CADET PORTFOLIO GUIDE

Transcription

1 KNIGHTDALE AJROTC CADET PORTFOLIO GUIDE MARCH 2014 KNIGHTDALE HIGH SCHOOL Army Junior Reserve Officers Training Corps 100 Bryan Chalk Way Knightdale, NC 27545

2 Cadet Portfolios Table of Contents Purpose of the Cadet Portfolios 1 Cadet Portfolio Self-Assessment 2 Portfolio Index and Checklist 3 Personal Cover Sheet 4 Personal Cover Sheet Example 5 Mission Statement of Goals 6 Exercise 1 Discover Your Communication Power (Winning Colors) 7 Exercise 2: Learning Styles Inventory (Part 1) 8 Exercise 2 Learning Styles Inventory (Part 2) 9 Personal Growth Plan Assessment Task 10 Personal Growth Plan Worksheet 11 Personal Growth Plan Scoring Guide 12 Appreciating Diversity Reflection Assessment Task 13 Appreciating Diversity Reflection Scoring Guide 14 Personal Financial Planning Portfolio 15 Saving and Investing Portfolio Plan Scoring Guide 16 Career Development Portfolio Assessment Task 17 i

3 Cadet Portfolios Purpose: JROTC Cadets will create a portfolio that contains an organized collection of work based on accomplishments, personality, goals and aspirations. The portfolio should provide insight and information on the cadet s personal achievements and growth over time. Instructors will ensure that all cadets and participating students have a portfolio. The portfolio will begin with LET 1 cadets upon entry to the JROTC program. Portfolios will be maintained on all cadets enrolled in the JROTC program for the duration of their JROTC career. You will need a 1 ½ binder with a sheet insert on the front cover. You will also need 14 dividers which may be commercial or you make a design of your own. a. JROTC LET 1 Cadet Portfolios will include the following: Notebook Cover Personal Cover Page (Thinking Map). TAB A Mission Statement of Goals. TAB B Electronic Copy of Personal Skills Map (U2C1L3). TAB C Winning Colors Communication Discovery Form (U3C1L1). TAB D Learning Styles Inventory (U3C1L3). TAB E Four Samples Reflecting Academic Work from JROTC or Other Classes. TAB F Electronic Copy of Cadet Challenge Results (from JUMS). TAB G Completed Learning Plans and Assessments from Each Core Lesson. TAB H Service Learning Project Reflections b. Portfolios for LET 2 and above cadets shall contain the items listed above and include the additional documents below: TAB I Personal Growth Assessment Task TAB J - Appreciating Diversity Reflection Assessment Tool. TAB K - Entry for JROTC Essay Contest. TAB L - Samples of Awards, Certificates or Other Accomplishments. TAB M Financial Planning Portfolio (U3C11). TAB N - A Resume with References. c. Cadet portfolios will be reviewed during the inspection process and graded each quarter. Evaluation of portfolios is based on the following criteria: (1) The portfolio contains all the baseline requirements. (2) The portfolio is legible and well organized. (3) The portfolio is created and put together by the cadet. (4) The portfolio tracks changes on cadet self-assessment and goal setting (especially growth from LET year to LET year). (5) The portfolio shows evidence of cadet reflection on learning and growth. d. Supporting documents are located on the website at. lyoungkhs.pbworks.com under the Portfolio tab on the sidebar. 1

4 Cadet Portfolio Self-Assessment Matrix Criteria Ratings 1. Portfolio includes a cover page and a table of contents met not met 2. Portfolio includes skills analysis documents, career planning reports, met not met education plans, and employment documents 3. Portfolio included career planning reports met not met 4. Portfolio includes an education plan met not met 5. Portfolio includes evidence of accomplishments met not met 6. Portfolio is neatly arranged and clearly labeled in a manner than can met not met be updated and revised 7. Portfolio includes a reflective paragraph that identifies a plan for met not met developing areas needing improvement STANDARD LW4. PURSUES SPECIFIC JOBS 8. You fill out a job application met not met 9. You prepare letters of inquiry or application met not met STANDARD LW5. MAKES GENERAL PREPARATION FOR ENTERING THE WORK FORCE 10. You develop an employment profile met not met 11. You prepare a resume summarizing experience, education, and job met not met training 12. You make an accurate appraisal of prior work experience, career met not met goals, personal character, job references, and personal aptitudes FOCUS CORE ABILITIES FOR ALL LEARNING PLAN ACTIVITIES: COMMUNICATE USING VERBAL, NON-VERBAL, VISUAL, AND WRITTEN TECHNIQUES 13. You apply standards of spelling, English grammar, and punctuation met not met Comments: Total Points Name Date (Last, First, MI) (dd MMM yy) 2

5 Cadet Portfolio Index and Checklist (Place on the inside cover of the portfolio) TAB REQUIREMENT LET LEVEL DATE SCHEDULED Personal Cover Page 1 4 First semester first week A Mission Statement of Goals 1 4 First semester, second week B Personal Skills Map 1 First semester, fourth week C Winning Colors 1 First semester, third week D Learning Style 1 First semester, inventory fifth week E Samples of Academic 1 4 Updated at the Work end of each semester F Fitness Summary 1 4 After each Cadet Challenge G Completed Learning 1 4 After every Core Plans and Lesson Assessments from each Core Lesson H I J K L M N Service Learning Project Reflections Personal Growth Assessment Task Appreciating Diversity Reflection Assessment AJROTC Essay Contest Samples of Awards or Certificates Personal Financial Planning Portfolios Resume with references 1 4 After each Service Learning Project 2 4 Beginning of LET 2, 3, and 4 years 2 4 Second Semester, first week 2 4 December each year 2 4 As awarded JUMS record once a year 3 First semester, second week 4 First Semester, third week DATE ENTERED REMARKS Updated by Cadet as desired and needed Updated twice a year by each Cadet Unit 3, Chapter 1, Lesson 3 Unit 3, Chapter 1, Lesson 1 Unit 3, Chapter 2, Lesson 3 Cadets can add to and replace work at any time Use writing assignments, or essay type tests JUMS record added to portfolio Continuously throughout the semester Used with mission statement of goals Cadets add other certificates as they earn them Taught to LET 3 and 4 s 3

6 Cadet Portfolio LET 1-4 CADET (NAME) Describing Text Describing Text Insert Picture Describing Text Describing Text 4

7 Cadet Portfolio Cover Page Example CADET PORTFOLIO LET-2 CADET: PATTON, GEORGE WEST POINT RED DETERMINED RAIDER 5

8 MISSION STATEMENT TYPE IN YOUR PERSONAL MISSION STATEMENT HERE. ENSURE IT CONTAINS WHO, WHAT, WHEN, WHERE, HOW, AND WHY. GOAL 1(Type in a short term goal (what you aim to achieve between now and 6 months out) that supports achieving your mission.) GOAL 2 (Type in a mid- term goal (what you aim to achieve in 12 months) that supports achieving your mission.) GOAL 3 (Type in a long term goal (where you see yourself between 2-5 years out) that supports achieving your mission.) 6

9 Exercise 1: Discover your Communication Power Directions: In this exercise you will determine which of your Winning Colors are the strongest at the present time: planner, builder, relater, or adventurer. The four parts of self and your power to communicate reside in your ability to exhibit different behaviors in situations. Although everyone is comprised of each of the behaviors in diverse extents, the goal of Winning Colors is to work to develop a balance between the four colors. 1. Start by numbering the following words or phrases in each item (a, b, c, d) from 1 to 4, moving horizontally across each row in order of importance to you. Number 1 would be the word or phrase that best describes your feelings of comfort and what you like inside NOT how you would like to be NOT how you act because of outside forces. 2. Total the vertical columns. 3. Circle the lowest score. Put a box around your second lowest score. Note: The lowest score identifies you present communication POWER or Winning Color. Your boxed score is your backup communication Power. 4. Read the next page of this exercise and then fill in the TREND blanks with the four parts of self that match the words in the column. 5. Next fill in the COLOR blanks with the color that matches the TREND based on the next page. < 1=Most Important > < 2=Very Important > < 3=Somewhat Important > < 4=Least Important > A B C D Being prepared Let s all be friends Developing better and more logical ways Living today and not worrying about tomorrow Telling people what they should do Talking and socializing Understanding and analyzing about tomorrow Having fun and excitement with people Saving and budgeting Giving Creating Spending Leading Relating Planning Exploring Being Organized Bring loved and accepted Being correct and competent Being in spontaneous action A Total: B Total: C Total: D Total: Trend: Builder Trend: Relater Trend: Planner Trend: Adventurer Color: Brown Color: Blue Color: Green Color: Red Exercise adapted from Conflict Resolution Through Winning Colors used with permission by authors Stefan Neilson and Shay Thoelke

10 Exercise 2: Learning Styles Inventory Directions (Part 1): Complete this self-assessment to determine your learning styles based on the Dunn and Dunn model. Check the appropriate column to indicate whether each numbered statement is true or false. TRUE FALSE ENVIRONMENTAL 1. If the room is too hot, I can t concentrate. 2. Having some background music helps me concentrate. 3. I prefer to make myself comfortable rather than being at a desk. 4. I can ignore most sound when I study. 5. Bright light is distracting. 6. I study best when it s quiet. 7. I don t see how people can see in a dark room. EMOTIONAL 1. I need a lot of encouragement to complete tasks. 2. I m pretty self-directed about getting my work done. 3. The adults in my life help me to accomplish more. 4. I give up too easily unless someone helps me stick it through. 5. I like having clear directions and well-defined steps. 6. I have to be reminded often to do things. 7. If I m interested, I can really stick with it through very challenging work. SOCIOLOGICAL 1. Having a friend to study with works well for me. 2. I like to work with others. 3. Getting together with a friend is a good way to get homework done. 4. Working in a team is frustrating. 5. People my age have the most to offer me when I learn. 6. How many people can be a good workgroup really depends on the kind of work I m doing. 7. Usually an adult can help me to get through a study challenge. PHYSICAL 1. The things I remember best are the things I write down. 2. I feel more energetic at night. 3. Seeing a picture, graph or diagram really helps me to understand. 4. I need to take a lot of breaks while I m study. 5. I can remember almost everything I hear. 6. Things make more sense to me when I can handle them and see how they work. 7. I like to eat snacks and drink a lot while I study. 8. The morning is the best time to get a lot done. 9. I often get tired in the afternoon. 10. I need to get up and move around when I study. 11. It s hard for me to sit in one place for a long time. PSYCHOLOGICAL 1. I like to think about things first and not jump right in. 2. Sometimes people think I put things off, but I still get them done. 3. I d rather teachers didn t lecture so much, because I d rather find out for myself. 4. I like to finish one thing before I start another. 5. It drives me crazy when the teacher forgets to write things down. 6. I can pay attention to a lot of things at the same time. 7. Things make more sense when you take them one step at a time. 8

11 Directions (Part 2): Using your answers in Part 1, complete the following Dunn and Dunn matrix by indicating your learning styles and processing preferences. Environmental Sound Light Temperature Design How much? Bright or Dim? Cool or Warm? Formal or Flexible? What kind? Emotional Motivation Persistence Responsibility Structure High, Medium or Low? External or Self-directed? Sociological Self Pair Peers Team Adult Varied Whom do you like to work with? When? Physical Psychological Perceptual Auditory? Visual? Body Kinesthetic? Food/Drink Frequent snacks desired or not? Time Morning, Afternoon, or Evening? Analytic/ Hemispheric Global Dominance Can you break things Left or right dominant? down into steps or parts? Do you see the big picture? Mobility Move around or sit still? Impulsive/ Reflective Do you like to get going and make things happen or think about it first? 9

12 Unit 3: Foundations for Success Personal Growth Plan Assessment Task [U3C1L3] Target Competency This performance assessment task gives you an opportunity to document your achievement of the following skills, knowledge, and abilities Develop a plan for personal growth Linked Core Abilities A. Build your capacity for life-long learning Directions For this assessment task you will create a Personal Growth Plan. 1. Think about the results of your Personal Skills Map and what you have about emotional intelligence. 2. Complete the Personal Growth Plan worksheet. 3. Check your work using the criteria detailed in the Personal Growth Plan Scoring Guide. 4. Submit your Personal Growth Plan to your instructor for feedback and a grade. 5. Place your Personal Growth Plan in your Cadet Portfolio if desired. 10

13 Personal Growth Plan Worksheet Directions: Chart your skills on the rubric below. Then complete the following sections to create a plan for skill growth Key Emotional Skills By Skill Dimension Skill Dimension 1: Intrapersonal Skills Skill Dimension 2: Interpersonal Skills Self Esteem Interpersonal Assertion Develop (0-40 pts.) Strengthen (41-60 pts.) Enhance ( pts.) Interpersonal Awareness Skill Dimension 3: Career/Life Skills Empathy Drive Strength/Motivation Decision Making Time Management Sales Orientation/Leadership Skill Dimension 4: Personal Wellness Skills Skill Dimension 5: Problematic Behavior Commitment Ethic Stress Management Physical Wellness Interpersonal Aggression Interpersonal Deference Low Normal High Personal Change Orientation 1. What skill(s) are you targeting for improvement? 2. What is the time period to show improvement? 3. What resources and learning activities can help your skill development? 4. How will you assess yourself? Create a personal growth plan in your notebooks to record activities and skill development on an ongoing basis. Include the following elements for each entry: date, situation, skill affected, current rating, and similarities and differences between current behavior (or skill set) and behavior in previous situations. 11

14 Personal Growth Plan Scoring Guide Criteria Ratings 1. Personal Growth Plan charts your Key Emotional Skills by Skill Dimension met not met according to the levels provided 2. Personal Growth Plan details the skills that you are targeting for met not met improvement 3. Personal Growth Plan lists the resources and activities you will use to help met not met your skill development 4. Personal Growth Plan summarizes how you will record your progress met not met 5. Personal Growth Plan describes how and when you will assess your met not met improvement at the end of the time period FOCUS CORE ABILITIES FOR ALL LEARNING PLAN ACTIVITIES: BUILD YOUR CAPACITY FOR LIFE-LONG LEARNING 6. You recognize and examine the underlying assumptions of your own beliefs met not met 7. You access available resources for personal and professional growth met not met Comments: Total Points Name Date (Last, First, MI) (dd MMM yy) 12

15 Unit 3: Foundations for Success Appreciating Diversity Reflection Assessment Task [U3C1L2] Target Competency This performance assessment task gives you an opportunity to document your achievement of the following skills, knowledge, and abilities Apply an appreciation of diversity to interpersonal situations Linked Core Abilities B. Communicate using verbal, non-verbal, visual, and written techniques E. Treat self and others with respect Directions For this Assessment Task you will write an Appreciating Diversity Reflection. each person in the team. (If you wish, consider the Personal Ads developed by the members of your team earlier in this Learning Plan.) 2. Write a reflection about the similarities and differences between the members of your team and the value of diversity to solving problems and accomplishing team goals. 3. Check your work using the criteria detailed in the Appreciating Diversity Reflection Scoring Guide. 4. Submit your reflection to your instructor for feedback and a grade. 5. Place your reflection in your Cadet Portfolio if desired. 13

16 Appreciating Diversity Reflection Scoring Guide Criteria Ratings 1. You identify the strongest Winning Colors for each person in a group or team met not met that you belong to 2. Reflection summarizes the similarities and differences between the members met not met of the group according to their Winning Colors 3. Reflection identifies at least one strength that each person (including you) met not met brings to the group that would be valuable in working as a team to solve problems or accomplish goals 4. Reflection summarizes the value of diversity in working as a group met not met FOCUS CORE ABILITIES FOR ALL LEARNING PLAN ACTIVITIES: TREAT SELF AND OTHERS WITH RESPECT 5. You act with a sense of equity met not met 6. You work well with individuals and groups from diverse backgrounds met not met 7. You display an appreciation of diverse perspectives met not met 8. You value individual and cultural differences met not met COMMUNICATE USING VERBAL, NON-VERBAL, VISUAL AND WRITTEN TECHNIQUES 9. You speak and write clearly so others can understand met not met 10. You interpret nonverbal communications met not met Comments: Total Points Name Date (Last, First, MI) (dd MMM yy) 14

17 Personal Financial Planning Portfolio Unit 3: Foundations for Success Saving and Investing Plan Assessment Task [U3C11L4] Target Competency This performance assessment task gives you an opportunity to document your achievement of the following skills, knowledge, and abilities Forecast personal savings and investments Linked Core Abilities D. Take responsibility for your actions and choices Directions As you work through the lessons in Chapter 11: NEFE Financial Planning Program, you will compile a portfolio of documents related to financial planning. For this lesson, complete the Saving and Investing Plan Assessment Task. In this assessment you will chart the current value and future value of your investments. Your saving and investing plan should match your personal financial goals. The plan should be realistic for your current and near future situation. 1. Preview the criteria listed in the Scoring Guide to plan for your assessment. 2. Set up an Excel worksheet entitled "[your name]'s Saving and Investing Plan." Label columns with the following headings: Note: Add additional columns that might help you calculate and explain your predicted earnings. 3. Refer to your financial goals. Write a 1-2 paragraph summary to explain how your plan will help you meet your financial goals. Make any necessary revisions to your plan. 4. Self-assess your work using the Scoring Guide. Revise your plan if necessary. 5. Attach your financial goals to the plan. Submit your plan to your instructor for feedback. 6. Revise your plan as needed. Place your plan in your Cadet Portfolio in the Financial Planning section. 15

18 Saving and Investing Portfolio Plan Scoring Guide Criteria Ratings 1. You forecast the potential growth of at least two income investments met not met 2. You forecast the potential growth of at least one growth investment met not met 3. You display the value of your current savings and investments met not met 4. You realistically predict what the value of your savings and met not met investments might be in three years 5. You realistically predict what the value of your savings and met not met investments might be in ten years 6. Your calculations are accurate met not met 7. You display your plan on a spreadsheet met not met 8. You explain how your savings and investment plan aligns with your met not met financial goals 9. Written summary follows prescribed format, meeting criteria for all met not met components 10. Written summary exhibits correct and appropriate grammar, met not met punctuation, spelling, syntax, and word usage FOCUS CORE ABILITIES FOR ALL LEARNING PLAN ACTIVITIES: TAKE RESPONSIBILITY FOR YOUR ACTIONS AND CHOICES 11. You assess the impact of your values on actions and decisions met not met Comments: Total Points Name Date (Last, First, MI) (dd MMM yy) 16

19 Unit 3: Foundations for Success Career Development Portfolio Assessment Task [U3C9L2] Target Competency This performance assessment task gives you an opportunity to document your achievement of the following skills, knowledge, and abilities Assemble a personalized career portfolio Linked Core Abilities C. Communicate using verbal, non-verbal, visual, and written techniques D. Take responsibility for your actions and choices Directions As you work through the lessons in Chapter 9: Career Planning, you will add documents to a Career Development Portfolio that contains information related to your career development. For this lesson assessment you will assemble documents to start your Career Development Portfolio. Your Career Development Portfolio should be well-organized and easy to update. This portfolio will be separate from your Cadet Portfolio. However, you might want to copy documents from your Cadet Portfolio to add to this Career Development Portfolio. 1. Preview the criteria listed in the Scoring Guide to plan for your assessment. 2. Select a binder to hold your career documents. Label sections and prepare a general table of contents for the portfolio. Gather documents prepared during this entire Career Planning chapter. Organize the documents into appropriate categories. Review your "My Portfolio" Tree Map to identify other documents to include in this portfolio. 3. Write a paragraph reflection to explain your plan to develop areas needing improvement over the next five years. 4. Self-assess your work using the Scoring Guide. Reorganize your portfolio if necessary. 5. Submit your portfolio to your instructor for feedback. 6. Revise your portfolio as needed. Keep your Career Development Portfolio so you can add documents over the next few years. 17