Bull Dog Time 

Job Shadowing and Service Learning

Proposal-Approved Before Project Starts

Mentor

Facility Request Form, Time Log, and Cost Analysis

Presentation

Flow Chart

Videos

Facility Request Form, Time Log, Cost Analysis Form

Job Shadowing and Service Learning

Proposal

Community Mentor

Presentation

Fall Senior Boards:

Dates to be determined

 

Spring Senior Boards:

Dates to be determined

Job shadowing is a valuable, practical experience that enables a person to learn about a job by physically observing another person at work.  This allows students to witness firsthand the work atmosphere and occupational skills present in a particular field of work.  Students are not excused from classes to complete this requirement.  The student needs to fulfill this requirement using summer vacation, winter, fall or spring breaks, or senior presentation half-days. Students may NOT job shadow their parents, but may job shadow at the same employer as their parent.

 

Students will need to complete the following:

Shadow at least 2 different people from 2 different areas of employment involved with or related to their future career or senior project.  

Complete a TOTAL of 5 hours of job shadowing at two different locations. Student decides how long at each job but a one hour minimum is required.

Complete the Job Shadowing Form (including your 250 Word written summary of EACH job shadowing experience) and include it in the project portfolio.

Include physical evidence of job shadowing experience in project portfolio.

Write a thank-you note to the person/people whom you shadowed.

Service Learning Video

Service learning is much more than community service.  Service learning is a combination of service tasks and personal reflection of the values, skills, and knowledge gained.  Volunteering time is not enough to qualify as service learning.  Personal growth must take place. Students will not be dismissed from classes to complete this requirement. Students should use summer vacations, fall, winter and spring breaks, and senior presentation half-days.  Students can not use hours served for community service for restitution for speeding tickets or other court appointed community service hours. 

Students will need to complete the following:

• Complete 10 hours of service learning involved with or related to their future career or senior project.
• Write a detailed 500 word journal reflection identifying the values, skills, and knowledge gained through the experience. 

Aprender haciendo servicio
(Service Learning)

Aprender hacienda servicio es mucho mas que solo un servicio comunitario. Aprender hacienda servicio es una combinación de tareas de servicio y reflexión personal de los valores, las habilidades y el conocimiento adquirido. El tiempo que dediques a tu servicio no es suficiente para calificar como aprendizaje haciendo servicio. Tu crecimiento como persona es lo mas importante. Los estudiantes no serán sacados de las clases para completar este requisito. Los estudiantes deben usar las vacaciones de verano, los descansos de otoño, invierno y primavera, y los medios días (half days) que es cuando los seniors presentan su proyecto. Los estudiantes no pueden usar las horas designadas por la corte, ya sea por la restitución de multas por exceso de velocidad, haber sido arrestado u otras horas de servicio comunitario designadas por la corte.

Los estudiantes necesitaran completar lo siguiente:
Completar 10 horas haciendo servicio relacionado a su futura carrera o relacionado con su senior Project.
Escribir un párrafo de reflexión con 500 palabras identificando los valores, las habilidades y el conocimiento adquirido a través de la experiencia.

Most Current List of Senior Project Ideas

Love Chapel Senior Project Ideas

List of Items Needed for Love Chapel

Blue Line 5K (Service Learning Opportunity)

Grant Money~Drug Prevention Project

Book Drive Senior Project 

SuCasa Volunteer Opportunities

Project Ideas

Columbus North Alumni Association

Big Brothers Big Sisters

United Way Volunteer Opportunities

Boys and Girls Club FFY

FFY Spanish Classes

Four Seasons Tech Support for Residents email [email protected]

Bright Beginnings: Amy Gilliland Program Director 

Forms:

Proposal Brief and Title Page

Extended Proposal Form

Parent Approval of Community Mentor Form

Community Mentor Acceptance Form

BCSC Facility Request Form

Outside BCSC Facility Request Form

Due Dates for ALL SENIORS who do not take the Career Information and Exploration class

Completion Timeline 2020-2021

Presentation Video

Time Line for Presentation: 8-10 minutes

THE SPEECH:

Your speech consists of three distinct parts:

1. Introduction:

•     Introduce yourself by greeting your committee and telling them your name and some information about yourself and project.

2. Body:

•    Explain project goals, steps involved in your project, reflect on your learning 

3. Conclusion:

   Driving Questions:

•    What did you learn from doing this project?
•    How did it stretch your learning?
•    How has it caused you to grow as a person?
•    What Habits of Mind did you use?

   Future Applications:

•  Will any of the above apply to your future job or career?  
•  Will you apply what you learned to your life?
•  Will your project continue?

THE EVALUATION:

Your committee will evaluate your project and presentation based on the expert learner outcomes detailed on the senior project rubric.

Your committee will give you a rating of Exceptional, Exceeds Expectation, Meets Expectation, or Does not Meet Expectation.

Mrs. Hester's screen video

video directions

Written directions: 

Google Doc Directions

Forms:

Community Mentor Final Evaluation

Project Self Evaluation Form

Cost Analysis Form 

The research paper component of the Senior Project is housed in the English department.  During the 1^st semester of senior English, students will be guided by their English teacher on the proper way to conduct research and compile evidence for their research paper.  They will establish the deadlines.  Please check with your English teacher as to when your Senior Paper is due.

Research Paper Video

The pieces of the research paper will likely include the following:

• Thesis statement
• Outline
• Research paper
• Works cited

Typical steps to writing a research paper:

• Identification of topic (in SP proposal)
• Location and reading of potential sources
• Development of research questions
• Reading of texts
• Development of thesis
• Development of organization and topic sentences
• Composing
• Works-cited page
• Editing and revising
• Submission to anti-plagiarism site

ALL BCSC Flyers for Elementary Schools must go through this process:

Job Shadow Form

Espanol

Job Shadow Japanese

Service Learning Form

Espanol

Service Learning Japanese

Proposal Brief and Title Page

Espanol

Proposal Brief and Title Page Japanese

Extended Proposal Form

Espanol

Community Mentor Form

Espanol

Mentor Japanese

Parent Approval Mentor Form

Parent Mentor Japanese

Espanol

BCSC Facility Request Form

Espanol

BCSC Facility Japanese

Outside Facility Request Form

Espanol

Outside Facility Japanese

Project Self Evaluation

Espanol

Project Self Evaluation Japanese

Cost Analysis Form

Cost Analysis Japanese

Time Log

Espanol

Time Log Japanese

Community Mentor Final Evaluation

Espanol

Community Mentor Final Evaluation Japanese

Portfolio Completion Checklist

Espanol

Portfolio Checklist Japanese

Link to Rubric

Spanish

Amy-Health Classes

Yearbook Survey

Bullying Video

PBIS Survey

Turning Point Video

Developmental Relationships Survey

Republic Article-Senior Project

Emma Wolford's Mentor Selection:

Video: Why have a mentor?

Community Mentors must meet the following criteria:

• • Must be at least 21 years of age
  • Can NOT be your parent or anyone living in the same house as you.  
  • Must be knowledgeable or experienced in field of interest
  • Parent(s) must sign the parent approval of mentor form. Parent(s) must approve of the mentor.

 

BE ATTENTIVE OF ANY INAPPROPRIATE BEHAVIORS OR COMMUNICATIONS BETWEEN YOU AND YOUR MENTOR.  IF YOU ARE UNCOMFORTABLE WITH ANYTHING BEING SAID, DONE, SUGGESTED, OR IMPLIED, QUICKLY REMOVE YOURSELF FROM THE SITUATION AND REPORT THIS TO BOTH YOUR PARENTS AND A SCHOOL ADMINISTRATOR.

 

To select your Community Mentor:

• • Complete the Proposal Title Page and Brief Form.This will help you clarify your vision of the project.
  • Ask around. Ask your friends, families, teachers, etc. if they know of anyone working in your topic area that would be willing to mentor you.  Visit local businesses and inquire if an employee would be willing to help you. 
  • Find a community member who is knowledgeable about your project topic and who is willing and excited to share with you.   It is important that you feel comfortable working with this person and that your parents feel comfortable with you spending time alone with him/her.  Your parents must fill out the Community Mentor Approval form documenting their approval of your choice of a community member.  If you need help finding a Community Mentor, your Bull Dog Time teacher can direct you to available resources. 
  • Ask your mentor to fill out the Community Mentor Acceptance Form

 

You are free to work with your mentor after your parents’ approval is documented and your project is approved through the proposal process.

 

 

 

Student Expectations:

 

• • Ask your Community Mentor how he/she prefers to be contacted (phone, e-mail, cell) and what times are acceptable for you to contact him/her.
  • Be prepared and punctual for all appointments with your Community Mentor. 
  • Schedule your meetings in advance.  Do not expect him/her to be available to meet with you on short notice.  Come to each meeting with an agenda planned so your time together is efficiently utilized.
  • Keep in regular contact with your Community Mentor through face-to-face contact, phone conversations, and/or e-mail.  Be selective when using non-professional, web-based communication forums to talk with your mentor about your project (Facebook and My Space are not good choices).  Communicate in a respectful and professional manner at all times. 
  • Give your mentor periodic updates concerning the progress of your project.  Every minor detail does not need to be included, but the general progress you are making should be.
  • When you leave a phone message or an e-mail, be sure to share your complete contact information: name, school, date and time, reason for your call, and how to contact you.  Do not assume that they know the sound of your voice or have your number saved in their phone’s memory!
  • Express your gratitude every time you make contact with your mentor.  Thank him/her for everything from returning your call to spending an entire Saturday working with you.
  • Keep a list of any materials that you have borrowed from your mentor.  Return these in the same condition in which they were received.
  • Discuss how your project will benefit the community.  Ask for his/her input and discuss this issue with the mentor to get his/her perspective as a member of the community.
  • You are responsible for acquiring all materials necessary for the completion of your project.  Do not expect them to be provided by your mentor, your teachers, or the school corporation.
  • Make your parents/guardians aware of your meetings with your mentor in advance.  Tell them when you are meeting, how long you plan to be with mentor, and the purpose of the meeting.
  • Keep a record of the times and activities that you do with your mentor.  Use the Project Time Log to keep track of your project activities and contacts with your mentor.

What Is a Community Mentor, and Why Do I Need One?

A mentor is someone from the community who has knowledge and experience in your topic area and is willing and able to provide support and guidance throughout your completion of your Senior Project. A mentor is a support person, not an organizer, director, or manager. A mentor is not your parent or anyone that lives with you. You are in the lead!

What your Community Mentor can do for you:

• Help answer questions you may have about the technical aspects of your project
• Give information on how to locate and access available resources
• Give general feedback
• Provide support and encouragement

The student is responsible for:

• Securing an appropriate mentor
• Completing and submitting all required mentor forms
• Being prepared and punctual for all appointments with mentor
• Communicating with mentor, as needed, in a timely manner
• Scheduling and attending a recommended five mentor/student meetings
• Submitting all forms and logs, signed by mentor, in portfolio

The Community Mentor is responsible for:

• Advising and assisting student in the planning and development of his/her project
• Signing forms and logs provided by the student
• Being accessible to the student to meet up to 5 times
• Confirming that the student did the project

It is recommended that students meet with their Community Mentor on at least five separate occasions.  The following is a suggested agenda for each of the five meetings.  Meetings should be scheduled according to the student’s specific needs.  Additional meetings may be necessary.

Meeting #1:

• Develop short-term and long-term goals pertaining to the project completion
• Discuss the impact the project will have on others
• Discuss how the project will likely stretch the student
• Discuss the general timeline and create a calendar for the project
• Discuss student/mentor expectations
• Exchange contact information
• Complete any necessary paperwork
• Set time and date of next meeting

Meeting #2:

• Continue planning for or check progress on the project
• Focus on necessary steps and more detailed project timelines
• Complete mentor log and schedule next meeting

Meeting #3:

• Check progress on project
• Discuss any changes or revisions
• Problem-solve any upcoming issues
• Complete mentor log and schedule next meeting

Meeting #4:

• Plan for completion of project
• Complete mentor log and schedule next meeting

Meeting #5:

• Share completed project
• Discuss and evaluate process and project
• Discuss the challenges of completing the project
• Reflect on the student’s actual learning stretch
• Share student reflections
• Discuss how the project will be shared during the oral presentation
• Complete final log entry