Class 2 spring 2011

CSU Department of Instructional Technology

Professional Portfolio Experience

CEDo555Class #2

Presentation Author: J. SklarModified Spring 2011 by K. Diener

CSU Department of Instructional Technology 2

Mission & Vision for your Portfolio


Difference between Mission and Vision Statements

Your vision statement should show you your ultimate destination, while the mission statement describes how you plan to get you there.A vision statement is a description of a desired outcome that helps you create a mental picture of your professional target.


A Personal Vision Statement:

Vision Statement Guidelines• Your vision should encompass the same time period as

your mission. This is usually a period related to professional licensure.

• Your vision statement should focus on the desired outcome for you in your profession.

Summarize Your Vision in a Powerful Phrase• Capturing the essence of your vision using a simple

memorable phrase can greatly enhance the effectiveness of your vision statement. This opening phrase should serve as a trigger to the rest of the vision in the mind of those who read it.

• You may find that creating your vision statement first and then creating that memorable phrase is easier than doing it the reverse.


A Personal Vision Statement:

Your vision statement should describe your outcome•Your vision statements can be longer than your mission statement. Your vision should be energizing and help you to accomplish your goals. •In general, you should base your vision statements on the best possible outcome. It is not a measuring stick. •Describe your vision statement in present tense as if you have been 100% successful. •Your vision statement should include that passion and emotion that brought you to this profession.


A Personal Mission Statement:

This is what you want to focus on, accomplish and become as a professional in the next five or six years. The amount of time is loosely based on your profession and its licensure requirements.


Mission Statement Guidelines:

• Keep it simple, clear and brief. • Your mission statement should be what

you want to focus on in this part of your life.

• Your mission statement should be positive. What you choose to do, not what you do not want to do.

• A mission statement should contain the passion that brought you to this profession and guide you in your daily work.

• Remember that your mission statement is not cast in stone. It will continue to change and evolve as you gain insights about yourself and your profession.


CEDo555Assessment 3.1

Your CEd0599 ProjectProposal…


CEDo599 Course Description:

• This capstone course is designed to examine emerging instructional technologies. It will identify and examine possible technology futures and trends. Students will explore the latest cutting edge technologies, how they may be applied and their potential impact on education, business and life.

• Additional Information: This course is intended to help class members develop a “futurist” approach to dealing with technological change so that as they learn a technology they will think insightfully about its worth and its potential impact.


Assessment 3.1

Culminating Experience Proposal

The student submits the Culminating Experience Proposal containing all required information. The instructor of CEd0555 will grade this proposal based on the completion of each part.

The proposal will also be approved by department chair or their instructor for CEdO 599.


The Culminating Experience Proposal describes a

proposed project in detail and consists of 9 distinct sections.


1. The overall goal of the proposed project

This project should extend your knowledge beyond what we teach in these courses.

• Ask yourself, what did we not teach you about technology and education that you wanted to learn. What does our program leave out that you want to learn?

• Using your knowledge as a base, ask yourself what is there in this field that I should know more about and don’t? Then create a project about that topic.


1. The overall goal (continued)

• This project should extend your knowledge beyond what we teach in these courses.

Ask yourself, what did we not teach you about technology and education that you wanted to learn. What does our program leave out that you want to learn?

• Using your knowledge as a base, ask yourself what is there in this field that I should know more about and don’t? Then create a project about that topic.


1. The overall goal (continued)

• This project should extend your knowledge beyond what we teach in these courses.

• Ask yourself, what did we not teach you about technology and education that you wanted to learn. What does our program leave out that you want to learn?

Using your knowledge as a base, ask yourself what is there in this field that I should know more about and don’t? Then create a project about that topic.• Take yourself beyond our courses into your own

education. Show your ability to be a lifelong learner. Extend yourself.

• It is your plan, you orchestrate it to learn what you want.


2. Specific S.M.A.R.T. objectives(at least three)

• S - specific, significant, stretching• M - measurable, meaningful, motivational• A - agreed upon, attainable, achievable,

acceptable, action-oriented• R - realistic, relevant, reasonable,

rewarding, results-oriented• T - time-based, timely, tangible, trackable

Thanks to: http://www.projectsmart.co.uk/smart-goals.html


Many people use the SMART acronym to explain goal setting. I like this set from Annette Richmond at www.career-intelligence.com.

In her case, S.M.A.R.T. refers to goals that are Specific, Measurable, Achievable, Realistic and Time Framed.


In reality, a goal that does not have SMART characteristics is more a wish, or hope than a real objective.

Hoping that people will learn is a common problem with new teacher’s lesson plans.


Specific:

• Goals need to be something specific. Often we set goals that are so loose, it's nearly impossible to judge whether we hit them or not. For example, a statement like "I will lose weight" is too vague. How will you know if and when you've reached your goal? Saying, " I will lose five pounds this month" is more specific. At the end of the month it will be a simple matter of weights and measures: take your measurements and get on the scale.


Measurable:

• Goals need to be measurable. For example, many of us want to increase our number of contacts. But, "making new contacts" is an ambiguous statement. A clearer objective is "I will attend four networking events each month and try to connect with one person at each." It's a simple, concrete goal. This makes it easy to see if you hit your target.


Achievable:

• Goals need to be reasonable and achievable.Nearly everyone has tried to drop a few pounds at one time or another. Often their success or failure depends on setting practical goals. Losing 15 pounds in 30 days is unrealistic (unless you're planning a medical procedure). Losing six to eight pounds in 30 days is reasonable. Don't set yourself up for failure by setting goals that are out of reach.


Realistic:

• Goals need to be realistic. • When we're kids we think we can do anything.

As adults we learn that while we can have a lot, we can't have it all at the same time. It's important to honestly evaluate yourself. Do you have the ability and commitment to make your dream come true? Or does it need a little adjustment? For example, you may love to play tennis, but do you have the time, talent and commitment to become a pro? Be honest.


Time Framed:

• Goals need to have a time frame. • Having a set amount of time will give your

goals structure. For example, many of us want to find a new job or start their own business. Some people spend a lot of time talking about what they want to do, someday. But, without an end date there is no sense of urgency, no reason to take any action today. Having a specific time frame gives you the impetus to get started. It also helps you monitor your progress.


3. Describes how the completed project will be used by the candidate and/or others.

• What is it that you or other people will do with or because of your project?

• If no one changes what they do or how they do it then do they change their attitudes and knowledge base?

• Your project must be useful to you and/or the people around you. (Does it promote change?)


4. Describes how the candidate and/or others will benefit from the project: • List what you expect to be positive

outcomes of your project. These may be specific learning or changes in attitude, perception etc.

• Your project may increase your or other’s skills in a particular area.

• There may be a combination of benefits.


5. Describes how the project or project outcomes will be shared/disseminated

6. Provides a complete list of resources that will be needed

7. Provides a rubric for evaluating the success of the project, i.e., by what criteria may the project by judged as successful – You create the rubric and the criteria. – This section should include a proposed

rubric that you may decide to change later.– Your rubric will be specific to your project…


8. Outlines a proposed timeline for project completion (estimate the steps to the project in days and hours) You must actually create and include a timeline in some form so that we can see the sequence of steps you will be taking.


Proposal has been approved (possibly

with revisions)

9. Final Approval


Notes:

• Credit for slides 15-20 go to http://www.career-intelligence.com/management/SmartGoals.asp And specifically the author of the article Annette Richmond

• The graphic on slides 15-20 and the contents of slide 5 come from Project Smart: http://www.projectsmart.co.uk/smart-goals.html

• Slides 3-7 should be credited to http://www.timethoughts.com/goalsetting/ who provided more than inspiration to me.

Date post:	21-Sep-2014
Category:	Education
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Class 2 spring 2011

Education