INDEPENDENT RESEARCH HANDBOOK TABLE OF CONTENTS
Introduction 2 Indicators and Assessments 3 Benefits of an Internship 6 Guidelines for Differentiating Internship Experience 7 Application 10 Credit Check 11 Teacher Recommendation Form 12 Agreements 13 Workplace Safety Letter 16 Telecommunications/Sexual Harassment Acknowledgements 18 Student Assessment Learning Plan 19 Developing a Portfolio 21 Weekly Logs 24 Career Research Topics 26 Research Seminar 30 Sample Resume 35 Sample Cover Letter 38 Sexual Harassment Lesson Plan 42 Research Site Evaluation 45 Research Placement Site Information 46
Internships in Liberal Arts, Completer, And Magnet Programs An internship is a carefully monitored interactive experience in a workplace setting. Students identify a learning focus and reflect actively on that learning throughout the experience. Experiential learning through an internship provides a dynamic, structured partnership that focuses on students utilizing academic skills in a real-world setting. Internships vary in the number of credits earned as well as in the type of experience. The internship may be a part of a magnet program, serve as a capstone for a career completer program, or be an accredited course linked to liberal arts course work. The rigor expected of students in this program is demonstrated through the development of a portfolio, a research project, or both. Credits may be earned at the honors or gifted and talented level.
Content
Career development Workplace readiness skills (general and specific skills) Portfolio development Academic development Writing, reading, math, science, and business Communication skills Interpersonal development Decision making Personal responsibility Skill development Application of career-specific career setting Portfolio/research project development Documentation of the experience Skill level achievement Reflection as assessment
Skills
Read – to inform Write – to express self, to communicate, to obtain goals Compute – to analyze data Interpret – to understand points of view Analyze – to make recommendations Use a variety of resources – to increase knowledge and develop a point of view Problem solve – to increase flexibility in thinking Communicate – to enhance the range of skills, to evaluate and assess Evaluate – to make decisions, to set goals Research – to develop ideas and plans Use technology – to solve problems, analyze data, communicate Internship Programs
Indicators
Students will:
Apply academic and technical knowledge and skills accurately to be a productive worker. (LG 1, 2, 5)
Demonstrate the interpersonal skills necessary to be an effective team member. (LG 1, 5) Utilize problem-solving techniques and decision-making techniques to effectively resolve issues in the workplace. (LG 2, 3, 5)
Demonstrate mastery of competencies in specific occupations to be a responsible worker. (LG 1, 2 Adhere to and apply safety, health, and environmental practices at work to be a responsible worker. (LG 2, 5)
Apply goal-setting strategies to improve career development skills. (LG 1, 2)
Describe the connections among educational achievement and lifelong learning in order evaluate career options across career pathways. (LG 1, 2)
Demonstrate the ability to adapt to change in technology at the workplace to be a productive worker. (LG 2, 4)
Employ ethical standards and effective communication skills necessary to maintain employment and to advance within a chosen career field. (LG 1, 2, 3, 5)
Update and prepare portfolios for presentation in order to showcase academic and technical skills for employment (LG 1,3,4) Performance Assessments
Learning Plan Internship Competencies Assessment Portfolio
In the portfolio, students will demonstrate achievement of the following goals:
Academic development: Students apply knowledge learned in the classroom to the workplace setting. Skill development: Students apply skills required in the workplace and career field. Career development: Students enhance personal knowledge of the qualifications and responsibilities of a career field and the processes for accessing that career field. Personal development: Students strengthen decision-making and critical-thinking skills, personal responsibility, confidence, and self-esteem. Technology utilization: Students use technology as it applies to the industry.
At the beginning of the semester, seminar days should be devoted to help interns understand the purpose and expectations for the portfolio. Students are then responsible for developing the portfolio during the internship period. Formative assessment of the portfolio should occur at the end of each quarter using the rubric listed in the resources. The final portfolio is part of the summative assessment for the course.
Seminars and Related Assignments
Seminar days should be held during the first days of the semester in order to set goals, establish the structure of the experience, clarify expectations, and alert students to safety and health issues. Seminar days should be held at least two times per month. During these discussion sessions, students should be offered ways to prepare for and reflect upon career topics and issues. Documents generated, articles, and discussion notes should be organized and placed in the portfolio section as indicated in the seminar day section of the portfolio. Career Research Topics are provided in the guide to incorporate into seminar discussion, weekly writings and research projects and papers in order to incorporate a broader synthesis of student ideas and learning.
Weekly logs
Weekly logs contain a description of the activities completed by the student and provide students with a means for reflecting on the basic routine of the work-based experience. This encourages depth of thinking. Each log must be typed, be dated (“week of”) and should be a minimum of 15 sentences. More specifically, the log should contain two parts: (1) the who, what, and where information similar to that often found in the lead paragraph of a news story, and (2) reflections on that information. Simply, “What did you do?” and “What did you learn from your experience?”.
Internship Project (Required for Gifted and Talented Credit)
The purpose of the project is to provide a performance assessment vehicle for the internship experience that demonstrates the synthesis of the work-based learning experience with school-based learning. The project design and execution is the responsibility of the student. The student will rely on the mentor and the sponsoring organization as primary resources. The coordinator's role is to facilitate project completion by providing school resources and evaluating the end product.
Early in the internship, the mentor and student investigate career interests and resources available to narrow the scope of possible ideas. The topic of the project and its format should be decided during the first grading period. The project is a rich opportunity for interns to express what they have learned. Most projects will be some type of product. An awareness of multiple intelligence theory may help identify projects that capitalize on students' strengths. The Performance Assessment Characteristic list from the Baltimore County Public Schools Office of Assessment should be helpful in deciding on the topic and format of the project.
The Project Assessment Rubric is the recommended scoring tool for the project. Students will benefit from reviewing the rubric with the coordinator so expectations are clear. Projects are often completed in stages. The relative weight of each rubric element should be determined by the coordinator in consultation with the intern to match each individual project. Due dates for each of these stages will help students manage their time. This structure will allow time for revisions. Mentors and their colleagues may be used to critique student projects and offer suggestions. A detailed planning guide for a research investigation is provided as a model.
Credit
The number of credits earned is based upon the class periods spent at the approved Work- based learning site. Work experience students will earn graduation credits depending on the program, the number of hours worked, the specific performance indicators, and the evaluation of the learning plan. Supervision
All high school students leaving school to participate in a BCPS-credit work experience program (work-study, internship, capstone, or apprenticeship) must be directed by a trained work-based learning coordinator. The coordinator is responsible for insuring that all required agreement and safety forms are completed, students are visited on the job site regularly, and that students are evaluated using an individualized learning plan. Work- based learning coordination should be done in accordance with: http://www.marylandpublicschools.org/MSDE/divisions/certification/certification_branc h/certification_inf/areas/docs/teacher/work_based_learn_coor
Student Responsibilities
The students will: focus attention on the learning plan. develop academic, occupational, and employability skills. adapt to the learning site. adhere to the Student-Parent-School Agreement. establish and maintain a portfolio. maintain a journal/log of the internship experience. complete an internship project. Benefits of an Internship Students/Parents
The Internship program provides: an opportunity to learn from a rigorous, structured exposure to the workplace. an opportunity to learn the various aspects of an industry or career. a school-based coordinator to reinforce and develop both general and specific employability skills and attitudes. a written learning plan to assist the student in obtaining the greatest benefit from the workplace experience. a competitive edge in obtaining marketable career skills and experience. a sampling of a career without the pressures and commitments of full-time employment. a structured and directed exploration of the world of work. an opportunity to develop a network of people who can be helpful in future job searches. Business Mentor/ Sponsoring Organization
The Internship Program provides the mentor and sponsoring organization an opportunity to: project a positive image and commitment of the organization to the community. improve the quality of future workers. gain greater access to an expanded pool of qualified workers. improve morale and management skills of employees. direct student development to meet industry needs. evaluate potential employees in work settings. profit from current generational skill sets and new ideas. improve the quality of life in the local community. School
The school may benefit from: increased college placement and employment of graduates. improved student achievement. additional opportunities for effective business partnerships. additional opportunities to implement diversity education. integration of academic instruction with actual work and life experience. improved attendance and reduced dropout rate.
Guidelines for Differentiating Internship Experiences
Internships may be offered through a variety of courses as listed in the most recent Baltimore County Master Course File. The internship experience can be an independent course, embedded within a course, or serve as a culminating activity in a career completer program. Internship experiences can also be part of a Career and Technology Education program, such as the Child Care Services program. The internship experience can also be part of a Magnet program. Baltimore County High Schools offer different Work-based Learning opportunities. The internship experiences are offered for honors or gifted and talented (GT) credit. Honors or GT Education Credit
This internship experience focuses on identification of issues in professional careers. It engages students in a guided field investigation that requires the use of a highly specialized body of knowledge. This internship can serve as a bridge to higher education or specialized training.
Honors Education Credit
Credit awarded at the honors level requires that the students: focus on identification of issues and searches to resolve them. identify and uses two or more resources. collect and apply data appropriately. organize and present findings of internship experiences along with recommendations for future involvement of other students. maintain a journal that demonstrates insight, perception, and reflection that includes conclusions and implications. implement the guidelines as assessed by persons knowledgeable in the area in a manner that demonstrates a knowledge of the methods and materials used by professionals in the field of study. demonstrates creative problem-solving skills. make a positive impact on others. demonstrate work-readiness skills. GT Education Credit
Credit awarded at the GT level requires that the students: focus the internship on the manageable, action-oriented investigation of an issue, topic, or question. identify the data needed to investigate the issue, topic, or question upon which the internship is focused. identify the multiple and various primary and secondary data sources. determine an appropriate process for collecting data. collect specific data from multiple, relevant sources. use appropriate statistics to analyze data qualitatively and quantitatively for discernible patterns, trends. organize and present findings of the investigation together with recommendations for students’ future involvement in this type of internship. create a product valued by persons knowledgeable in the area of the student’s investigation that: uses multiple types and levels of resources. incorporates the elements of creativity. uses methods and materials used by professionals in the field of investigation. apply the creative problem-solving process. make a positive impact on others. demonstrate work-readiness skills.
Forms and Procedures
The following forms and risk management procedures must be implemented with all students prior to the beginning of an internship:
Student-Parent-School Agreement Work Permit Adhere to guidelines set forth by the Maryland Department of Labor, Licensing and Regulation. (http://www.dllr.state.md.us/license/) Internship Agreement Workplace Learning Safety Form Safety instruction MUST be completed on site by the mentor BEFORE a student begins to work. The coordinator MUST inspect the site for safety before a student may begin work. Learning Plan Emergency Contact Information Provide mentor with the following phone numbers: parent(s), coordinator, and BCPS 24- hour Security number: 410-887-6488. Be sure students have numbers for coordinator and BCPS security numbers. Transportation Total responsibility of student. Coordinators should NEVER advise students to ride with another person or get involved in transportation arrangements in any way. The only exception is when a BCPS bus is being used. Letter to Employer and Evidence of Self-Insurance for students in unpaid work experiences Parents may also request copies of these forms. Student Learner Agreement for Exemption under Hazardous Occupations Orders for students under age 18 working in occupation identified by the Federal Department of Labor as being hazardous. Students MUST receive instruction on the following topics prior to employment or when class begins: Confidentiality at the worksite Student Behavior Handbook Sexual Harassment Policy
O Baltimore County Public Schools Independent Research Application ffice Use Only: Application: _____ Resume: _____ Teacher Recs:_____ Credit Check: ____ Transcript: _____ Essays: _____ GPA: Rank:
Date: ______Guidance Counselor: ______Present Grade: ______
Personal Information: Name: ______Last First M.I. Date of Birth: ______Age: _____ Address: ______City: ______State: ______Zip: ______Home Phone No.: ______Student Cell Phone: ______Parent E-mail: ______Student E-mail: ______Parent(s)/Guardian(s) Father/Male Guardian: ______Employer: ______First Last Work/Cell Phone: ______Mother/Female Guardian: ______Employer: ______First Last Work/Cell Phone: ______With whom do you live? ______Employment Data: What, if any, school activities do you plan to participate in next year? ______What are your career goals? ______How do you plan to get to your job site? ______List specific occupation(s) in which you would like to receive experience: ______Do you have a prospective mentor? ______Company: ______Supervisor: ______Job Title: ______Phone #: ______
Work Experience: (List present employer or most recent employer first. Include volunteer work.) Dates of Employment Company/Location Type of Work Reasons for Leaving
Please sign below to signify the student’s request and the parent’s/guardian’s approval to apply for the Work Experience program. ______Student Signature Date Parent/Guardian Signature Date The Board of Education of Baltimore County does not discriminate on the basis of race, color, gender, religion, age, sexual orientation, national or ethnic origin, disability, veteran status, or any other characteristic in its educational programs, services, or employment as provided in Title IX, of the Education Amendments of 1972, the Rehabilitation Act of 1973 (Section 504) and its implementing regulation at 34 C. F. R. and Titles VI and VII, of the Civil Rights Acts of 1964 and 1991.
Credit Checklist (For Coordinator Use Only-Students DO NOT COMPLETE)
Student Name ______Career Goal ______Post Graduation Plan: Work___ 2yr col.___ 4yr col.___ other ___ Completer Program______Graduation Date: June, 20___ Specific Requirements: 4----English 9____ 10____ 11____ 12____ 3 ½----Social Studies 9____ 10____ 11____ 12____ 3----Math Algebra 1____ Algebra 2____ Geom____ Other____ 3----Science Biology____ 2nd Sci____ 3rd Sci____ 1----Phys. Ed ____ ½----Health ____ 1----Fine Arts Art____ OR Music____ OR Theatre_____ 1----Tech Ed ____ Completer Program: ____ 4 Year College Completer: 2-Language ______+ 2 Electives ______Career Completer: Intro to CRD ____ Advanced CRD ____ Work Experience ____ + ______Other: Determine necessary coursework
The Board of Education of Baltimore County does not discriminate on the basis of race, color, gender, religion, age, sexual orientation, national or ethnic origin, disability, veteran status, or any other characteristic in its educational programs, services, or employment as provided in Title IX, of the Education Amendments of 1972, the Rehabilitation Act of 1973 (Section 504) and its implementing regulation at 34 C. F. R. and Titles VI and VII, of the Civil Rights Acts of 1964 and 1991. Independent Research Course Teacher Recommendation Form
Student: ______Grade Level: ______Teacher: ______Subject: ______
The following checklist is provided for teachers who know the student well enough to give an accurate assessment. Please complete and place in Research Coordinator’s mailbox.
Below Average Above Excellent N/A Average Average
Initiative/Motivation
Ability to complete assigned tasks
Self-confidence
Leadership/Influence
Responsibility
Honesty
Emotional Maturity
Reaction to Setbacks
Respect by Faculty
Respect by Peers
Intellectual Curiosity
Teacher Comments: Please comment on the above student’s ratings. Explanation for the significance of any rating is helpful in evaluating a candidate. ______
______
______I recommend the above-mentioned student for the Internship Program.
______I do not recommend the above-mentioned student for the Internship Program.
______Teacher Signature Date Baltimore County Public Schools Independent Research Course Student-Parent-School Agreement
I, the undersigned, understand that this Independent Research Course is designed to give the student experience in the world of work and agree that participation in this Independent Research Course subject to the following:
1. School Attendance: The student agrees to notify the employer and the coordinator the morning of the day s/he is unable to attend school. If the student has not attended school in the morning, s/he is not allowed to attend the work site that day unless prior permission from the coordinator is given. Any student missing more than 20% of the quarter will fail. Furthermore, absences which are excessive but do not exceed the 20% noted above will result in lowered grades.
2. Researching Hours: Once the student begins the research project, the hours agreed upon by the mentor, student, and coordinator must be maintained. The student will not report to work if the worksite is closed during a school day. The student is expected to work at least ten (10) hours a week. Most of the work hours should be scheduled during the school day. Exceptions must be approved by the coordinator.
3. Research Site:The site must be approved by the coordinator. The student may not begin work until all required documentation is validated.
4. Work Permit: Any student under 18 must have a validated work permit before reporting for work in accordance with the Maryland Division of Labor and Industry regulations and the Employment of Minors Law.
5. Transportation: Parents or guardians assume responsibility for the transportation and safety of their child to and from the work site.
6. Proper Dress and Business Behavior: The student represents the mentor and the school. From the first day of employment, the student's dress must conform to the dress policy of the employer. The student agrees to adhere to and maintain a businesslike attitude toward all policies and regulations, including security and safety, of both the work site and the school. The student agrees to adhere to all the policies of the STUDENT HANDBOOK and understands that these school policies also apply to the work site.
7. Supervision: Parents/Guardians are responsible for their child at all times. Parents/Guardians agree to aid the coordinator to improve the in-school and out-of-school activities of their child. Parents/Guardians and students must keep the coordinator fully informed of situations, which may affect students' class work or work at the work sites.
8. Learning Logs, Learning Plans and Portfolio: The student will be required to complete two journals each month. It will be the responsibility of the student to present these journals to the teacher on the established due dates. The student will be assessed by use of an individual learning plan, which outlines the performance indicators for a specific site. The student will be required to maintain a professional portfolio.
10. Credit: The student will earn course credit based upon attainment of the specific performance indicators of a given course. The student must work a minimum of 10 hours a week as determined by the coordinator and the work site, but the maximum number cannot interfere with school responsibilities. The hourly working schedule must adhere to guidelines permitted by the school and the coordinator in conjunction with the Division of Labor and Industry.
11. Ethics: The student is reminded that confidential business matters should not be discussed outside of the research site. Dishonesty at a worksite or in school will not be tolerated under any circumstances. Each case will be handled individually by the coordinator, school administrator, and the student involved. Dishonesty will lead to expulsion from the program.
12. Behavior: The student agrees to follow school rules and procedures. Completion of assigned work is expected. Failure to comply may result in removal from the program. Students must leave the school building immediately following the dismissal from their last class unless under teacher supervision.
13. Student Activities: The student agrees to participate in all program activities.
14. Grade Release Permission: Employers may request to review the student’s high school transcript. Permission is granted for the release of a high school transcript to the employer. ______(Parent/Guardian Initials)
15. Photo Release: Student photos may be taken to be used for ID cards and for department publicity, including, but not limited to, bulletin boards, recruiting presentations, and end-of-year presentation showcasing student work experiences. All photos will be used in accordance with BCPS policy. I give permission for my student to be photographed. ______(Parent/Guardian Initials)
I, the undersigned, understand the above responsibilities and that the breach of one or more of the Agreement provisions may result in the removal of the student from the Work Based Learning Program, loss of credit for the Program, and possible failure to graduate due to insufficient credits. I understand and agree to follow the above policies in a manner which will reflect my integrity as well as that of the Program.
______(Parent/Guardian) (Date) (Student) (Date)
______(Coordinator) (Date)
The Board of Education of Baltimore County does not discriminate on the basis of race, color, gender, religion, age, sexual orientation, national or ethnic origin, disability, veteran status, or any other characteristic in its educational programs, services, or employment as provided in Title IX, of the Education Amendments of 1972, the Rehabilitation Act of 1973 (Section 504) and its implementing regulation at 34 C. F. R. and Titles VI and VII, of the Civil Rights Acts of 1964 and 1991. Baltimore County Public Schools Independent Research Course Agreement
______(Name of Student) (Work Site Position) Worksite:______Address:______Phone Number:______Mentor:______Work Dates:______to ______Student Emergency Phone Number: ______Contact Person: ______BCPS 24 Hour Security Phone Number: 410-887-6488 Coordinator Phone Number: ______Baltimore County Public Schools and the sponsoring organization do not discriminate in admissions, access, treatment, or employment in their programs and activities on the basis of race, color, gender, age, national origin, religion, or disabilities, and do comply with Titles VI, VII, IX and Section 504 of the Civil Rights Regulations. Agreements
The school agrees to 1. make a reasonable effort to determine the appropriateness and safety of the site. 2. provide preparatory activities for the experience. 3. provide appropriate monitoring, assessment, and follow-up activities. ______(Coordinator Signature) (Date) The mentor agrees to 1. provide the student with safety instructions and orientation prior to the work experience. 2. provide a mentor/supervisor who will assume responsibility for the student's experience. 3. provide a structured learning experience for the student. 4. provide feedback to the school. 5. comply with applicable federal, state, and local requirements including Title IX and sexual harassment. ______(Mentor Signature) (Date)
The student and parent agree to 1. abide by the agreed schedule and activities. 2. adhere to a business-like attitude toward all of the organization's policies and regulations, including security, safety, and sexual harassment. 3. notify the employer as early as possible if unable to work on a particular day. 4. handle proprietary and confidential information discreetly. 5. complete all projects, assignments, and assessment activities in a timely manner. 6. arrange transportation to and from the work site. 7. provide a two-week termination notice with the consent of the work experience coordinator. 8. adhere to all policies of the STUDENT BEHAVIOR HANDBOOK and understand that these school policies also apply to the work experience site. 9. recognize that even though the school system strives to warrant that the site is appropriate and safe, every worksite has inherent dangers and hazards that could cause injury. ______(Student Signature) (Date)
I understand that my son/daughter will participate in this work experience as specified above and give my consent for his/her participation.
______(Parent Signature) (Date) BALTIMORE COUNTY PUBLIC SCHOOLS Joe A. Hairston, Superintendent 6901 Charles Street Towson, Maryland 21204-3711
TO: Employer
FROM: Baltimore County Public Schools
RE: Workplace Learning Safety
Prior to participating in any workplace learning activity, students must receive appropriate safety instruction. In order to assist you with this process, we ask that you complete, sign, date, and review with the student the safety instruction guide on the other side of this page. You may also wish to supplement this with safety information that is relevant to your industry. This not only helps protect you and students, but also provides an additional opportunity to teach students about the importance of being a safe employee.
We appreciate your time and commitment to our students and their safety.
Baltimore County Public Schools Independent Research Learning Safety
This section is to be completed by the student. Date: ______Student Name:______Name of School: ______Job Site Information: Name of Work-based Learning Site ______Address______City/State/Zip Code ______
This section is to be completed by the mentor. Work environment/safety information: Number of employees______Number of BCPS students at this site______Describe your business’ products and customers.
List any machinery, equipment, or processes a student may use in the course of these duties and any personal protection needed (safety glasses, gloves, etc.):
List any medical and first aid facilities or procedures:
Check the following that apply to your business’ fire protection. ___ Fire extinguishers ___Automatic sprinklers ___Other (list) ___ Hoses/standpipe ___Fire alarms
______Employer/Authorized Signature Title Date
______Student Signature Date Coordinator Signature Date
The Board of Education of Baltimore County does not discriminate on the basis of race, color, gender, religion, age, sexual orientation, national or ethnic origin, disability, veteran status, or any other characteristic in its educational programs, services, or employment as provided in Title IX, of the Education Amendments of 1972, the Rehabilitation Act of 1973 (Section 504) and its implementing regulation at 34 C.F.R. and Titles VI and VII, of the Civil Rights Acts of 1964 and 1991. Independent Research Learning Program Student Name: ______Professional Use of Technology As personal technology becomes more prevalent in the workplace, students need to be aware of the following guidelines for use of technology in the workplace.
Students will:
Adhere to the rules and regulations set forth by the employer. Avoid cell phone use at the workplace. Refrain from discussing the workplace and co-workers on social networking sites. Never post inappropriate photos, links, videos, status updates, tweets, texts, captions, etc. anywhere. Refrain from sending personal emails at work (whether using a personal or professional email account). Refrain from using an inappropriate email address. Use a work-appropriate voicemail greeting. Refrain from using iPods/MP3 players, Bluetooth, etc. at work.
**All BCPS Telecommunications Policies apply at the worksite**
I agree to adhere to the above technology policies. ______(signature of student) Sexual Harassment Lesson Plan Acknowledgement I acknowledge that I have participated in the Sexual Harassment Lesson Plan. I feel confident in my ability to identify and address any issues that might occur regarding sexual harassment in the workplace.
______(signature of student) (date)
Baltimore County Public Schools Student Assessment and Learning Plan Student: Contact: Worksite: Phone: Assessment Key 5 = Always 4 = Frequently 3 = Sometimes 2 = Seldom 1 = Never 0 = Does Not Apply
Directions: Place the appropriate number in the box for the current assessment session.
Quarterly Competency Descriptors Assessment 1st 2nd 3rd 4th
1st 2nd 3rd 4th 1st 2nd 3rd 4th Number of no shows ______Attendance Number of call outs ______Number of days late ______
Follows written/oral directions Uses appropriate vocabulary/grammar Communications Uses acceptable body language Skills Asks questions/seeks clarification Expresses opinions/ideas with tact and accuracy
Accepts constructive suggestions in a positive manner Displays appropriate conduct, remaining respectful and patient Interpersonal Skills Works well independently and as a team member Works well in a diverse group
Initiative Initiates tasks; takes the lead
Demonstrates proficiency in use of relevant technology Makes appropriate use of career-specific technology Technology Adjusts to technological change willingly Identifies operations and issues with technology
Recognizes problems that need to be resolved Implements the decision-making process effectively Problem-Solving Generates creative means to solve problems Makes decisions based on ethics and values
Demonstrates relevant academic knowledge and skills Academic and Uses career-specific vocabulary appropriately Technical Knowledge
Safety Employs safety, health, and environmental policies and procedures Operates equipment safely and responsibly Adheres to health, safety, environmental, and sexual harassment policies and procedures
Conforms to work culture Appearance and Dress Meets safety and health standards
Completes expected quantity of work Work Performance Performs tasks timely, accurately and thoroughly
Assessment Key 5 = Always 4 = Frequently 3 = Sometimes 2 = Seldom 1 = Never Baltimore County Public Schools Work Based Learning Specific Competencies Assessment
1st 2nd 3rd 4th
Quarterly Assessments:
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10. Comments and Signatures Student is informed of grade after completion of evaluation form.
Mentor Comments for First Assessment Session______Mentor Signature: ______Student Contact:______Date: ______Date: ______
Mentor Comments for Second Assessment Session:______
Mentor Signature: ______Student Contact:______Date: ______Date: ______
Mentor Comments for Third Assessment Session:______
Mentor Signature: ______Student Contact:______Date: ______Date: ______
Mentor Comments for Fourth Assessment Session:______
Mentor Signature: ______Student Contact:______Date: ______Date: ______The Board of Education of Baltimore County does not discriminate on the basis of race, color, gender, religion, age, sexual orientation, national or ethnic origin, disability, veteran status, or any other characteristic in its educational programs, services, or employment as provided in Title IX, of the Education Amendments of 1972, the Rehabilitation Act of 1973 (Section 504) and its implementing regulation at 34 C.F.R. and Titles VI and VII, of the Civil Rights Acts of 1964 and 1991.
Developing a Research Portfolio
The portfolio has been designed to take into consideration the diverse types of internships that exist in the Baltimore County Public Schools. The portfolio is a requirement for all work-based learning programs; however, the program under which the internship falls will dictate the specific contents in each section. The portfolio is designed to assess the intern’s progress at the end of each quarter as well as provide for the student to demonstrate overall achievement as a final assessment. The portfolio offers an opportunity for the student to present his/her experience and depth of learning to college interviewers and to potential employers.
Contents should include the following sections:
I. Internship Overview The Internship Overview section is a collection of all information and documentation pertaining to the internship experience. A. Internship requirements B. Internship agreement C. Learning plan D. Learning goals E. Indicators II. Seminars The Seminars section provides the students with a forum for questions and a time to share and reflect verbally and in writing on their internship experience. The seminar assists students in preparing for future situations, expanding workplace and career knowledge, improving communication skills, developing critical thinking, and gaining appropriate workplace skills. This section must be arranged in chronological order.
III. Research The Research section is the central component of the portfolio. It provides evidence that the student is achieving the goals established for an internship. Weekly logs Description of activities completed weekly by intern. (Refer to the description of the Weekly Log on page ___ of this handbook.) B. Research assignments/project(s) To be determined by the program or type of internship. C. Evaluations and observations All written feedback from the mentor, coordinator, and other participants.
IV. Career Specific TheCareer Specific section of the portfolio includes a collection of industry specific language, writing and research produced by the student during his/her internship. A. Vocabulary and language specific to career field B. Description for transcript This is a typed summary description of internship and activities/skills performed. This will be attached to your transcript for colleges and employers. (200 word maximum) C. Resume D. Thank you letters
V. Artifacts Section The Artifacts section includes materials and assignments that relate to the specific internship not detailed for inclusion elsewhere. This includes a compilation of artwork samples, certificates, awards, photographs, letters of commendation and/or letters of recommendation, videos, etc.
The organization and content of individual CTE areas will vary according to the student’s specific internship experience.
Research Portfolio Rubric Name: Date: Professional Proficient Basic Unacceptable Content Score 4 3 2 1/0 missing
Seminars All present, One missing, Two missing, Three or thorough adequate notes some class more notes w/links w/ some notes missing, no to the reflection class notes experience
Weekly Logs All present, One missing, Two missing, Three or many adequate some more connections reflection w/ reflection/ missing, no made/learning demonstration connections connections/ extensive of learning evident reflections
Reflection All present, One missing, Two missing, Three or Journals many adequate some more connections reflection w/ reflection/ missing, no made/learning demonstration connections connections/ extensive of learning evident reflections
Assignments/ All present, One missing, Two missing, Three or Projects significant consistent some growth more growth in two growth evident missing, no or more areas evident growth evident
Evaluations All present One missing Two missing Three or more missing
Career All present, One missing, Two missing, Three or Specific many adequate some more Items connections reflection w/ reflection/ missing, no made/learning demonstration connections connections/ Professional Proficient Basic Unacceptable Content Score 4 3 2 1/0 missing
extensive of learning evident reflections
Scrapbook All present, One missing, Two missing, Three or extensive several items some items more scrapbook collected and collected missing, few section that organized items demonstrates collected, no creativity and organization organization
Organization All items in All items are Portfolio is Portfolio correct in the correct fairly well shows some section. items section, items organized, attempt at are easily are found items are organization, found fairly easily somewhat items are difficult to difficult to find find
Appearance All items Items typed, Typed or Appearance typed, neat, neat and clean neatly unacceptable clean, and written- attractive acceptable appearance with room for improvement
Mechanics There are no There are few Errors in Errors in errors in errors in spelling, spelling, spelling, spelling, punctuation, punctuation, punctuation & punctuation, or grammar or grammar grammar & grammar are evident are numerous Portfolio Total: /40 Comments: WEEKLY LOGS
A weekly log should contain a description of the activities completed by the student. Providing students with a means for reflecting on the basic routine of the work-based experience encourages depth of thinking. Each log must be typed, be dated (“week of”) and should be a minimum of 15 sentences. More specifically, the log should contain two parts: (1) the who, what, and where information similar to that often found in the lead paragraph of a news story, and (2) reflections on that information.
Additional topics and ideas include:
Describe an activity you observed or experienced this past week including the role you played. Describe knowledge and/or a skill developed which has contributed to your growth. Consider the following: How to use technology How to improve interpersonal relations How to improve intrapersonal skills Vocabulary expansion Specific career knowledge / skills Problem solving, critical and creative thinking skills Choose one of the following to react to: An emotional reaction you had with an explanation. A conflict and how it was resolved/your feelings about its resolution. A conflict that was not resolved; explain why and offer solutions. Questions/concerns you have and want answered. For those days when writing is difficult, here are some questions to consider: What was the best thing that happened and how did this make you feel? What thing(s) did you like least about your site? Why? What compliments/criticisms did you receive today and how did they make you feel? How have you changed or grown since you began your work at this site? What have you learned about yourself and the people you work with? How does working at this site make you feel? Happy? Proud? Bored? Why do you feel this way? Has this experience made you think about possible careers in this field? What kind of new skills have you learned since beginning to work at this site? How might they help you? What are some of the advantages/disadvantages at working in this occupation? If you were in charge of the site, what changes would you make? Rubric for Weekly Logs
Grading Criteria for Weekly Logs Name: Date:
CRITERIA 4 3 2 1/0 missing SCORE
Activities & Explicit Several Few Listed experiences details details details
New Thoroughly Discussed Discussed Listed knowledge discussed & and & skills explained explained
Reaction Thoroughly Briefly Adequately Minimally statement addressed addressed addressed addressed
Vocabulary Professional Professional Appropriate Not & industry- appropriate specific
Self- Elaborates Provides Provides Provides no reflection with details details w/no few details details elaboration TOTAL /20 Comments:
Grading Criteria for Weekly Logs Name: Date:
CRITERIA 4 3 2 1/0 missing SCORE
Activities & Explicit Several Few Listed experiences details details details
New Thoroughly Discussed Discussed Listed knowledge discussed & and & skills explained explained
Reaction Thoroughly Briefly Adequately Minimally statement addressed addressed addressed addressed
Vocabulary Professional Professional Appropriate Not & industry- appropriate specific
Self- Elaborates Provides Provides Provides no reflection with details details w/no few details details elaboration TOTAL /20
Comments:
Career Research Topics The purpose of this activity is to provide a broader synthesis of student ideas and learning. Topics may be explored in seminar, in weekly logs and/or as foundation for a research paper or project.
1. Working conditions A. Describe and react to the services available at your site. Describe and react to the procedures used and/or required (i.e. sign-in, administrative duties, schedules, extra duties, overtime, etc.) Describe the working environment at your site—is it a large or small office, fast or slow pace, deadline-driven or service oriented, over or under staffed, high or low turn-over rate —this should be written in paragraph format (no more than 1 typed page)
2. Company literature A. Attach copies of literature produced by the company (brochures, pamphlets, sales materials, website information, etc.) in your portfolio—this is simply getting the information and presenting it neatly in your portfolio. B. React to the literature—write a few paragraphs (no more than 1 typed page) about all of the information you gathered. What are the strengths/weaknesses of the material? What image do the materials present to someone unfamiliar with the company? What questions are still left unanswered? How easily understood are the materials? Etc.
3. Organizational profile A. Provide an organizational chart of the company—this should be formal—you need to get an actual organizational chart or create your own. B. Pinpoint your mentor’s position and give a job description—obtain a real job description for your mentor’s position or write one based upon information gathered from your mentor.
4. Company policies Investigate the overall policies of the company—do they have a manual for new employees (if so, get a copy; if not, get copies of written rules/policies). Find out about issues such as vacation/sick time, inclement weather, sexual harassment, dress code, etc. React to the information and policies—write a few paragraphs (no more than 1 typed page) about all of the information you gathered. Are the policies fair or unfair? Are the policies clearly written and easily understood? What questions are still left unanswered? What happens if you violate any of the policies? Etc.
5. Health, safety, and environmental issues A. Locate copies of the health and safety policies of your company—fire drill procedures, evacuation policy, health regulations for your company (OSHA and MOSHA) B. React to the information—write a few paragraphs (no more than 1 typed page) about all of the materials you gathered. What are the strengths/weaknesses of the materials? How available was the material? How strongly are policies adhered to? What questions are still left unanswered? How easily understood are the materials? Etc.
6. Teamwork skills A. List situations where teamwork is required on the job—you may list them, provide brief scenarios, include pictures, etc. B. Give evidence of problems/situations that required teamwork on the job. Write a few paragraphs (no more than 1 typed page) about a specific example. What was the problem? How was it solved? How could it have been resolved in a better way? What was learned and can be applied to a future problem/situation? Etc.
7. Characteristics of a successful worker A. List and describe characteristics of a successful worker in this field—this may be in list format with explanations as needed. B. Evaluate yourself according to these characteristics (write a few paragraphs—no more than 1 typed page) assessing your strengths and weaknesses according to your list. What do you need to do to improve your abilities in the field?
8. Supervisor/employer techniques A. Describe techniques used by your supervisor to motivate workers. B. Recall a time when you were influenced by a role model in a positive. Reflect on why this motivated you to achieve.
9. Public relations (external) A. Describe the image the company wants to project and estimate the impact the company has on the community. (Provide samples to support your description) B. Hypothesize concerning the damage to the company if this image might be tarnished. What impact would a damaged reputation have on the employees, the community and/or possibly, the world (global).
10. Public relations (internal) A. Describe your personal role in public relations. B. Give evidence of how public relations at the site influences the image the company wants to project.
11. Career perceptions A. Investigate public perceptions of this profession or career. Newspaper or Internet articles, surveys, and other sources should be used to document perceptions. B. Describe what factors contribute to this perception and your reaction(s). 12. Journals, publications, literature A. List available literature in your specific field (journals, flyers, bulletins). B. Select one article. Read and react to the contents/intent of the article.
13. Personal evaluations A. Describe how employees are evaluated, how often, and by whom. B. Give the procedure for filing a grievance.
14. * Mentor interview A. Describe changes your mentor has seen in this field over the past five years. B. Describe how your mentor keeps current in the field. Include who pays for the training and whether it is provided on company time or the individual’s personal time.
15. General competencies A. Choose one of the general competencies on the Work-based Learning Competencies Assessment (i.e. intrapersonal skills, communication, etc.). Explain how and why this characteristic is important at your particular site. B. Describe your own strengths and weaknesses in this competency.
16. * Evaluation of program A. Describe and detail the most positive aspect(s) of the internship experience. B. Describe and detail the most negative aspect(s) of the internship. C. In conclusion, describe how this experience has contributed to your growth in this career area and how it might impact your future employability.
17. Work requirements A. List the special requirements dictated by the employer and required for this career (i.e. background checks, drug testing, physical, rules). B. Discuss your beliefs/feelings about these requirements.
18. * Influence of culture/ ethnicity/ gender on attitudes A. Describe the attitudes, beliefs, values, and ethnic group membership that make up your cultural identity. B. Reflect on how the above will impact your work with professionals/ coworkers/ clients/customers of various cultures. C. Based on these reflections, establish a goal that will enhance your future dealings with diversity.
19. Gaining employment A. Describe the process for becoming employed in this company. B. See the Human Resources Department (if available) to discover what employee benefits are offered or made available. If not, discuss this with your mentor or other person who could provide information.
20. Specific career article A. Locate article(s) in the newspaper or on-line that has an impact on your selected field. Attach samples. B. React to the article.
21. Specific classified publications- Jobs available in your career cluster A. Compile a list classified publications for your chosen field (formerly “want ads”) B. Choose one ad and develop a cover letter expressing interest for that position. Then adjust your resume to match the cover letter.
22. Journal article Choose an article from a specific career publication, author, or credentials. Discuss four major points in the article. B. Discuss the impact the information had on your thinking or perception about the topic or issue.
23. Interviews A. Choose a person at internship site other than your mentor. Interview him/her to discover the following information: (1) What are your job responsibilities? (2) What training was required? (3) What training has the company provided? (4) Where do you see yourself in five years? (5) Other items of interest you discover through the interview. After hearing about this position, would you consider this as a future career? Why or why not?
24. Worker Skills List transferrable skills that you have learned in the internship that will help you in any career you may choose in the future. B. List additional skills/education you feel you will need in the future. Research Seminar The research seminar is an opportunity to connect the Essential Curriculum to life applications. The seminar provides the students with a forum for questions and a time to share and reflect on their research experience. Additionally, the seminar helps students prepare for future situations. It is used to increase learning, improve communication skills, develop critical thinking, and gain appropriate workplace skills. The research coordinator should adapt the seminar to student and employer needs.
The seminar creates an additional structure for students as it provides the forum for presentations and discussions. It supports the integration of life and job skills through an active learning process. The workplace becomes the school of active learning, and the coordinator guides students during this experience.
Seminar Topics The following topics should be addressed in the suggested order. The Learning Plan The Learning Plan is an interactive assessment tool used to identify, develop, and assess student performance and growth. It is continually updated. The focus is on achievement within the five skill development areas. These areas are academic development, skills development, career development, personal development, and technology utilization. Input from the student, coordinator, and mentor are used to create and update goals during the internship period.
These questions are useful for discussion:
What is goal setting, and why is it necessary in the development of the learning plan? How are individual goals a part of the evaluation process? What role do the mentor, student, and internship coordinator have in the development of the learning plan? Why is there an on-going emphasis on safety? How does school course work relate to the learning plan? Workplace Readiness Skills Students will have a variety of backgrounds entering into the internship programs. Before students can successfully enter the internship program, they must be able to complete an application, state a career goal, prepare a resume, interview successfully, and demonstrate an understanding of workplace readiness skills. The role of the coordinator is to ascertain that the students are prepared for the internship experience by reviewing the topics listed above. These questions are useful for discussion: Why is goal setting important? How do application processes differ? What are the different interview processes? What are the components of a good resume? What are general job readiness skills? (i.e. attendance, maturity, attitude) Have your goals changed after completion of the internship experience? Explain. Have your attitudes about job readiness skills changed?
Preparation for Work
One of the goals of the internship experience is to assist the student in making informed career decisions. An important element in this process is having the intern identify and appreciate the linkages between classroom learning and job success. The student understanding of these linkages are critical to valuing higher education and training. These questions are useful for discussion: How prepared are you to complete the tasks assigned? What skills are required for performance at company standards? In what ways does your classroom education support success on the job? How well prepared were you to complete the tasks assigned?
Safety
Safety is an important issue that needs to be addressed before a student is placed on the internship site. A seminar in the early part of the internship reinforces the importance of safety. These questions are useful for discussion: What are the major safety requirements on your internship site? What is OSHA and why does it exist? What suggestions would you make to improve safety awareness and compliance? What safety training needs to be on-going? Do the students have any safety concerns? How important is safety to the corporate structure? How do safety issues vary at different sites? What new safety issues and elements have arisen in today’s society? How does society address these issues? How do you address these issues?
Sexual Harassment The topic of sexual harassment may be very controversial but must be addressed. The coordinator and the students need to be cognizant of the facts and the laws. Refer to Sexual Harassment in Schools or other references. These questions are useful for discussion: What is sexual harassment? What are the laws pertaining to sexual harassment? What would/ should you do if you observe a sexual harassment situation? What are the regulations for sexual harassment at the internship site and how are these regulations communicated to employees?
Ethical Behavior
Ethical behavior is a major concern for the workplace in today’s world. Case studies offer an opportunity to stimulate discussions. These questions are useful for discussion: What is ethical behavior from an employer’s and an employee’s perspective? What is your responsibility if you become aware of an unethical practice on the job site? What information should be kept in confidence? What are the regulations concerning ethical behavior at the worksite? What ethical situations have occurred that the students observed? What evidence is there that a business ethic is in place? Workplace Perceptions
Perceptions at the workplace are often more important than reality. Interns should discuss how they see themselves compared to others at the worksite. These questions are useful for discussion: How are expectations influenced by the mentor or by the position of the intern? How has workplace interactions changed over time? How and why are people treated differently at the worksite? How and why does a worker’s status change over time? How have the interns changed their status at the worksite? Business Organization
Much can be learned by examining how a business is organized. Interns will obtain or make an organizational chart of the business. The goal is to learn how the business functions in serving the customer. The positions of the mentor and the intern should be located on the chart. A career ladder should be developed that identifies vertical and lateral opportunity for the intern position. These questions are useful for discussion: How does the mentor’s work contribute to the company? How is the mentor supervised? How is the mentor’s work assigned? How is the mentor’s performance evaluated? What opportunities exist for advancement? Does promotion mean changing goals? At what cost? How do employees maintain and/or up-grade their skills? Where on the career ladder could a high school graduate enter this company?
Internship Profiles
Using computer technology, students should be able to compose a profile of their experiences. The profile is a one-page discussion that will be assembled into a booklet for distribution within the school community. Business partners, school visitors, perspective parents, and juniors will use this booklet to learn about the Internship Program. Each profile should discuss the worksite, mentor, and internship responsibilities. A photograph of the intern at the worksite could be included. The following items should be included in the profile. Name of the company Intern’s title at the worksite Name of the student’s mentor Mentor’s position Intern’s responsibilities
Interview
The internship experience offers an excellent opportunity to interview new hires in the industry. A new hire is recommended because of the proximity in age to the intern. Students should develop specific questions pertaining to the jobsite. After the interview is completed, students should share and compare the results. The following questions are useful when interviewing: What is the salary for a specific entry-level position? What are the major benefits to the job? What are the negative aspects to the job? What are the most enjoyable aspects of your job? What education or training is needed? Is there a specific career ladder? What are the necessary educational or training requirements? Are there any predictions that can be made on trends and changes in the industry? Student Assessment Student assessment of the internship experience is an important aspect of the learning process. It is suggested that the students evaluate their experiences periodically through reflective writing and seminar discussion. The following questions are useful for discussion. What do you enjoy about your internship? How is your internship a learning experience? What are the expectations that have not been met? What suggestions do you have for improving the experience? Technology
Technology and the methods of using technology are incorporated in all industries. The use of technology on the internship site should be identified as well as how it may influence the direction of the company. These questions are useful for discussion: What types of technology are used at this company? What tasks that were once performed by employees are now performed by technology? How does the company use technology in daily production and service? What professional development and technology training is offered at the internship site? How does the company implement new and emerging technology?
Portfolio
The project and portfolio are the primary means of assessing student growth and learning. Periodic seminar discussions should be held to foster its development. Refer to the Developing an Internship Portfolio for more detailed information. These questions are useful for discussion: In your selected career area, what content information is essential to include in your portfolio? In what ways can you use your portfolio in applying to college or a job? What key components will you include in your “professional portfolio”- with your resume, certifications and cover letter? As you progress in your career area, how do you see using portfolios with your potential employees as an evaluation tool?
Continuing Education and Training Students need to explore continuing education in college, vocational/technical schools, and apprenticeships. These questions are useful for discussion: What forms of post-secondary education would benefit achievement of your career goal? What level of education is required for several career areas within your industry? How can you move laterally within a career cluster or into another career cluster with your education or skills? What process is needed to identify a potential college and gain entry to that school? Why is life-long learning essential to economic stability?
NAME Street Address City, State, ZIP Telephone E-mail
Career Objective Information stated as a goal statement
Education Name of High School College Preparatory Program – Class of 20xx Summer Institute or School
Honors Effort Honor Roll/Honor Roll/High Honor Roll – 20xx-20xx & Awards Student Council Community Service Awards Volunteer Certification, 20xx
Experience Experience number 1 Experience number 2 Experience number 3 Experience number 4
Extracurricular School Athletic Team Activities Level of athletic achievement, 20xx-20xx Club Membership, 20xx-20xx
Interests Hobbies Relevant activities outside of school
Ronald Williams 27 Smith Ave. Baltimore, MD 21222 410.385.9473 [email protected]
Objective To conduct research on soil water retention in urban areas.
Education Chesapeake High School Environmental Science Pathway – Class of 20xx AP Psychology AP Environmental Science GT Physics GT Calculus AP U.S. History GT Botany GT Ecology Honors National Honor Society – 20xx-20xx & Awards Envirothon Team Leader, 2 years
Work Bill Bateman’s, May 20xx – present Bus Boy, Dishwasher Clear and clean tables. Greet customers. Wash dishes. Dependable and fast, and followed sanitation rules.
Extracurricular Varsity soccer team captain, senior year Activities Varsity lacrosse, 3 years Volunteer Coach for youth soccer program, 2 years
Interests TV: Discover Channel – Man vs Wild, Planet Earth Reading: State of the World, The Ecology of Commerce, Our Stolen Future Sports & Recreation: Biking, Surfing, Snowboarding Kayaking, Environmental Protection, Nature Conservation
Cover Letter
Your cover letter is another opportunity to pitch your interest, skills, and qualifications.
In your cover letter, summarize the best of what you have to offer. The goals of the cover letter are the following: Get the potential mentor’s attention Impress the potential mentor Show your genuine interest in the company and its customers Show that you are enthusiastic, energetic, dependable, professional, and determined
A good cover letter should contain seven sections:
Your contact information – Start your cover letter with your name, your contact information and the date. Use the same format and fonts you used in your resume. The mentor’s contact information – Personalize the letter with the mentor’s name and address. Salutation – If you know the person’s gender, begin the letter with the appropriate title and surname proceeded by “Dear.” Dear Mr. Jenkins: If you don’t know whether this person is a man or a woman, begin the letter with something like Dear M. Jenkins: Opening Paragraph for Initiating Contact – Without any introduction, you might write directly to someone referred to you from networking or someone you would like as your mentor from your initial research. I found your information while researching professional articles on urban soil moisture retention. I would like to apply for a semester internship to further my research in soil moisture retention in urban areas. I have read several of your published articles and would like to expand my interests and research with your expertise. I have attached my resume with my educational background and work experience. I would appreciate your consideration in mentoring me next semester. Middle Paragraph with Best Skills – This section restates your strengths detailed in your resume that make you qualified for the research you want to pursue. I am a junior in Chesapeake High School’s Environmental Science Pathway. I am currently pursuing research in soil moisture water retention in urban areas, guided by my ecology teacher and school librarian. I am in the process of developing a research project and am seeking a mentor by an expert in the field as I work toward testing my thesis. The following personal qualities make me a strong candidate me for a semester of independent work: Maintained high grade-point average while participating in sports and holding a part-time job. Participated for 2 years in Envirothon Team Competition, one year in a leadership position. Closing Paragraph with Contact Info: This shows enthusiasm and willingness to work or contact your mentor when it fits into his/her schedule.
I am available to research 10 hours per week. I can also work flexible hours. I have a car, so my transportation is covered. [or: I can get to a work sit by bus/metro from school.] Thank you for your consideration. I hope to hear from you soon.
Signature and Enclosures – List any enclosures, such as a resume or recommendation letter.
Sincerely,
Ronald Williams
Enclosure: resume
Ronald Williams 27 Smith Ave. Baltimore, MD 21222 410.385.9473 [email protected]
March 12, 20xx
Baltimore Green Works 612 E. Lake Ave. Baltimore, MD 21212
Dear Dr. Jenkins:
I found your information while researching professional articles on urban soil moisture retention. I would like to apply for a semester internship to further my research in soil moisture retention in urban areas. I have read several of your published articles and would like to expand my interests and research with your expertise. I have attached my resume with my educational background and work experience. I would appreciate your consideration in mentoring me next semester. I am a junior in Chesapeake High School’s Environmental Science Pathway. I am currently pursuing research in soil moisture water retention in urban areas, guided by my ecology teacher and school librarian. I am in the process of developing a research project and am seeking a mentor by an expert in the field as I work toward testing my thesis. The following personal qualities make me a strong candidate for a semester of independent work: Maintained high grade-point average while participating in sports and holding a part-time job. Participated for 2 years in Envirothon Team Competition, one year in a leadership position. I am available to research 10 hours per week. I can also work flexible hours. I have a car, so my transportation is covered. [or: I can get to a work sit by bus/metro from school.] Thank you for your consideration. I hope to hear from you soon. Sincerely,
Ronald Williams
Enclosure: resume
School to Career Transitions: Sexual Harassment Lesson Plan Objectives: The students will: Increase knowledge and understanding of sexual harassment in order to effectively deal with workplace harassment issues. Outline procedures and actions to take in the event that sexual harassment presents a problem at the work site. Determine ways to personally deal with sexual harassment at the work site. Procedure: Introductory Activity: Students take the Student Perception Survey. Review and update information to clarify misconceptions and increase student awareness using the Student Perception Survey: Teacher Resource. Allow for discussion among students to clarify what qualifies as sexual harassment. Brainstorm harassment situations that might exist in the workplace: employer to student, student to employer, student to employee, employee to student. Ask the students the question, “How will you recognize that you are being harassed or that your behavior is being perceived as harassment?” Note answers on an overhead, chart etc. Use Resource Sheet, Am I Being Harassed? Am I Harassing Someone? and Resource Sheet, Examples of Sexual Harassment to heighten awareness of what constitutes sexual harassment. This activity can be conducted as a Four Corners or Continuum lesson plan. Create scenarios in the workplace. Present these to students and ask whether it is sexual harassment. Students decide whether they strongly agree, somewhat agree, somewhat disagree or strongly disagree. Allow students to discuss and debate their viewpoints. At the conclusion of the activity, further clarify misconceptions about sexual harassment. Using a situation that the students have discussed earlier in the lesson, have the students suggest steps that should be taken to bring resolution to the problem. Identify legal and positive aspects of the resolutions suggested. Using the flyer, Protecting Yourself: Know Your Rights and Responsibilities-Sexual Harassment, identify the steps and the individuals who can effectively help them resolve the problem. Make a transparency of Resource sheet Why Women/Men Don’t Report Harassment? Discuss the reluctance that people may have about reporting harassment. Establish the procedures that you would like students to take if a problem occurs at the work site. Provide students with the Community Resources.
Corrective: Role-play procedures for dealing with one of the incidents of sexual harassment discussed in class. Enrichment: Research current legal case studies involving sexual harassment issues in the workplace. Evaluate real life scenarios teens have experienced and ways they have effectively handled the situations by using the following lesson plan from Safari Montage: http://10.6.251.214/?a=12002&d=01701AA Teachers will find video, discussion questions and other teacher resources.
Student Perception Survey Directions: The following statements represent varying facts, opinions, and perspectives on sexual harassment. In the margin to the left, circle either Agree (A) or Disagree (D) to indicate your answer.
Agree Disagree
A D Behaviors that are considered sexual harassment are just attempts to have fun. A D If an adult in the workplace is sexually harassing another worker, there’s nothing that the person can do.
A D If there is no witness to the harassment, and the harasser denies it, there is nothing a person can do.
A D Flirting with a person is asking to be sexually harassed.
A D Women cannot sexually harass other women and men cannot sexually harass other men.
A D Men cannot be sexually harassed by women.
A D If a woman wears a short skirt or tight jeans, she is asking to be sexually harassed.
A D A woman’s body is the only thing that matters to most men.
A D A man who claims he has been sexually harassed is a nerd, wimp, sissy, or “wuss.”
A D Writing dirty things about someone on a bathroom wall at work is sexual harassment.
A D If sexual harassment happens in your workplace, the organization can be sued in court.
A D When a woman says “no,” she really means “yes” or “maybe” or “later.”
A D If a woman says she is being sexually harassed and the man says he is only fooling, then it’s not sexual harassment.
A D Sexual harassment isn’t a serious problem in most workplaces since. it only affects a few people
A D If you ignore sexual harassment, it will probably stop. A D Men are sexually harassed just as often as women.
Student Perception Survey (Teacher Resource) 1. Behaviors that are considered sexual harassment are just attempts to have fun. (A or D)
Unlike flirting or good-natured joking, which are mutual interactions between two people, sexual harassment is unwelcome and unwanted behavior which may cause the target to feel threatened, afraid, humiliated, angry, and often trapped. If sexual harassment feels like fun to someone, it could be one-sided fun at someone else's expense. Sexual harassment is about force, intimidation, power, and the disruption of the educational environment. Sexual harassment is illegal and a violation of students' rights to receive equal opportunities.
2. If an adult in the workplace is sexually harassing another worker, there’s nothing that person can do. (D)
If people feel there is nothing they can do, it is because they are frightened or intimidated, or they have been lied to or threatened. They also may not know their rights. Sexual harassment is serious and illegal. If the sexual harassment between an adult in the workplace and a minor (meaning an individual-under 18) involves physical contact of a sexual nature, that adult may be committing child sexual abuse or assault, potentially criminal acts. It is very important for a minor to speak to a trusted adult about the alleged behavior. It might be very scary to point the finger at a particular adult - that adult may have power over a worker’s evaluation, work hours etc. That adult may be a popular person in the workplace. None of these are reasons enough to endure sexual attention or contact from an abusive person. Please speak up for your own sake and for the sake of other workers who over the years may have put up with these behaviors! 3. If there is no witness to the harassment, and the harasser denies it, there is nothing a person can do.
It is important to speak up because the harasser may have targeted others and all of the combined stories may establish credibility. It is also a good idea to write down everything about the event that you can remember: where it took place, what time of day, what exactly happened, and what was said. Write how you felt, too. Thesedetails can help with the investigation. Working with a coordinator in the school, this might be an appropriate time to "write a letter to the harasser."
4. Flirting with a person is asking to be sexually harassed. (D)
See comments regarding Question 1, above. Flirting and sexual harassment are two very different interactions. Flirting is a mutual encounter, stems from attraction and interest, and makes both individuals feel good. Sexual harassment is unwanted and unwelcomed by the target, and disrupts the educational environment. What was wanted attention on one day may not be wanted on another - it often depends, as the "Flirting vs. Sexual Harassment" activity makes clear.
5. Women cannot sexually harass other women and men cannot sexually harass other men. (D)
Recently, there have been same-sex sexual harassment complaints. State and federal agencies, which investigate complaints of sexual harassment, have issued contradictory rulings about whether same-sex behaviors can be sexual harassment. Some of these rulings indicate that same-sex harassment is considered to be sexual harassment. Examples of same-sex harassment include spreading sexual rumors, hanging sexually demeaning posters or writing sexual graffiti about women around the workplace, and spreading sexual rumors.
6. Men cannot be sexually harassed by women. (D)
Yes, they can, and the June 1993 Harris Poll, commissioned by the AAUW Foundation, found that 57% of boys who have been harassed have been targeted by a girl; 35% by a group of girls. The kinds of examples boys give include comments on the size of their private parts, jokes about the extent of their sexual experience, being called "gay," and unwanted grabbing of their butts. Despite permission from the law, boys may be less likely to name behaviors as "unwanted or unwelcomed" because of social and cultural pressures.
7. If a women wears a short skirt or tight jeans, she is asking to be sexually harassed. (D) Of course, people like to dress stylishly and attractively, but that does not mean that want to attract everyone or that they are looking to be sexually harassed. Women and girls are sexually harassed regardless of their appearance, age, race, class, occupation, or marital status. Sexual harassment is not caused by the physical characteristics of the target. Sexual harassment must be distinguished from sexual attraction. Harassment is an assertion (in a sexual manner) of hostility and/or power. This statement is an example of "blaming the victim."
8. A woman’s body is the only thing that matters to most men. (D) This statement is an example of gender bias and sexist stereotyping. It assumes that men are not interested in relating to women in caring, intellectual, friendly ways.
9. A man who claims he has been sexually harassed is a nerd, wimp, sissy, or "wuss." (D)
There indeed may be strong cultural and social pressure on men not to identify themselves as the targets of unwanted sexual attention, but the law makes no such distinction– men are just as eligible as women to say that they are the targets of sexual harassment.
10. Writing dirty things about someone on a bathroom wall in school is sexual harassment. (A) Workplaces are required by law to take a stand against those actions, activities, pranks and expressions that create a hostile and intimidating, "poisoned" educational environment. When a particular person or group of people is singled out, such "targeted speech" (speech which targets a particular person/s) may not be protected by the First Amendment.
11. If sexual harassment happens in your workplace, the organization can be sued in court. (A)
School district officials are responsible under Title IX and other federal and state statutes to guarantee all students an education in an environment free from sexual harassment and sex discrimination. Since the School to Career programs are an extension of the school, it is the responsibility of school administrators to tell students the rules and explain what is legal and illegal within the school. If school officials are negligent and fail to respond to complaints of sexual harassment, then they are allowing and encouraging behaviors which are both frightening and illegal. 12. When a woman says "no," she really means "yes" or "maybe" or "later." (D) "No" means no, but sometimes people will say or do things that mean "no" without directly saying so. This can be confusing to the other person. For example, men often don't understand that when a woman says, "I don't feel like it,” she means "no." When there is the slightest doubt about whether a person is comfortable with your behavior, you must ask them what they are feeling and then respect their limits. Otherwise, you are pressuring someone to do something against their will, and could run the risk of committing sexual harassment, sexual assault, or some other violation of their rights. It is okay for a person to say, "I'm not sure."
13. If a woman says she is being sexually harassed and the man says he is only fooling, then it's not sexual harassment. (D)
Sexual harassment is defined from the target's perspective, not the harasser's. Consensus between the target and perpetrator is unnecessary in determining the nature of a behavior. All legal definitions of sexual harassment build in personal, subjective components. If you do not want or welcome attention which is of a sexual nature, and if this attention is interfering with your ability to do your work, you are being sexually harassed.
14. Sexual harassment isn't a serious problem in most workplaces since it only affects a few people. (D)
A majority of people report that at sometime in their life they experience some form of sexual harassment. “Secrets in Public: Sexual Harassment in Our Schools,” a 1993 report written by the Wellesley College Center for Research on Women and cosponsored by the NOW Legal Defense and Education Fund, found the following results from a Seventeen magazine survey of girls: 89% of girls report having received sexual comments, gestures or looks, while 83% of girls report having been touched, grabbed or pinched. When sexual harassment occurs, it is not a one-time-only event: 39% of girls reported being harassed at school on a daily basis during the last year. Sexual harassment is a public event; other people are present at over two-thirds of the incidents. Most harassers of girls are male.
Note: 4300 girls between the ages of 9 and 19 responded; the study analyzed a random sample of 2000.
“Hostile Hallways,” a 1993 survey conducted by the Harris Poll and sponsored by the American Association of University Women (AAUW) Foundation, reported the following results: 4 out of 5 students report having been the target of sexual harassment during their school lives. Despite the stereotype of males as harassers, significant numbers of boys (76%) report having been sexually harassed, compared to 85% of the girls. Two-thirds of students have been the targets of sexual comments, jokes, looks or gestures. Over one-half of students report having been touched, grabbed or pinched in a sexual way at school. More than one-third of students has been the target of sexual rumors. One in ten students have been forced to do something sexual at school other than kissing. Note: This poll was a scientific random sample of 1600 students in 8th through 11thgrades.
15. If you ignore sexual harassment, it will probably stop. (D)
Sexual harassment that is ignored often escalates. Sometimes people who are being harassed are afraid to say "Stop!" They may fear the harassment is their fault, or that if they mention it to someone else they'll be laughed at, retaliated against, or shamed. It is important for targets of sexual harassment to take some action in order to let the harasser know that his or her attention is unwanted and to alert other people - a friend, a school counselor, a trusted adult - to the problem. Targets of sexual harassment need to know that their rights are being violated and that there are concrete steps that they can take to protect themselves.
16. Men are sexually harassed just as often as women. (D) Boys are not sexually harassed as often as girls, but a significant number of boys report having been the target of sexual harassment in school. The 1993 Harris Poll/AAUW Survey “Hostile Hallways” reports the following: Boys most commonly experience being the target of sexual comments, jokes, gestures or looks (56% of the boys, compared with 76% of the girls). Two of five boys (42%) have experienced being touched, grabbed or pinched in a sexual way, compared with 65% of the girls.
Roughly equal numbers of boys and girls say they have been shown, given, or left sexual pictures, photographs, illustrations, messages, or notes (31 % of the boys, 34% of the girls). Twice as many boys as girls have been called "gay" (“fag," "queer"). Boys are most often harassed by a girl acting alone. Boys are more likely than girls to have been targeted in the locker rooms and the rest rooms. Boys are less likely than girls to tell someone they have been sexually harassed.
AM I BEING HARASSED? AM I HARASSING SOMEONE? Ask yourself the following questions:
Is the behavior of a sexual nature?
Is the behavior unwelcome by anyone involved?
Does the behavior make you or any other person feel uncomfortable?
Does the behavior interfere with anyone’s ability to enjoy school or classroom activities?
Does the behavior involve one person trying to have some kind of power over another?
Is the behavior part of a pattern of repeated behavior?
Would you want this behavior directed toward a member of your family or toward a friend?
Source: Maryland State Department of Education. “Sexual Harassment in Schools: It’s No Laughing Matter.” Maryland: Equity Assurance Branch, Commission for Women, 1993.
EXAMPLES OF SEXUAL HARASSMENT Today it is generally accepted that any type of unwelcome conduct directed toward a student or employee because of his or her gender may constitute sexual harassment. This conduct may include:
Touching – the arm, breast, buttock, massaging the neck or shoulders
Verbal comments – about parts of a person’s body, what type sex the person would be “good at”, the person’s clothing and/or looks
Name calling – from “honey” to “bitch” or worse
Spreading sexual rumors – about a person, through such devices as graffiti or “slam books”
Suggestive gestures – such as touching oneself sexually in front of others
Making suggestive gestures or sounds – such as kissing or smacking, licking the lips, catcalls, winking, leers, and stares
Pressure for sexual activity – such as cornering, blocking, standing too close, following, conversations that are too personal, repeatedly asking someone out when he/she isn’t interested
Stunts – such as “spiking” (forcibly pulling down a person’s pants) or “wedges” (pulling on the waistband of a person’s underwear to wedge it in their buttocks).
Sexting, posting pictures, etc. to social networking sites, etc.
Source: Strauss, Susan. “Sexual Harassment in Schools.” Vocational Education Journal. American Vocational Association, Inc. March 1993.
WHY WOMEN/MEN DON’T REPORT HARASSMENT
• Ignorance of the law
• Confusion
• Concern for others, including the harasser
• Fear of not being believed
• Fear of humiliation
• Fear of ostracism
• Fear of damaging a career or losing a job
Source: Bravo, Ellen and Ellen Cassidy. The Nine to Five Guide to Combating Sexual Harassment. The National Association of Working Women, 1992.
School to Career Transition Protect Yourself: Know Your Rights and Responsibilities SEXUAL HARASSMENT The School to Career Transition courses involve students who work outside the school. They must know their rights and the procedures to take in the event that sexual harassment at the work site becomes a problem. The following information should be kept by the employer, parent/ guardian, and student for future reference. Harassment Defined Harassment can be racial, ethnic, religious, or sexual in nature. It is a systematic persecution of another person that is carried out by annoyances, threats, or demands.
Sexual harassment is unwanted and unwelcome behavior of a sexual nature that interferes with a student’s right to learn, study, work, achieve, or participate in school or work activities in a comfortable and supportive atmosphere. Under federal and state laws and policies, sexual harassment is illegal and is prohibited in school settings.
What Is The Law? Students are legally protected against sexual harassment by Title IX of the Education Amendments of 1972, which is a federal law prohibiting discrimination on the basis of sex. Sexual assault is also covered under the Criminal Code of Maryland. The Three Elements To Sexual Harassment
The behavior is: Unwanted or unwelcome Sexual or related to the gender of the person When one person has power over another It’s not funny. It’s not a joke. It’s embarrassing. IT’S ILLEGAL! What to do if harassment is suspected: Employer: Hear the complaint Report concerns to the coordinator Speak to the parties involved Determine if further action is needed
Parent/ Student: Tell your coordinator Tell the harasser to stop verbally or in writing Follow school system’s procedures
Coordinator: Alert employers, parents/ guardians, and students to the policies regarding sexual harassment Take action when a student brings a complaint to your attention Take student away from the site Write or speak to the employer Bring the complaint to the attention of the principal Research Site Evaluation Name: ______Site: ______Mentor: ______Directions: Respond to each item by circling the appropriate rating. 5 = Outstanding 4 = Very Good 3 = Good 2 = Poor 1 = Not Addressed
1. My mentor spent enough time introducing me to the internship site. 5 4 3 2 1 2. My mentor reviewed safety precautions or considerations with me. 5 4 3 2 1 3. A site orientation was provided. 5 4 3 2 1 4. My mentor, or someone else I worked with, explained procedures clearly. 5 4 3 2 1 5. My mentor was available to answer questions, discuss concerns, support, and assist me. 5 4 3 2 1 6. I was given hands-on experiences. 5 4 3 2 1 7. I was able to observe procedures or tasks I am not presently qualified to perform. 5 4 3 2 1 8. Someone offered explanations while I observed procedures or tasks. 5 4 3 2 1 9. I was treated like an adult. 5 4 3 2 1 10. I was treated professionally. 5 4 3 2 1 11. I learned new skills. 5 4 3 2 1 12. I was able to apply what I learned in school to tasks at my internship site. 5 4 3 2 1 13. This experience gave me real insight into this career field. 5 4 3 2 1 14. This experience helped me to make some career decisions. 5 4 3 2 1 15. I found this internship a rewarding experience. 5 4 3 2 1 16. I recommend using this internship site in the future with other students. 5 4 3 2 1 Please write comments and recommendations on the back. ResearchPlacement Site Information Intern Name:
Homeroom Teacher:
Dismissal Time:
Placement Site:
Placement Site Address:
Mode of Transportation to Site:
Scheduled Work Times:
Placement Site Phone:
Intern Cell Phone:
Intern Email:
Mentor’s Name:
Mentor’s Email:
Career Field of Placement:
Intern Duties:
Special Notes:
On the back of this paper, please give directions to your site from school. Please include details of the location of parking, the office, etc. You may attach a MapQuest or similar printout if you would like.