In this module, you will make a resumé that highlights your history and skills, in a way that uses the affordances of multi-media and online browsers (not just a link to your paper resumé!)
Also this week, you will self-assess your progress and participation using Flipgrid to post, respond, and provide thoughtful feedback. We will take you through the steps you need in order to do this self-assessment.
Things to Keep in Mind – As you design your work, keep the following in mind:
- Consider your audience – A resumé should be tailored to your audience. Will it be primarily for other teachers? For parents, students, or your principal? Will it be something you continue to develop for an eventual job search? Considering your audience will help you better design your resumé to communicate your accomplishments and skills.
- The Rubric – Make sure that you align your resumé to our standards, rubric, and common issues for resumés. Which are always available at the bottom of every assignment page under “Elaboration”.
- A Work in Progress – you do not have to finalize your resumé now, as the goal in this course is always to get something working first, and continue to refine it based on feedback.
- Need Inspiration? – Consider a few examples of resumés from past semesters, including: Paul Mazurek, Katie Krcmarik, Sara Galbreath, and Emily Beski-Threm.
Create a webpage and resumé – Create a webpage on your portfolio called something informative, like “resumé” (you’re free to use any descriptive name you’d like). Make a resumé that outlines your relevant:
- educational experiences, including degrees earned.
- work experiences.
- other things you think are important to include.
- Video Reflection and Feedback – You know what to do by now. Post a video reflection that starts with your first & last names, talks about your work, and add two pieces of feedback, using this Fligrid. Remember that posting good reflections and providing feedback is is an important part of this course – Full posting description and rubrics are below in “Elaboration” if you would like more guidance.
- Your First Piece of Flair is Due – Your first piece of flair is due at the end of this module, click on the pieces of flair link and follow the instructions (links to Flipgrid) on how to turn it in.
- Self-Assess your Participation – After you complete your video reflection and feedback for the week, it’s time to give yourself a grade for Modules 1 through 5 on how well you’ve done posting reflections and giving feedback. Do so by filling out this self-assessment
Each assignment in this course is important for developing your abilities to design and implement your portfolio. There are 100 total points assigned in this course; the specific assignments in this module will count towards your grade as follows:
- (Up to 1 point) – Creating a resumé and posting the Link in Flipgrid on your video reflection
- (0 – 5 points) – The quality of your video reflections and video feedback is self-assessed. You will give yourself between 0 and 5 points based upon your performance so far (see assignment above).
- (Coming up) – Your have to complete a tech check sometime before the end of module 10. This requirement is worth 2 points, and explained in “Elaboration below”.
As you design your Goal Reflection Essay, please use the following standards to guide your work. These represent the particular criteria that your instructors will be looking for and giving you feedback at mid-semester, and final grading.
- Title – Does your essay have an expressive title?
- Quality of Multimedia – Do you use text accurately and effectively? If you use images and other media, do you also use them accurately and effectively?
- Identification of Original Goals – Does your essay identify and describe the goals you included in your program application?
- Reflection on Changes in Original Goals – Does your essay clearly explain how and why your original goals have changed or stayed the same?
- Word Length – Is your essay about 500 words?
- Watch your Focus – Do not write a revised goal statement.
- Jargon & Acronyms – Remember that people outside your program or workplace might not understand all the terms and acronyms you use. It’s always a good idea to “spell out” an acronym (like MAET or MAED) the first time you use it, and you should also consider defining terms that aren’t commonly used.
- Stick to Goals – We have no doubt that you’ve made a lot of changes over the course of your program, and we’d love to hear about all of them, but we’re specifically interested in your goals and how they have changed.
- Add a Link to a PDF – Think about adding a link to a PDF copy on this page so that viewers have the opportunity to read your essay in an alternative format (and this makes for easier printing if someone wanted to print your essay).
When you post and reply in this course, please pay attention to the following guidelines. These are guidelines also form the basis for the rubric used to grade your discussion contribution.
What makes for a good post?
It depends on the specific assignment, but the following generally apply:
- Pay attention to the prompts
- Use a good portion of the 3 minutes allotted to you.
- Show us what you’re thinking, and why you’re thinking it.
- When sharing your own work, point to some places where people who respond to you might be most helpful in giving you feedback.
What makes for a good feedback?
Good feedback is important in all design activities, including the design of portfolios. It is especially important in this class. When giving feedback, keep in mind that good feedback is:
- Thorough – Use a good portion of the 3 minutes allotted to you. Try to cover as many aspects of the assignment that you can – do not focus on only one thing. Also, don’t try to cover too much, because each point you make should have some details (see next point).
- Specific – Avoid generalities like “you had a good design”, and instead be more specific like “You have a thoughtful use of headers that are easy to read, clear, and helps to break up text into more manageable pieces.”
- Critical – Point out what needs improving. Even if you’re looking at the best piece of work, you can give the author something to think about working towards or thinking about differently
- Supportive – Point out what is working well. Even the earliest of drafts is the start of something good that can be highlighted as a success
Finding ways to meet face-to-face in an online class can be tough, but we’ve found that it’s worth it, especially for your exhibition in Module 11. To make exhibitions go smoothly and to give you some additional opportunities for face-to-face feedback, we require you to check out the Capstone Coffeehouse technology at least once by the end of Module 10. In short, the Capstone Coffeehouse is Zoom – the video conferencing software we use in this course.
You can find some general information on using the Capstone Coffeehouse here. To fulfill this requirement (and get your points), you must specifically do four things:
- Check video: Make sure that your webcam is working and that you (and others) show up on the screen when you join the Coffeehouse. This should happen automatically.
- Check audio: Make sure that you can hear other people in the Coffeehouse and that they can hear you. Zoom, the Coffeehouse technology, should ask you for permission to use your speakers and microphone once you join. In a few cases, though, this takes a little fiddling to get it to work properly.
- Check chat: Make sure that you know how to open the chat window in Zoom (the Coffeehouse technology) and that you can read and write messages properly. If you’re using the Zoom desktop client, the Chat button should appear at the bottom of the Zoom window.
- Check a page: You (and each of your classmates) should take a few minutes to share a page that you’ve recently completed. If possible, make this a Piece of Flair page, but you really have free range on what you’d like to look at. Have some specific questions and concerns in mind: What are you trying to accomplish with this page? What are you still struggling with? This is a great chance to “practice” for the end-of-semester exhibitions and to get some more face-to-face feedback, which capstone students consistently point to as one their most valuable experiences.
For most people, the Tech Check is a quick and easy assignment, but problems do occasionally occur. If you are experiencing frustration with the Tech Check, keep in mind that it’s better to experience this during the Tech Check than during the exhibition! Also, please remember what you had to do to get past the difficult spots, just in case they come up again.
There are two ways to complete the Tech Check: through office hours or with a classmate.
Office hours (if you prefer to talk to instructors)
In addition to talking about your portfolio during an office hours session, you can carry out the Tech Check with the instructor who is running office hours. Just mention that you’d like to take care of your Tech Check, and she or he will walk you through the steps and make sure to give you the points!
Classmate (if you prefer to talk to your fellow educators)
The great thing about the Coffeehouse technology is that it is available 24/7. If one of the office hours sessions doesn’t work for you or you would prefer to meet with a classmate instead, you can schedule a time to meet with a classmate in the Coffeehouse and take care of the Tech Check on your own. Walk through the four specific steps listed above, and once you’ve made sure that everything works for all of you, send us an email to let us know that you took care of everything. While this should be a short email, please include enough detail that we know who you worked with and that you walked through all four steps together.
It is likely that you are all in slightly different places when it comes to your job: Some of you may be trying to transition from a long-term subbing job to a full-time, permanent position. Some of you may be currently employed but have plans for switching schools or states. Others of you may have been in your current job for years and have no intention of leaving.
Regardless of your situation, there is something to be gained from adding a resumé to your portfolio. If you’re looking for a job, your portfolio can be a powerful tool for showing potential employers your professional accomplishments (and your tech skills!). Even if you aren’t looking for a new position, though, dedicating part of your portfolio to your professional skills is still a valuable addition. It can remind students, parents, colleagues, and others of your qualifications and experience; it can also help you fit into a larger professional community that will support your continued growth in your job.
The Internet, like any technology, has both tremendous advantages and important drawbacks. On one hand, you can connect with just about anyone! On the other hand… well, just about anyone can connect with you. It’s important to think carefully and decide how you’re going to handle including personal information on your portfolio. That decision is largely a personal one, and we can’t tell you exactly what to do. However, here are a few things we would like you to keep in mind:
Addresses and phone numbers
We strongly discourage you from including personal addresses or phone numbers on your portfolio, whether they belong to you, to colleagues, or to references that you have listed on your resumé page. Even if you don’t expect your portfolio to go viral, it is out there for anyone on the Internet to find… and you wouldn’t want just anyone to knock on your door or give you a call. When you’re thinking about this, make sure to keep in mind the downloadable resumé that many of you will include — just because it’s not in an obvious place doesn’t mean that you aren’t essentially giving away where you live and how to reach you.
This might take some rethinking of how you approach a resumé. You will likely have an “online version,” a “safe downloadable version,” and a “detailed version” that you can give to trusted people in face-to-face settings. You may also need to replace contact information for your resumé with a phrase like “references available upon request.”
As careful as you should be with your information, you need to be even more careful with information associated with your students! Check with your school or district to see what kind of policies they have about displaying pictures of students or work that they’ve completed in your school.
We don’t want to discourage you from showing us what goes on in your classroom — that is a fantastic addition to any portfolio! However, please exercise a great deal of caution whenever dealing with information related to your students.
The Web – There are a lot of people out there offering a lot of resumé advice: We can’t possibly cover all of it here, so do your best to find a reliable source (such as Lifehacker) and learn from them.
MSU Career Services Network – This MSU website has everything from quick tips and tricks to sample resumés to other pieces of advice (including why you should keep a portfolio!). If you’re looking to add some Spartan savvy to your professional presence, this is a good place to check.
Professional presentation – This video in the Web Design for Professional Portfolios series will give you some overall advice on how to make sure that your capstone portfolio looks professional to visitors.