The Career Portfolio - Monroe Local Schools
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The Career Portfolio An Exit Document for High School Students Butler Tech Revised January 2015 Career Initiatives www.butlertech.org Approved by Butler Tech Career Initiatives 2006-2007 Advisory Committee Members: Tonya Beesley – Human Resources Administrator, Baker Concrete Regina Bremer, English Teacher, Middletown High School Melissa Dittman, Supervisor, Butler Tech Andy Fix, Section Head, Central Product Safety, Procter & Gamble Martha Kyger, Assistant Dean, School of Business, Miami University Carla Messer, Vice President, Client Solutions, Promark Company/Ol Partners, Inc Anna Marie Shea, Student, Butler Tech Revised January 21, 2015 5 Revised January 2015 THE CAREER PORTFOLIO Introduction What is a Career Portfolio? 4 Overview of Required Components Overview List 6 School Profile Sample School Profile 8 Résumé Writing a Résumé What’s In a Résumé? What Information Belongs In a Résumé? What Information Does NOT Belong In a Résumé? Making Your Résumé Attractive Internet Social Networking Sites and E-mail Addresses Résumé Worksheet Action Words for Your Résumé and Cover Letters Sample Résumés 11 11 12 12 13 13 14 16 17 Career Essay The Career Essay Sample Career Essay 20 21 Employability Skills Questions, Personal Essay, or College Essay The Employability Skills Questions Sample Employability Skills Questions The Personal Essay 23 24 25 Revised January 21, 2015 5 Revised January 2015 The Common Application Sample Personal Essay The College Essay Sample College Essay 25 27 28 28 Recommended and Optional Components Recommended Components Optional Components One Final Caveat 30 30 30 Career Portfolio Rubric Rubric used for Evaluation 32 Revised January 21, 2015 5 Revised January 2015 INTRODUCTION Revised January 21, 2015 5 Revised January 2015 What is a Career Portfolio? Career planning is a lifelong process that should be an integral part of a student’s high school career. The Career Portfolio is an exit document that will help students plan and prepare for the transitional period of his or her life, preparing students for their next steps after high school. The Career Portfolio has been proven effective when used in the following ways: ● Career planning ● Job search process ● College application process ● Scholarships Revised January 21, 2015 5 Revised January 2015 Revised January 21, 2015 5 The following Talawanda student has successfully used the Career Portfolio to help him with a college interview: Revised January 2015 Antoine was contacted at the beginning of the following school year and asked for a follow-up on his college admission efforts. This is what he had to say about what he is doing currently: Revised January 21, 2015 5 Revised January 2015 Revised January 21, 2015 5 Revised January 2015 This student’s use of the Career Portfolio is an excellent example of how this document can promote success now and in the future. Revised January 21, 2015 5 Revised January 2015 OVERVIEW OF REQUIRED COMPONENTS Revised January 21, 2015 5 Revised January 2015 Overview of Required Components School Profile The School Profile, created by the local district, may include, but is not limited to, a description of school and community, graduation requirements, information about weighted courses, advanced placement and honors courses, current enrollment, and ACT/SAT results. Students can get a copy of their school’s profile from their school’s guidance office. Schools that do NOT have a School Profile may substitute an administrative letter guaranteeing that the student attends that school. The Résumé The résumé can be generated by the student through an electronic career portfolio such as Kuder or OCIS, or by another means. Because a résumé is a uniquely individual document, there is no required format. The purpose of the résumé is to provide information that will help one get an interview with the potential employer, college admissions officer or scholarship committee. In developing a résumé, students will learn critical skills that are not always taught in secondary or post-secondary classrooms. The Career Essay This section of the Career Portfolio is a student generated five paragraph, three-point essay that defines his/her career interest(s) or goal(s) and how that career decision(s) was reached. The narrative is based on as much objective data as possible; the student may gather the information needed for this narrative from many sources, the main source being the Individual Academic Career Plan (IACP) that has been kept in an electronic career portfolio such as Kuder or OCIS. Employability Skills, Personal Essay or College Essay In this section, the student is asked to choose one of three options: respond to three interview questions about employability skills, write a personal essay for The Common Application ( www.commonapp.org ), or write a college essay for the college of the student’s choice. If the student chooses to write a Personal Essay or College Essay, the prompt for that essay should be clearly noted at the beginning of the essay. Revised January 21, 2015 5 Revised January 2015 SCHOOL PROFILE The following sample is used with permission from Fairfield High School, Fairfield, Ohio. Revised January 21, 2015 5 Revised January 2015 Revised January 21, 2015 5 Revised January 2015 Revised January 21, 2015 5 Revised January 2015 Revised January 21, 2015 5 Revised January 2015 RÉSUMÉ Revised January 21, 2015 5 Revised January 2015 Writing a Résumé A résumé is a fact sheet that is designed to sell an individual to employers, college admissions personnel or scholarship committees by highlighting that individual’s skills, abilities, and knowledge. Résumés for recent high school graduates can emphasize academic record, summer and part-time jobs, volunteer work, community service, and interests. Relating educational experience, work experience, and interests to the type of work desired is an effective way to present one’s qualifications. Preparing an effective résumé is a project deserving of a person’s best effort. A neat, carefully planned, and well-written résumé that emphasizes qualifications and skills will improve one’s chances of being called for an interview. When developing a résumé, target the skills and abilities appropriate to the job being sought. Emphasize the skills that are the same as the skills required to do the work. Use the terminology of the desired occupation. When describing work experience, mention duties and responsibilities that indicate use of these skills. Remember, there is no one correct format. The style and information will vary depending on particular situations, as well as on the type of work or particular job being sought. What’s In a Résumé? Contact Information: Name, Address, Telephone Number, E-mail Address The name, address, telephone number, and/or e-mail address should appear in a prominent place on the page. Avoid abbreviations and nicknames. It is imperative that reliable contact information be included on a résumé; therefore, it is acceptable to use the telephone number of a dependable family member or friend. Use an e-mail address that is appropriate to the job being sought. Do not use sexually-suggestive, provocative, or self-indulgent e-mail addresses, as that type of address could damage the chances of getting the job, entrance to college, or scholarship. Employment Objective or Career Goal (Optional) A brief statement about the type of work desired may be included. This statement should contain only one objective or goal and should be specific. Work Experience Include the names and addresses of employers, beginning with the current or most recent job. If dates are listed, use only the beginning and ending month and year. Provide a job title and a brief description of duties and accomplishments. Revised January 21, 2015 5 Revised January 2015 Education This section should include a list of the schools attended, beginning with the current or most recent school. List the diploma that has been earned at each school. Do not include grade schools, middle schools, or junior high schools. Activities and Affiliations Be sure to include any sports, clubs, organizations, volunteer work, community service or involvement, professional memberships, athletic or civic activities, hobbies or interests in which you have been involved. Include a brief description for clarification, if necessary. Awards List awards, honors, and scholarships you have received in or out of school. DO NOT list scholarships for which you have applied but do not know if you have received. Skills In this section, include items such as foreign languages, spoken or written; keyboarding speed and accuracy; computer skills with hardware, software, web design, networking, or other technology skills; proficiency in operating specialized equipment; or current occupational licenses or certificates. References Select three people who have known you for at least one year. The best references are individuals who know the skills and interests highlighted on the résumé. It may be more impressive to type the references on a separate sheet of paper and reveal them at the interview. If references are not included on the résumé, it is appropriate to use a statement such as, “References provided upon request.” What Information Belongs In a Résumé? ● Work experience and education in a format that best displays skills. ● GPA if it is a 3.25 or better. An impressive GPA highlights ability and drive. Revised January 21, 2015 5 Revised January 2015 ● Extracurricular activities to demonstrate a well-rounded personality and positive social abilities. ● Scholarships, awards, or honors received. What Information Does NOT Belong In a Résumé? ● A personal photograph. Photos should never appear on a résumé unless applying for an acting/theatrical position where appearance is a bona fide occupational qualification. ● Personal information such as age, marital status, height, weight, religion, citizenship, or activities not directly related to the job. ● Membership in any organizations involved in political or social issues. ● Any physical disabilities. These have no bearing on the ability to perform the job. Employers are prohibited from making hiring decisions based on age, marital status, height, weight, religion, citizenship, or other factors Revised January 21, 2015 5 Revised January 2015 not relevant to the job qualifications; therefore, employers want to avoid seeking out information that is not appropriate to consider. ● Any negative statements about work history, or education. There is no need to explain termination of employment or training. Making Your Résumé Attractive ● Be Brief. One page of well-organized information says much more than three pages of unnecessary details. It is most important to highlight the areas of experience and training that relate to the requirements of the job. ● Avoid repeating details that are common to several areas. Keep sentences short and to the point. Emphasize skills and credentials. Eliminate unnecessary information, and make sure statements are easily understood. ● Avoid using the pronoun “I.” For example, instead of writing “I was responsible for bookkeeping and billing,” simply write, “Responsible for bookkeeping and billing.” ● Give the résumé eye-appeal. Use adequate margins; double-space after each section; be sure the type is clean and dark; strive for an uncluttered appearance. Use bolding, underlining, capital letters, boxes, and spacing to emphasize areas. ● Proofread the résumé carefully . It is crucial to use correct grammar and spelling. The résumé MUST be completely error-free. ● Choose a high-quality paper. Quality paper and printing will make your résumé more attractive and appealing. Internet Social Networking Sites and E-mail Addresses ● It is important to realize that “personal” sites on the Internet, such as Instagram and Facebook, are actually public sites. ● “I tell my clients that they will be Googled as surely as it will rain in Portland. The latest survey said that 81% of employers WILL Google candidates. Online reputation management is a critical piece of your online job search. There is just no getting around it.” (Information taken from: http://www.directemployers.org/2014/02/21/you-will-get-googledare-you-afraid/ - February 21.2014) Revised January 21, 2015 5 Revised January 2015 ● Remember; do not use sexually-suggestive, provocative, or self-indulgent e-mail addresses, as that type of address could damage the chances of getting the job, entrance to college, or scholarship. Revised January 21, 2015 5 Revised January 2015 Résumé Worksheet Revised January 21, 2015 5 Revised January 2015 Revised January 21, 2015 5 Revised January 2015 Résumé Worksheet, p. 2 Revised January 21, 2015 5 Revised January 2015 Revised January 21, 2015 5 Revised January 2015 Action Words for Your Résumé and Cover Letters Use action words in your résumé and cover letters that best describe your duties, skills, and responsibilities in the work you have done. Emphasize what you did rather than your title. VERBS to make your résumé more active and action oriented Achieved Adapted Administered Advanced to Analyzed Applied Approved Arranged Assembled Assisted Attained Bought Budgeted Built Chaired Completed Composed Conceived Conducted Contracted Controlled Converted Coordinated Correlated Created Decided Designed Developed Directed Discovered Displayed Edited Eliminated Employed Engineered Enlarged Established Estimated Evaluated Examined Executed Exhibited Expanded Facilitated Financed Forecast Formed Founded Guided Handled Headed Implemented Improved Influenced Inspected Installed Instituted Instructed Integrated Introduced Invented Investigated Lectured Led Licensed Located Maintained Managed Manufactured Marketed Maximized Moderated Motivated Negotiated Obtained Operated Originated Perceived Perfected Performed Persuaded Placed Procured Progressed Promoted Proposed Proved Published Reconciled Reduced Regulated Reinforced Reorganized Reported Researched Reshaped Resolved Revamped Reviewed Revised Saved Secured Served Simplified Sold Sorted Strengthened Structured Succeeded Supported Tutored Wrote ADVERBS AND ADJECTIVES to accurately reflect you and the way you do things Revised January 21, 2015 5 Revised January 2015 Accurate Adept Artful Astute Aware Broad Calm Competent Concerned Courteous Creative Dedicated Dependable Diplomatic Discrete Diverse Driving Dynamic Easily Effectively Efficient Exceptional Expert Experienced Firm Highly High-Level Honest Imaginative Improved Innovative Instrumental Leading Lifelong Natural New Open-Minded Organized Original Outgoing Perceptive Punctual Quick Readily Reliable Respected Responsible Sensitive Significant Sophisticated Strongly Successful Tactful Talented Trained Unique Versatile Vigorous Revised January 21, 2015 5 Revised January 2015 Sample Résumé 1 123 School Street Fairfield, OH 45011 Phone: 555­555­5555 Email: sarahsmile@wahoo.com Sarah Student Experience Education Activities & Affiliations 1\2008 – Present Factory Card and Party Outlet *Develop shelf designs *Assist customers *Influence costume designs Fairfield, OH 8\2006 – 6\2009 Fairfield Senior High School Fairfield, OH *Advanced Placement Courses: Calculus, English, French I­V, Government, Career Mentorship, College Life Skills, Drama and Speech, Psychology and Sociology *3.245 G.P.A 8\2008 – 6\2009 Random Acts of Kindness Affecting Local Seniors Fairfield High School 8\2007 – 6\2009 Student Government Fairfield High School 8\2006 – 5\2008 Diversity Training Fairfield High School 8\2005 – 5\2008 Varsity Track Fairfield High School 8\2005 – Present African American Voices Fairfield High School Revised January 21, 2015 5 Store Associate Revised January 2015 Of Youth 8\2005 – Present French Club Fairfield High School 8\2005 – Present 8\2005 – Present Martial Arts Ahn’s Dojo References Family Career and Community Fairfield High School Leaders Available upon request. Revised January 21, 2015 5 Revised January 2015 Sample Résumé 2 Ima G. Reader 1234 Main Street Middletown, OH 45044 Phone: 555­555­5555 E­mail: imag@wahoo.com OBJECTIVE: EDUCATION: AWARDS: SCHOOL ACTIVITIES: COMMUNITY INVOLVEMENT: Admission to undergraduate studies, fall 2009 Middletown High School, Middletown, OH (2006­2009) Nepal International Study Center, Tansen, Nepal (2005­2006) Honor Roll (9­12) Wilkerson Award for Excellence in String Performance nd st (10, 2 place and 11, 1 place) Student of the Month (11) National Honor Roll (11) Perfect Attendance (10) Spanish Club (12) Acappella Choir (11­12) Violin Quartet (11) Summer Youth Theatre (10­11) Orchestra (9­12) Nepali Language Club (9) Atrium Medical Center , Middletown, OH (2008­2009) ● Discharged patients. ● Delivered flowers and cards. ● Delivered medical equipment and blood. Community Orchestra , West Chester, OH (2007­2009) Revised January 21, 2015 5 Revised January 2015 LEADERSHIP POSITIONS: REFERENCES ● Played concerts for community fundraisers and other events. All­American Weekend , Middletown, OH (2008) ● Worked 10 hours in a food booth. Middfest International Festival , Middletown, OH (2007) ● Directed visitors to exhibits for 4 hours. Member, Youth Leadership Team , Middletown, OH (2008­2009) ● Planned events and service projects for youth group. Available upon request. Revised January 21, 2015 5 Revised January 2015 CAREER ESSAY Revised January 21, 2015 5 Revised January 2015 Career Essay Write a five-paragraph, three-point essay that describes your career interest or goal. NOTE: This document must be clearly marked “Career Essay.” The five paragraphs should be as follows: ● Paragraph 1 o Introduction – State your main career interests with a brief description. ● Paragraph 2 o Body #1 – Discuss your career interests and how you arrived at those interests. ● Paragraph 3 o Body #2 – Discuss your plans for pursuing those interests. ● Paragraph 4 o Body #3 – Discuss challenges you may face and how you plan to overcome those challenges in pursuing and attaining your career interests. ● Paragraph 5 o Conclusion – Restate your desire to pursue your career interests and the main topics discussed in the body paragraphs. You will want to include objective data that supports your plans. The following list will help you begin: ● Results of Kuder Career Search with Person Match , Kuder Skills Assessment , Super’s Work Values Assessment-revised , or other interest, aptitude, or values assessments. ● Extracurricular activities, such as: o School or community clubs/organizations o Volunteer or paid work experience o Community service Revised January 21, 2015 5 Revised January 2015 o Job shadowing o Internships o Mentorships ● SAT, ACT, or Achievement test scores ● A highlight of your grades in courses that support your career goal(s). For example, list various science classes if you are interested in medical jobs. Revised January 21, 2015 5 Revised January 2015 Sample Career Essay When I finish school, teaching is the career I am most interested in. Working with younger children particularly appeals to me. On the elementary level, teaching the basic academics is very important, as this is the foundation of a student’s education thereafter. In addition to teaching the all-important reading, writing and math, an elementary teacher also guides and encourages the development of other skills and attitudes, such as being a leader, being a good team member, fair play, persistence, pride in accomplishments, etc., all of which have lifelong application. My mother is a teacher, and I have observed her since I was small. Mom works really hard doing lots of preparation and grading at home after school and on weekends. This is in addition to the time she spends in the classroom. She loves what she is doing, though, and has always said that. When she talks about her students and the activities that she does, it is obvious that, most of the time, Mom has fun teaching. She feels a great sense of accomplishment in what she does. Watching and listening to her all of these years has made me want to try to do the same kinds of things she has done when working with kids. I have been babysitting since I was old enough; I also have been working in the nursery of our church on Sundays and special occasions. The more I work with young children, the more I like it, and the more interested I become in teaching as a career! In order to be a teacher, I must (and am) taking college prep classes in high school. I will need to take the ACT and/or SAT in order to apply to colleges where I can major in education. I am, and will continue to be, a member of the Future Teachers of America. In addition to continued babysitting, this year I moved from working in the nursery at church to teaching a Sunday school class with first and second graders. I am also involved in a program where I go to the elementary school twice a week to tutor elementary students. I believe all of these things will help me build skills and develop confidence as I pursue a career in education. There are two main challenges I see in pursuing my career interest. The first is an academic concern. In order to teach on the elementary level, I will need to be proficient in all subject areas. Currently, I feel I am very weak in both science and math. I know that I will have to take classes in these areas at the college level; I am also planning to seek tutoring in those two areas, if necessary, to solidify my own skills. The second challenge I am facing is a common but difficult one…financing my college education. I plan to pursue all the avenues for student aid I can find including not only scholarships, but also grants and loans. I will also be checking into work studies programs. It may also be necessary for me to plan to work full-time and go to school part-time, a backup plan I will consider. When adults have asked me what I want to be when I grow up, I have always said, “I want to be a teacher.” I’ve had a great role model in my mother and am motivated by my own positive experiences working with children! I continue to participate in activities that are related to my career goal, such as club membership and Sunday school responsibilities, as I work through a college prep course through high school. I may have to work particularly hard to strengthen my own science and math abilities, and I may have difficulty financing my college education, but I do have plans for both or either eventuality. I want to be a person who helps educate and guide young people, and I believe I am well on my way!! Revised January 21, 2015 5 Revised January 2015 Revised January 21, 2015 5 Revised January 2015 EMPLOYABILITY SKILLS QUESTIONS, PERSONAL ESSAY, OR COLLEGE ESSAY Revised January 21, 2015 5 Revised January 2015 Employability Skills Questions, Personal Essay, or College Essay The student should choose one of the following (Option 1, Option 2, or Option 3) to complete. NOTE: This document must be clearly marked “Employability Skills Questions.” Option 1: Employability Skills Questions 1 Select three (3) questions from the list below to illustrate your employability skills. Write the answers to the questions as you would respond in an interview with a prospective employer, college entrance personnel or a scholarship committee. 1. How have you managed resources, i.e., time, money, materials, to plan, budget, or save to meet a goal? 2. Describe a situation where you had to take a leadership role. How did you approach the situation and what was the result? 3. Give an example of a situation where you needed to gather information in order to complete a task or solve a problem. 4. Give an example of a situation in which you exhibited ethical behavior and/or social responsibility. What did you do and what were the outcomes of the situation? 5. What types of technology are you proficient in using? How have you used technology? 6. Give an example of a problem you have had and how you resolved the problem. ______________________________ Employability skills were identified in What Work Requires of Schools, A SCANS Report for America 2000 and Results that Matter, 21st Century Skills and High School Reform, 2006. 1 Revised January 21, 2015 5 Revised January 2015 Sample Employability Skills Questions How have you managed resources to plan, budget or save to meet a goal? In order to replace my computer with a newer one, I needed a plan that included budgeting, saving and more. With the pay from my part-time job, I budget my “have to have” amounts (for example, my car insurance and clothing allotments) and designated what was left to be saved for my computer. In addition, I put an ad in the local paper and on eBay to sell my old computer. The old one sold so quickly, it gave me the idea to have a yard sale with my mom and friends to raise more money. My new computer was possible earlier than scheduled! Give an example of a situation where you had to gather information in order to complete a task or solve a problem. Where did you get the information and how did you use it? I needed a particular scientific calculator for a new math class. First I went online and searched for that particular scientific calculator. Once I had determined exactly what kind of calculator I was looking for, I did a shopping search on Yahoo to see what it cost at various places. Some office supply places were not represented in the Yahoo search, so I went directly to those Web sites and searched for the calculator’s price there as well. Finally, armed with prices from my Internet searches, I went through the ads of Sunday papers to see if I could find the calculator on sale for less than I had found it online. What type of technology are you proficient in using? How have you used the technology? Like most students my age, I am proficient in using a computer, Blackberry, DVR and iPod, to name a few. I have used the office software on my computer to complete homework (word processing and PowerPoint presentations) and track budgeting (Excel). I am proficient in using the Internet to gather information and download it, as well as to find and purchase items I need or want. I use email frequently. In addition to the phone and texting features of my Blackberry, I also have used it to check and send emails and maintain a phone and email directory when I am away from my computer. The DVR and iPod I have used primarily for entertainment, recording special programs I want to see or keep and downloading the music I like to play later. Revised January 21, 2015 5 Revised January 2015 Option 2: Personal Essay for The Common Application Write the personal essay for the college common application found at www.commonapp.org . NOTE: This document must be clearly marked “Personal Essay.” Directions for completing the Personal Essay for The Common Application: From the six topics listed in The Common Application , choose one topic and write a 250- to 300-word essay on that topic. Be certain the topic you choose is clearly stated at the top of page one of your essay. The six topics are: ● Evaluate a significant academic experience or achievement, a risk you have taken, or an ethical dilemma you have faced and its impact on you. ● Discuss some issue of personal, local, national, or international concern and its importance to you. ● Indicate a person who has had a significant influence on you, and describe that influence. ● Describe a character in fiction, an historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence. ● A range of academic interests, personal perspectives, and life experiences adds much to the education mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community, or an encounter that demonstrated the importance of diversity to you. ● Topic of your choice. Copy and paste the Personal Essay into your Kuder account. After the “Personal Essay” is written, you may choose to upload it onto The Common Application Web site to use when applying for college admission. The Common Application If you would like to submit your Personal Essay to Common App, use the following process: ● Log onto The Common Application at www.commonapp.org . ● Click on “Create a New Account” and register, or log onto your already existing account. ● Once you have entered The Common Application site, click on the Common App tab. Revised January 21, 2015 5 Revised January 2015 ● Click the box beside “Writing” on the left-side of the Common Application box. ● Write an essay on the topic of your choice and upload the essay to The Common Application site. Further information on the Common Application ● The following Mission Statement is found on The Common Application Web site: ▪ The Common Application is a not-for-profit organization that serves students and member institutions by providing an admission application - online and in print - that students may submit to any of our more than 300 members. Membership is limited to colleges and universities that evaluate students using a holistic selection process. Since our founding over 30 years ago, we have been committed to maintaining a reliable service while promoting equity, access, and integrity in the college application process. How to Register ● Log onto The Common Application at www.commonapp.org . ● In the bottom center column, click on “Never Registered? Go here.” ● You are now on the Registration page. ▪ Click on “View instructions for this page” if needed. ● Completely fill in all Personal Information and click on “Register.” How to Use The Common Application Web Site ● The following instructions for use are found on The Common Application Web site: ▪ This site contains six (6) primary sections. These sections are labeled and identified in the navigation bar on the left-side of your computer screen. You can move from section to section by clicking on the different section name links. ▪ If there are specific instructions for each section, these can be viewed by clicking on the ‘View instructions for this page’ link. Please take a minute to do this as you work on each section. ▪ The Common App provides an extensive searching tool for you to search for and research information on each of the 300+ member institutions. This searching tool is available from the main Common App Web site (www.commonapp.org). It can also be accessed from the ‘My Colleges’ section. Revised January 21, 2015 5 Revised January 2015 ▪ You may access this site as many times as you need. Each time you are finished working in this site, please click the ‘logout’ button. Not doing this may prevent you from logging in the next time. Revised January 21, 2015 5 Revised January 2015 Sample Personal Essay Topic: Indicate a person who has had a significant influence on you, and describe that influence. It took me eighteen years to realize what an extraordinary influence my mother has been on my life. She is the kind of person who has thoughtful discussions about which artist she would most want to have her portrait painted by (Sargent), the kind of mother who always has time for her four children, and the kind of community leader who has a seat on the board of every major project to assist Washington’s impoverished citizens. Growing up with such a strong role model, I developed many of her enthusiasms. I not only came to love the excitement of learning simply for the sake of knowing something new, but I also came to understand the idea of giving back to the community in exchange for a new sense of life, love, and spirit. My mother’s enthusiasm for learning is most apparent in travel. I was nine years old when my family visited Greece. Every night for three weeks before the trip, my older brother Peter and I sat with my mother on her bed reading Greek myths and taking notes on the Greek Gods. Despite the fact that we were traveling with fourteen-month-old twins, we managed to be at each ruin when the site opened at sunrise. I vividly remember standing in an empty amphitheatre pretending to be an ancient tragedian, picking out my favorite sculpture in the Acropolis museum, and inserting our family into modified tales of the battle at Troy. Eight years and half a dozen passport stamps later, I have come to value what I have learned on these journeys about global history, politics and culture, as well as my family and myself. While I treasure the various worlds my mother has opened to me abroad, my life has been equally transformed by what she has shown me just two miles from my house. As a ten year old, I often accompanied my mother to (name deleted), a local soup kitchen and children’s center. While she attended meetings, I helped with the Summer Program by chasing children around the building and performing magic tricks. Having finally perfected the “floating paintbrush” trick, I began work as a full time volunteer with the five and six year old children last June. It is here that I met Jane Doe, an exceptionally strong girl with a vigor that is contagious. At the end of the summer, I decided to continue my work at (name deleted) as Jane’s tutor. Although the position is often difficult, the personal rewards are beyond articulation. In the seven years since I first walked through the doors of (name deleted), I have learned not only the idea of giving to others, but also of deriving from them a sense of spirit. Everything that my mother has ever done has been overshadowed by the thought behind it. While the raw experiences I have had at home and abroad have been spectacular, I have learned to truly value them by watching my mother. She has enriched my life with her passion for learning, and changed it with her devotion to humanity. In her endless love of everything and everyone she is touched by, I have seen a hope and life that is truly exceptional. Next year, I will find a new home miles away. However, my mother will always be by my side. ______________________________ This essay was found at: http://www.quintcareers.com/collegegate9.html Revised January 21, 2015 5 Revised January 2015 Option 3: The College Essay Write the college essay for the college of your choice, following the directions found on the college Web site or application. Be certain that the prompt you choose is clearly stated at the top of page one of your College Essay. NOTE: This document must be clearly marked “College Essay.” Prompt: Some students have a background or story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story. “Happiness is better learned than known.” I scribbled those words onto a scrap of paper in early October of 2012 and quickly stuffed it into my pocket. This was and still is a frequent habit of mine, as it helps me remember my various thoughts throughout the day. As helpful as this may seem, it often just leads to a washing machine filled with soggy, ink-blotched pieces of paper. Luckily, my hastily written quote didn’t end up in the laundry and was instead tucked away into a desk-drawer and forgotten about for a year and a half. I was reunited with the crumpled note while I was rummaging through a pile of debris which had once been my bedroom. My life was drastically changed on January 6th, 2014. It was about 7 A.M. on a Saturday morning. I was awakened by the sound of an explosion. When my eyes opened I found myself suspended in the air and unable to move. Below me, the floor began to cave in and split, the ceiling started to crumble above me, even time itself came to a complete stop. The world around me became motionless, everything was absolutely still. Seconds later the great pull of time and gravity returned with a remarkable force, but I, no longer in a state of suspension was thrown violently onto the floor. Confused and incredibly frightened, I leapt up and raced towards the front door as the walls collapsed around me. Managing to get outside safely, I stood alongside my mother and stepfather, as they too were held closely by the grasps of shock and disorientation. The police and fire department arrived shortly after, explaining that the furnace had malfunctioned and created an explosion similar to that of a mid-grade bomb. As soon as the small fires were put out we were allowed into the house to collect anything we needed. I tried to salvage some clothing, but it all seemed to be lost within the havoc. It was during this time that I came across the note, stowed away in an unharmed desk. It wasn’t until I watched my childhood-home get demolished and thrown into a dumpster that I realized the meaning of the quote. It was further put into perspective when I looked in the basement, the room I had moved out of two weeks before the explosion. Instead of seeing a familiar bed in my old room, I saw a charred, mutilated mattress and a gaping hole in the wall close to where my head would have been resting. Because of this, I still debate whether or not there is a reason for everything. In the end, I discovered what it was like to lose every material possession I had ever owned. The experience was humbling and allowed me to embrace an introspective mindset due to the lack of distractions. I saw myself standing at the end of an unforgettable era called youth: simply a checkpoint on the wild, criss-crossing, twisting and turning road of life. Eventually I saw it as a sign that I had to move past the misfortunes, get my life together, and not feel sorry for myself anymore. At some point along that journey, I started to realize that finding happiness requires me to look within the positive and negative experiences and learn from them, rather than constantly seeking a quick fix for the sadness I encountered throughout my life. The six words I wrote on that piece of paper have since led me to travel all across the United States, seek out and explore the great opportunities that surrounded me, and work more Revised January 21, 2015 5 Revised January 2015 effectively towards reaching my dreams and goals. The note itself is once again hidden away in my desk, but from time to time I still keep it in my pocket, just in case I ever need an extra bit of luck. This essay was found at: http://www.apstudynotes.org/common-app/passage-to-new-ground/ Revised January 21, 2015 5 Revised January 2015 RECOMMENDED AND OPTIONAL COMPONENTS Revised January 21, 2015 5 Revised January 2015 Recommended and Optional Components Recommended Components A recommended component is a separate document that contains valuable information for employers or college personnel. Recommended components include the following: ● High school transcript ● List of competencies, skills, and/or certifications ▪ Include any documentation of competencies or skills that have been mastered ▪ Include any certifications or software proficiency ● Awards received ● Letters of recommendation ▪ Intended to reinforce existing information One Final Caveat ● Do not use sexually-suggestive, provocative, or self-indulgent e-mail addresses, as that type of address could damage the chances of getting the job, entrance to college, or scholarship. Revised January 21, 2015 5 Revised January 2015 CAREER PORTFOLIO RUBRIC Student: High School: Portfolio and Required Components Category Revised January 21, 2015 5 Points Revised January 2015 I . S c h o o l P r o f i l e School Profile: Created by the local district. The School Profile includes, but is not limited to, a description of school and community, graduation requirements, information about weighted courses, current enrollment, ACT/SAT results. Administrative Letter: Created by either the district superintendent of high school principal, this letter confirms the student as a member of that district’s student body.. C 6 4 This is a required component of the Career Portfolio. Student receives ONE point if the School Profile – OR – Administrative Letter is present in the Career Portfolio. Student receives 0 points if neither document is present. 2 0 Revised January 21, 2015 5 Score: _____ (Possible 1) Points School Profile or Administrative Letter Total:_____ (Possible 1) Comments Revised January 2015 II. Rés umé a. b. a. Is complete with some details of educational, work and/or community experiences, including information pertaining to abilities, skills and relevant honors and awards. b. Uses appropriate and consistent format, but lacks balance or eye appeal. Is complete and thorough, highlighting educational, work and/or community experiences, including information pertaining to abilities, skills and relevant honors and awards. Is formatted to create eye appeal and balance and to highlight strengths. c. Uses carefully chosen language (strong nouns, active verbs, specific phrasing) to emphasize strengths. c. Chosen language highlights strengths. a. Is complete but illustration of work, community experiences, skills and abilities is limited. b. Uses inconsistent format. c. Displays little attention to language choice. In Comments area, provide the rationale for points awarded for each category. Ca 6 4 2 b. Displays little to no attention to format c. Inappropriate language choice undermines information. 0 Revised January 21, 2015 a. Is incomplete, illustrating no work or community experiences, skills, nor abilities. 5 a. ___ b. ___ c. ___ Points Résumé Total:_____ (Possible 18) Comments Revised January 2015 a. III. Caree r Essa y Is structured as a five­paragraph essay with an introduction, career interests, plans and challenges in the pursuit of those interests, and a conclusion summarizing the essay’s major idea. *Deduct 1 point if not marked as a Career Essay b. c. a. Is fully developed, and b. detailed with effective sentences and transitions that create a flow of ideas from introduction to summary. Has included varied, c. detailed information to support choice of interests/goals; discusses detailed plans for pursuing those interests/goals; discusses possible challenges and how to overcome them. a. Is structured as an essay, but lacks introduction, conclusion, or one of three body paragraphs. Is NOT clearly marked “Career Essay.” Has required components but lacks clear structure. *Deduct 1 point if not marked as a Career Essay Is developed with ideas that are generally related, but lack of transitions interrupts the flow. Has included adequate information to support choice of interests/goals; plans to reach those interests/goals; challenges and how to overcome them. b. Is undeveloped and repetitive. c. Has included minimal information with some omissions. Student: High School: In Comments area, provide the rationale for points awarded for each category. Revised January 21, 2015 5 a. Has neither structure nor all five required components. Is NOT clearly marked “Career Essay.” b. Unclear or list­like ideas. c. Does not address interests/goals, plans, or challenges. Has included little information with many omissions. a. ___ b. ___ c. ___ Career Essay Total:____ (Possible 18) Revised January 2015 Student: Cat High School: 6 4 2 0 Revised January 21, 2015 5 Points Comments Revised January 2015 a. IV. (Optio ns B or C: Colleg e Essay IV. b. (Optio n A: Emplo yability Skills c. or Person al Essay a. Has clearly articulated answers to two employability skills questions. *Deduct 1 point if not clearly titled Employability Skills and questions are not provided. Has consistent b. Has inconsistent development of ideas with development of ideas relevant details and with relevant details and examples. examples. Displays detailed c. Displays adequate information that addressed information that a variety of skills in addresses some skills in decision making, preparing decision making, for work, and preparing for work, or understanding the nature understanding the nature and structure of work. and structure of work. a. Demonstrates awareness a. Demonstrates clarity of of audience, clarity of voice voice and a purpose and purpose clearly related generally related to the to the prompt. *Deduct 1 prompt . *Deduct 1 point if point if not clearly titled not clearly titled College College Essay and/or Essay and/or prompt is prompt is not provided. not provided. b. Has consistent b. Has inconsistent development of ideas with development of ideas relevant details and with relevant details and examples. examples. c. Is organized with c. Is organized with logical adequate but simple connections between connections between sentences, paragraphs, sentences, paragraphs, and ideas. and ideas. Has clearly articulated answers to three employability skills questions. *Deduct 1 point if not clearly titled Employability Skills and questions are not provided. a. Has articulated answers to one employability skills question Is clearly NOT marked Employability Skills. b. Has limited development of ideas using general examples or repeated information. c. Displays minimum information that addresses decision making, preparing for work, or understanding the nature and structure of work. a. Demonstrates a focus on the prompt in some of the essay. Is clearly NOT marked College or Career Essay b. Has limited development of ideas using general examples or repeated information. c. Provides inadequate organization so that the flow of information is interrupted. Revised January 21, 2015 5 a. Has not articulated answers to any employability skills questions . Is clearly NOT marked Employability Skills. b. Lacks development of ideas with few or no relevant details or examples. c. Lacks information that addresses decision making or ideas related to work. a. Lacks a clear focus on the prompt in the essay. . Is clearly NOT marked College or Career Essay b. Lacks development of ideas with few or no relevant details or examples. c. Is not organized; no connections between sentences, paragraphs, and ideas. If two or more options appear in the Career Portfolio, base points awarded on the first document. a. ___ b. ___ c. ___ Employability Skills Total:_____ (Possible 18) Revised January 2015 Student: High School: Holistic Assessment of Required Portfolio Components Cat eg ory V. O v er al l P or tf ol io A p p e ar a n c e 6 a. b. c. Appears neat, business­like and well­organized. Is complete with all three required components: 1)Résumé,2)Career Essay, and 3)College/ Personal Essay or Employability Skills Questions. 4 a. b. c. Standard business font and uniform format (spacing, font size, and font style) is used throughout. For pieces generated in the Kuder system, web browser header/footer removed. Appears neat and well­organized. Contains only two required components. Font other than business font is used; uniform format is used. Web browser header/footer not removed from pieces generated in Kuder. 0 a. Appears neat but has some problems with organization. b. Contains only one required component. c. Font other than business font is used; no uniform format is used. Web browser header/footer not removed from pieces generated in Kuder. a. Appears disorganized. b. Contains no required components. c. Font choices are distracting; no uniform format is used. Web browser header/footer not removed from pieces generated in Kuder. Revised January 21, 2015 Points 2 5 a. b. c. ___ ___ ___ Comments Overall Appearance Total:_____ (Possible: 18) Revised January 2015 VI . M e c h a ni c s, U s a g e, S p el li n g, a n d G ra m m ar a. No or very few punctuation, capitalization and/or spelling errors. a. Several punctuation, capitalization and/or spelling errors. a. Not readable a. b. ___ ___ Revised January 21, 2015 5 Spelling and Grammar Total:_____ (Possible: 12) Revised January 2015 Student: High School: Portfolio Optional Components Bonus NOTE: Each item checked MUST be a SEPARATE DOCUMENT and not merely information that is included within other documents. Students will receive 0.5 points for each checkmark found ___High school transcript in the list on the left, with a maximum number of bonus ___List of competencies or certifications points being 2 ­ regardless the number of checkmarks. ___Awards or other evidence of recognition i.e. 4 or more checkmarks = 2 points ___Letters of recommendation ___Letters of college acceptance Calculate student score for this section: ___Documentation of extracurricular or club activity _____ x 0.5 = _____ (only 2 pts. possible) Revised January 21, 2015 5 Points Awarded Comments Score: Total:_____ (Max Possible: 2) Revised January 2015 SCORING SHEET Name: ____________________ I: School Profile II: Resume III: Career Essay IV: Employability Skills, College, or Personal Essay V: Overall Portfolio Appearance V I: Mechanics, Usage, Spelling, and Grammar Total (85 points possible) Bonus (2 pts possible) = _______ Total (85 possible) Portfolio Score Revised January 21, 2015 5 Revised January 2015 Interview Score FINAL SCORE Revised January 21, 2015 5
