Developing a Student Leadership Portfolio
A lesson on how to accumulate and present items for a student leadership portfolio
Students will accumulate samples of their work and other necessary materials suitable for a leadership portfolio that could prepare them to enter their state and possibly national JEA student journalist of the year competition.
- Students will accumulate work that they’ve created in their scholastic journalism career and put them together in either a printed or digital portfolio according to the specifications and categories outlined by JEA.
- Students will develop a resume to include in their portfolios.
- Students will present their portfolios to the class.
Common Core State Standards
|CCSS.ELA-Literacy.SL.9-10.1||Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.|
|CCSS.ELA-Literacy.SL.9-10.2||Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.|
|CCSS.ELA-Literacy.SL.9-10.4||Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.|
|CCSS.ELA-Literacy.W.9-10.6||Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.|
90 minutes with additional one or two 90-minute blocks to gather information and assemble in a creative fashion.
Students must gather work they have produced in their journalism career
1. Building background — 30 minutes
Explain to students that today they’ll begin assembling their own personal journalism portfolios that could serve as entries in their state Journalist Of The Year (JOY) competition and possibly the JEA JOY competition if they end up being the state winner. The JEA requirements are listed on its website.
2. Individualized work — 30 minutes and probably one or two additional 90-minute blocks
Students will use computers to compile their individual portfolios.
3. Presentation to class — 90 minutes (may take longer based on the number of students in class and the amount of time each student takes – digital portfolios will probably take longer to present/evaluate)
Students will do individual presentations that last approximately five minutes each. The remainder of the class period can be used to exchange portfolios and assess them using the attached rubric. Each student will score one other student in class based on the rubric. In order to decide who evaluates whom, names can be drawn out of a hat. The teacher will also use the official rubric to evaluate each portfolio.