
Copyright © Texas Education Agency, 2012. All rights reserved.
11
Layout and Text
Elements
Writing Mechanics
0
links do not connect to the
appropriate website or file.
appropriate website or file.
The ePortfolio is easy to read.
Fonts and type size vary
appropriately for headings, subheadings and text. Use of font
styles (italic, bold, underline) is
consistent and improves
readability.
The ePortfolio is generally easy to
read. Fonts and type size vary
appropriately for headings, subheadings and text. Use of font
styles (italic, bold, underline) is
generally consistent.
The ePortfolio is often difficult to
read due to inappropriate use of
fonts and type size for headings,
sub-headings and text or
inconsistent use of font styles
(italic, bold, underline). Some
formatting tools are under or overutilized and decrease the readers'
accessibility to the
The ePortfolio is difficult to read
due to inappropriate use of fonts,
type size for headings, subheadings and text and font styles
(italic, bold, underline). Many
formatting tools are under or overutilized and decrease the readers'
accessibility to the content.
Color of background, fonts, and
links enhance the readability and
aesthetic quality, and are used
consistently throughout the
ePortfolio.
Color of background, fonts, and
links generally enhance the
readability of the text, and are
generally used consistently
throughout the ePortfolio.
Color of background, fonts, and
links decrease the readability of the
text, are distracting and used
inconsistently in some places
throughout the ePortfolio.
Color of background, fonts, and
links decrease the readability of the
text, are distracting and used
inconsistently throughout the
ePortfolio.
There are no errors in grammar,
capitalization, punctuation, and
spelling.
There are a few errors in grammar,
capitalization, punctuation, and
spelling. These require minor
editing and revision.
There are four or more errors in
grammar, capitalization,
punctuation, and spelling requiring
editing and revision.
There are more than six errors in
grammar, capitalization,
punctuation, and spelling requiring
major editing and revision.
No work submitted
Comments:
Copyright © Texas Education Agency, 2012. All rights reserved.
12
Name: __________________________________________
Class/P#:___________________________________
Teacher: _______________________________________
Date: ______________________________________
Mission Statement/Goals Rubric
Exemplary
(35-30 pts. each)
Content




Organization
and Clarity




Components




0

Proficient
(29-26 pts. each)
Analysis provides a thorough
comparison and contrast to
elements of This We Believe,
Turning Points, and mission
statement criteria.
Analysis provides evidence of
higher level thinking and
application.
Analysis provides a thorough
comparison and contrast of the
two statements.
Analysis includes evidence that
candidate thoroughly understands
the relationship between mission
statements, characteristics of the
school, and recommendations for
effective schools.

Analysis is well organized and
flows naturally.
Transitions between thoughts are
smooth and appropriate.
Demonstrates standard English
usage.
No grammatical or syntactical
errors.

Format requirements are strictly
followed.
Rubric is provided for scoring and
honor statement is signed.
Appropriately formatted reference
page includes all references.
Extensive demographic
information included (see
assignment description)










Analysis provides a comparison
and contrast to elements of This
We Believe, Turning Points, and
mission statement criteria.
Analysis provides evidence of
higher level thinking and
application somewhat.
Analysis provides a comparison
and contrast of the two
statements.
Analysis includes evidence that
candidate understands the
relationship between mission
statements, characteristics of
the school, and
recommendations for effective
schools.
Analysis is organized and flows
naturally.
Transitions between thoughts
are appropriate.
Demonstrates standard English
usage.
Few grammatical or syntactical
errors.
Format requirements are
followed.
Rubric is provided for scoring
and honor statement is signed.
Formatted reference page
includes all references.
Demographic information
included.
Developing
(25-16 pts. each)












Unsatisfactory
(15-1 pts. each)
Comparison and contrast to
elements of This We Believe,
Turning Points, and mission
statement criteria are present but
in adequate.
Analysis provides little evidence of
higher level thinking and
application.
Analysis provides a comparison or
contrast of the two statements.
Analysis includes little evidence
that candidate understands the
relationship between mission
statements, characteristics of the
school, and recommendations for
effective schools.

Analysis somewhat organized and
but does not flow naturally.
Transitions between thoughts are
present.
Demonstrates some standard
English usage.
Several grammatical or syntactical
errors.

All format requirements are not
followed.
Rubric is provided for scoring but
honor statement is not signed.
Reference page included.
Some demographic information
missing.









Comparison and contrast to
elements of This We Believe,
Turning Points, and mission
statement criteria are
inappropriate or not present.
Thinking and application are
not on a higher level
Comparison and contrast of
the two statements not
evident or misleading.
No understanding of the
relationship between mission
statements, characteristics of
the school, and
recommendations for
effective schools.
Analysis is not organized and
transitions between thoughts
are confusing and disruptive
to the reader.
Does not demonstrate
standard English usage.
Grammatical or syntactical
errors are numerous enough
to be disruptive to the
reader.
Format requirements not
followed or inappropriate.
Rubric not attached.
No reference page included.
Demographic information not
present or missing several
components.
No work submitted
Copyright © Texas Education Agency, 2012. All rights reserved.
13
Comments:
Copyright © Texas Education Agency, 2012. All rights reserved.
14
Career and Technical Education Request for Letter of Recommendation
for Public/Private Colleges or Scholarships
* * * TEACHER/COUNSELOR FORM * * *
The information provided on this form will be used by teachers/counselors to write the recommendation(s) you need for your college or
scholarship applications. Detail as completely as possible all information concerning your interests, special talents and activities. Provide
a properly addressed and stamped envelope for each letter requested. Be Complete! Submit both this form and a copy of your Résumé
and Student Brag Sheet to your teacher(s) three weeks before the due date.
Full Name:
Name and
Address of where
you want this
letter to go to:
Address:
Will you pick up
letter/or will it be
mailed (provide
postage)?:
Telephone:
Yes: Pick up
Yes: Please mail (I provided postage
and envelope)
Birth date:
A. What colleges are you considering (in order of preference)?
1.
5.
2.
6.
3.
7.
4.
8.
B. What careers are you considering?
1.
3.
2.
4.
C. What college majors are you considering?
1.
3.
2.
4.
D. What are your current senior courses?
1.
5.
2.
6.
3.
7.
4.
8.
E. List high school academic awards and activities pertaining to this teacher’s discipline.
1.
2.
3.
F. Will you be applying for scholarships?
Yes
No
G. What is your high school academic GPA (9-12)
based on 4 point scale?
Copyright © Texas Education Agency, 2012. All rights reserved.
15
H. Write notes about what you remember about this teacher’s class (Use the back or another sheet if necessary.)
Note: Ask the teacher/counselor if additional information is needed. Copyright © Texas Education Agency, 2012. All rights reserved.
16