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Embed code for: 2.3 goal setting (1) (1)
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Modified Feb. 24/14
COOPERATIVE EDUCATION ASSIGNMENT
GOAL SETTING FOR YOUR PLACEMENT
Your Cooperative Education personalized placement learning plan (PPLP) is simply a summary of the connections between your in school course and your placement. In addition to this, you should be thinking about what you want to accomplish at your placement (This is called setting goals). By writing down your goals it will help you to:
Focus on them more clearly
Achieve them more easily
Reflect on what you have learned at the end of the semester
***DUE: Cooperative Education mailbox BEFORE the first integration day***
Write down a minimum of 6 goals which you hope to accomplish over the semester. The goals should be based around 2 short term (2-4 weeks), 2 medium term (10-12 weeks), and 2 long term (by the end of the semester).
They must be stated in the form of an “expectation”. An expectation is a statement describing what you can do to demonstrate how you will reach your goal. This way the expectation is measurable (you know when you have achieved it).
Example: “I will increase the amount of teaching I do by preparing lesson involving the creation of a craft for the students to make for Halloween. I will have the lesson ready one week before delivery so that my supervisor can approve it. The lesson will be ready for delivery to the student in the week before Oct. 31.”
Example: “I want to improve my communication skills with customers by greeting them when they come into the shop. I will do this on a regular basis so that I will have a positive difference in my communications skills by Nov. 30.”
Goal must have a completion date.
To test your goals, check to see if they contain the following elements:
Action verb (I want to improve my communication skills)
Measurable achievement (by greeting them when they come into the shop)
How (greeting customers on a regular basis)
Specific date (before Nov. 30)
(MUST be done before discussion with supervisor)
In order for you to generate ideas for your goals you will have to do some brainstorming.
Generate some quick notes using the questions below as a framework so that you have something to discuss with your supervisor. Make notations to this page as you talk with your supervisor. Rough work will be submitted with the goal sheet to be checked.
What duties do I think a person in this career performs?
What of those duties would I like to experience?
What duties do I need to experience in order to discover if this career is a good fit for me?
What duties can I experience so that I can expand my knowledge of this position?
Supervisor: ____________________________ Date: ___________________________
Goal Setting Recording Sheet
(make 3 copies, 1 for your co-op teacher, 1 for your supervisor, and 1 for yourself)
Goal #1 (achievable within 2-4 weeks)
Goal #2 (achievable within 2-4 weeks) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Goal #3 (achievable within 10-12 weeks)
Goal #4 (achievable within 10-12 weeks)
Goal #5 (achievable by the end of the semester)
Goal #6 (achievable by the end of the semester)
Student: ____________________________ Supervisor: __________________________
Name: Goal Setting Rubric Project: Criteria Level 1 (50-59%) Level 2 (60-69%) Level 3 (70-79%) Level 4 (80-100%) Mark Communication The student completed some of the questions during their meeting with the supervisor. There is evidence of backfilling the brainstorming sheet. The student completed the questions during their meeting with the supervisor. There is no evidence of changes or updates to the notations. The student completed the questions before meeting with their supervisor. It is evident that further notations were made during the discussion with the supervisor. In addition to Lvl 3, the student has taken the time to generate rough versions of the goal statements so that they can receive feedback before the final submission. Rough notes are included in the submission. Thinking / Inquiry The student has barely shown that they have thought their goals through as shown by the lack of variety and scope of the goal statements. There is barely any evidence of supervisor input. The student has somewhat shown that they have thought their goals through as shown by some variety and scope of the goal statements. There is some evidence of supervisor input. The student has shown that they have thought their goals through as shown by the variety and scope of the goal statements. There is evidence of supervisor input. In addition to Lvl 3, the student has supplied goals that exist outside of their placement to demonstrate what they would personally do to support this career choice. Goals show variety and scope. Application The student has applied the instructions in generating their goals. There is a goal, measurable, how, and a date.
4x6 = 24 marks
Instructions were applied properly to clearly communicate goals. /24
nowledge of this position?
Goal #5 (achievable by the end of