PROGRAM PORTFOLIO ORIENTATION

Dr. Cara M. Mulcahy and Dr. Lynda M. Valerie

Department of Reading and Language Arts

Thursday, October 6, 20114:00 – 4:30pmVance 206.http://www.reading.ccsu.edu/ProgramCoursePortfolio/ProgramPortfolioFront.html

STEPS ALONG THE WAY1. Begin your portfolio at the course level.2. Having taken 9-15 credit hours Master’s

candidates must meet with program advisor for mid-program evaluation. Sixth Year candidates must meet with program advisor either upon completion of 15 credits OR prior to taking RDG 696.

3. Master’s candidates must meet with program advisor prior to comprehensive exams. Sixth Year candidates must meet with program advisor upon completion of 24 credits toward planned program of study.

4. Final evaluation of program portfolio AND exit interview with program adviser are required for graduation.

CONTENT OF PROGRAM PORTFOLIOGeneral information: Name Date of Matriculation Advisor Date of Submission

IRA Standards (revised 2010):• 6 broad standards. 21 elements to demonstrate

evidence of the competencies for a reading specialist/literacy coach.

CONTENT OF PROGRAM PORTFOLIOIRA Standards continued:Standard 1: Foundational Knowledge

Element: 1.2: Understanding the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.

Artifact AnnotationArtifact ReflectionArtifact Rubric

CONTENT OF PROGRAM PORTFOLIOEvidence of membership to

state/regional, national and/or international professional organizations in Reading and Language Arts. Please list and document.EXAMPLE:

Connecticut Reading Association.Documentation: Newsletter with address label

New England Reading AssociationDocumentation: NERAJ with address label

CONTENT OF PROGRAM PORTFOLIOEvidence of attendance or participation in

state/regional and/or national/ international conferences in Reading and Language Arts for each year a student is enrolled in the program. This information must be included in the program portfolio. Please list and document. EXAMPLE:

Connecticut Reading Association Council SessionDocumentation: conference Program

Connecticut Reading Association Council SessionDocumentation: Registration/Badge

TYPES OF ARTIFACTS TO INCLUDE Papers Projects Email conversations with colleagues Midterm or final exams Artifacts form in-class collaborations

such as discussion circle notes, RRJs Work samples from your own teaching

SAMPLE ANNOTATION OF ARTIFACT

Examples in packet.

REFLECTION QUESTIONS TO ADDRESS

1. Did you discuss your understanding of all the components of the element in a standard, as well as the importance and value of the element toward your becoming a reading and language arts professional?

2. Did you explicitly connect how your artifact demonstrates the standard?

3. Did you elaborate on what you learned from the process of creating the artifact?

4. Did you reflect on how this learning experience can be transferred to your classroom practice to enhance your students’ learning and your work as a teacher leader?

5. Did you cite professional literature and/or research to support your description of the value of the standard?

6. Did you cite and reference APA style?

Lesley University APA citation/referencehttp://

research.lesley.edu/content.php?pid=188260&sid=1580184

Citing online sources APA stylehttp://

www.apastyle.org/manual/index.aspx IRA Standards for Reading

Professionals Document http://www.reading.org/General/CurrentResearch/Standards/Prof

essionalStandards2010.aspx

RESOURCES

PORTFOLIO RUBRIC As part of your program portfolio, you

are required to submit a one graded and signed rubric for each element.