Seitzer


 * Mary Beth Seitzer**
 * Occupational Course of Study**
 * Occupational Preparation**


 * COMPETENCY GOAL 3 : The learner will develop the job seeking skills necessary to secure employment in a chosen career pathway.**


 * Objectives: **
 * 3.01 Describes successful interviewing strategies:**
 * • Purpose of interview**
 * • Information on potential employer**
 * • Proper attire**
 * • Proper behavior**
 * • Appropriate response to questions**
 * • Appropriate questions to ask interviewer**
 * • Follow-up to interview**

Technology Tools: · **MacBook** · **Word & Powerpoint Documents** · **Digital Archive (coverletter, resume, vocational assessments, courses that support employment, social networks, etc)** · **On-line job search tools-ie snagajob.com** · **NC DPI Transition-Online Portfolio in a pdf file** · **Flip Video Camera** · **Rubistar** · **Flashdrive, DVD, or CD-ROM** · **Wiki**




 * NC DPI-OCS and Technology: **
 * I wrote a thematic teaching unit last year entitled “My Post HS Life”. The unit incorporates Vocational, English, and Math. The unit requires my seniors to imagine they are a SGHS graduate, coming back to visit the OCS class and speak to students on the tenth anniversary of their graduation. Students relay how their think they will work, their family status and arrangements, their finances etc. Here is my old lesson plan that I have chose to update with technology.**

My lesson plan, before it's technology update:


 * NC DPI requires graduates of the OCS (Occupational Course of Study) program to write a portfolio, a document that they would be proud to show a perspective employer. I researched how to improve the portfolio requirement, here is an article that has been particularly useful in helping me organize my thoughts:**

[|**http://electronicportfolios.com/faq.html**]


 * The interview portion of the project was conducted in collaboration with two employees of Vocational Rehabilitation. The representatives spent two half days with the class, and interviewed the students using some questions we rehearsed. I filmed the interviews using a flip camera so we could analyze student responses informally, and re-tape if the student wanted. When the student was satisfied with their interview, we watched the clips together and assessed. We completed the interview assessment by using a rubric I developed. I use rubrics in a kind of unique way, students self assess, while classmates and teachers using the same rubric also evaluate. This method provides for lots of mature discussion, based on the standard.**


 * Here is Mary Anne’s interview. I love her interview, as her personality shone through. I am convinced from this interview that she is an animal lover and has a kind heart that would care and love for pets as I do. I would definately hire Mary Anne to care for animals!:**

media type="file" key="MB VIdeo.m4v"


 * I love rubricstar and have been using this for formative and summative assessment now for a few years. I find rubrics give a more accurate grade, and clarity in performance in relation to the standard.**

Here is the rubric I developed:


 * Work Samples:**


 * Here is Sarah’s portfolio cover:**

**
 * Here is Lisa's resume:
 * Included in this lesson is also a wiki which is used for formative, and summative evaluation as well as for reflection. This portion of the lesson encourages student dialogue and extends the thinking of the group, as well as each individual interviewed. The students have good tips and noticed some things, both good and bad that really improved the quality of our dialogue and assessment.**
 * Here is the link to the wiki:**


 * ** New Wiki: ** || PostHighSchool ||
 * ** Wiki Address: ** || http://posthighschool.wikispaces.com ||


 * __Summary:__**
 * Technology is helping me transform the portfolio requirement into a digital archive, and a graduation project, both of which are standards based. Technology enables me to create, develop and refine each student’s graduation portfolio, and allows students to collaborate, and reflect to enhance thinking.**

**.**