Graduate ProjectAdvisor Training

Project Basics

• What do you already know about the Graduate Project?– List everything you think you know about the

project– Share with a partner– Share with another pair

Project Components

• Project

• Portfolio

• Reflective Essay

• Presentation

Project

• Student choice

• Relates to post high school plans

• Extends learning, stretches potential, challenges abilities

• Minimum of 15 hours outside classroom

• Produce a product/performance

Project

• Legal

• Done individually

• Finished

What would you have done?

• Brainstorm ideas for projects you might have considered

• Share with a partner and discuss how each would have represented a stretch or a challenge

What is Acceptable?

• Determined by Graduate Project Committee

• Advisor is the first filter

What is Acceptable?

• Class Projects– Generally not appropriate if already a

requirement in another course– Could be if it goes beyond class requirements

What is Acceptable?

• Job– Projects already being done on the job are not

appropriate– Learning new job-related skills generally

would be appropriate

What is Acceptable?

• Eagle Scout– Not acceptable if project is already complete– Student could do something related – if a

challenge– Student could use the Graduate Project to

fulfill Eagle Scout requirements

What is Acceptable?

• A learning stretch is a demonstration of knowledge and research over and clearly beyond previously learned material.

Are These Acceptable?

• Learn to build a go-kart

• Painting a room

• Building a dog house

• Develop and choreograph a low-impact exercise program and teach a class

Product/Performance

• Consult the handbook (p.26-28) for requirements regarding products/performances related to various types of projects

Proposal

• Formal proposal– One page business letter; block format– See sample in handbook (p.30)– Proposal Feedback Form (p.31)

• Talk with other teachers or the mentor if you are not sure if the project represents a stretch

Mentor

• Has expertise in the field of study

• Over 21 years old

• Outside of student’s family– Some exceptions may apply

• Only family member has the expertise

– Could be from outside of community if necessary

Mentor

• Role– Give advice– Answer specific questions– Verifies hours on project– Is a reference/troubleshooter/guide

• Tips on p.43-44 of handbook; letter to mentor and agreement form on p.69

Portfolio

• 3 Ring binder w/dividers

• All forms

• Documentation and evidence– Activity Log (p.41-42)

• Scoring Guide (p.54-55)

Annotated Bibliography• Purpose: Background research on topic• Minimum of 5 sources (mentor counts)• Contents

– Explain topic of research and why researching it

– Entries: relevance, accuracy, and quality of sources

– What was useful and how you used the info

• MLA Citation

Paper

• Reflective Essay– 2-3 pages– Summarize the project, analyze the process,

report what was learned– p.47-51 of handbook has the outline and

scoring guide

Presentation

• 8-10 minute oral presentation– Include audio/visual aids– May play a recording for no more than 2

minutes– 5 minute Q & A afterwards– P.56-61 shows guidelines, tips, outline, and

scoring guide

Questions

Break

Advisor’s Role

• Write down what you think an advisor should be responsible for

• Share with a partner

• Share with another pair

Advisor’s Role

• Help students through the project process– Process, not content, consultation– Ensure students get tools & info needed– Don’t have to have all the answers, but help

students work collaboratively with resources– Goal: be creative in helping students find the

answers for themselves

Advisor’s Role• Specific responsibilities

– Meet with students in Advisory once/month (provide instruction)

– Review responsibilities of all participants with students

– Communicate deadlines, criteria and evaluation methods

– Suggest resources (handbook, online tutorials, other faculty, youtube, schooltube)

Advisor’s Role• Specific responsibilities

– Maintain a record of completed pieces on PowerSchool (pre-loaded)

– Guide students through all components according to timeline

– Seek support and assistance as needed from administration and other teachers

– Collect and evaluate: proposal, project, portfolio, essay, and presentation

Advisor’s Role• Specific responsibilities

– Allow opportunites for suggested revisions prior to due dates (want to be preventative)

– Be available to meet with students upon request

– Assist during required Advisory revision sessions

– Contact mentor before approving proposal

Appeal Protocol

• Students may appeal an Advisor’s decision/score (see p.49 of Advisor Handbook)

Final Thought

• Do not expect the process to be perfect– Desire and will solicit feedback from teachers,

students, and parents– Revisions will be made– Juniors may submit proposals in the Spring in

order to work during the Summer and make presentations in the Fall

Questions