CORE ASSESSMENT # 5 Professional Portfolio 1
Assessment Tool/ Description of Assignment
Professional Portfolio EDUC 646 Practicum II
Use a three ring binder and plastic sleeves to arrange and organize your work. This portfolio is your
opportunity to reflect on your work in the graduate program and the work you’ve done in your professional
position that demonstrates your proficiency as a reading specialist and coach. This portfolio should also be a
useful tool in your own career progress.
Label each section according to the requirements below (plus anything else you add).
Include a Table of Contents
Complete the standards worksheet first (see #4), then build your portfolio. It may remind you of things
you’ve done that would be appropriate for the portfolio. Focus on Standards 2 – 5. You do not need to
complete each box for Standard 1, just do what you can.
A list of items you must include is below. You may include additional material.
Be sure to label each item clearly.
You must include:
1.
Current resume
2.
Philosophy of Literacy Education Statement
2-3 paragraphs summarizing your beliefs about literacy education, what literacy is, how children become successful,
motivated and literate adults, and your role(s) as a literacy educator
3.
Definition of Coaching Essay: based on readings from EDUC 645
2-3 pages in length; Defines reading specialist and reading coach; Includes roles each may have and roles
currently seen in his/her own school; Outlines qualifications for a reading specialist; Outlines
qualifications for a reading coach; Outlines qualifications as a classroom literacy teacher; Includes brief
history of changing roles; Describes which position he/she would like to have and explains why; Outlines
qualifications for a reading specialist; Outlines qualifications for a reading coach; Outlines qualifications
as a classroom literacy teacher; Includes at 2 or more quotes from the textbooks; uses correct APA style to
cite the quotes/ideas.
4.
Standards worksheet
[How would you demonstrate each of the objectives? Record things you have done in one color and things you could
do in a different color in each of the boxes. You do not need to have both in all boxes]
5.
Demonstration lessons/photo with caption 2
[from EDUC 645]
6.
Literacy Lesson observations & reflections & recommendations
[required for this class—observe two different literacy lessons at two different grade levels. Be sure to tell the
teacher you are not there to evaluate, but to observe the students, the teacher, and the content of the lesson. Observe
the lesson from start to finish. Use observation sheet to record your experience]
7.
Proof of professional organization in literacy & title of journal received
[IRA, VSRA, NCTE, VATE, ASCD] Links to their websites are in the external links section of Blackboard. Proof can
include a copy of your membership card, acceptance letter, email verification…
8.
Proposal to conference
CORE ASSESSMENT # 5 Professional Portfolio 2
[Link to VSRA proposal form provided on Blackboard. You are not required to present, but do need to complete the
proposal as if you would be submitting it.]
9.
Presentation you’ve done (or will do)
[If you have done the presentation, Include date, location, type of presentation, title, short description of content, any
handouts or powerpoint presentation you used]
[If you have not done a presentation, you need to put one together for your school]
10.
Proof of attendance at a professional development workshop & reflection
[Must have been attended within the past two years. Must be half-day or longer. If you have not attended anything, a
few summer opportunities will be posted on Blackboard. Include some form of proof of attendance, date, sponsor of
event, title of event, sessions attended and a 2-3 paragraph reflection on any portion of the conference you found
beneficial]
11.
Evidence for Standard 2, 3 and 4
[These are just suggestions, using the standards, include one item (for each standard) that shows your understanding
of and proficiency with each of the standards 2, 3, and 4.]
Lesson plan (no more than 2)
Booklists, text sets, other materials related project
Child study (if you have it)
12.
Evidence of ability to support teachers & paraprofessionals
[The IRA standards for a reading coach/specialist include many objectives that require support of teachers and
paraprofessionals. Please include at least three, specifically described ways you have, or could, provide support for
any of the standards below.
Provide ideas to support teachers or paraprofessionals with:












13.
Instructional grouping 2.1
Using a wide range of instructional practices, approaches, methods 2.2
Using a wide range of curriculum materials 2.3
The assessment of individual students 3.2
Administering and interpreting assessments 3.1
Using an assessment plan for instruction 3.3
Selecting materials that match reading levels, interests, cultural and linguistic background 4.1
Selection of books, tech, nonprint materials 4.2
Modeling reading and writing as valued lifelong activities 4.3
Designing programs that will intrinsically and extrinsically motivate students 4.4
Identifying, planning and implementing personal pd plans 5.2
Assisting teachers as they strive to improve their practice 5.3
Professional Development Plan
[From EDUC 645]
Literacy Lesson Observation, Reflection, & Recommendations
Location:
Date:
Grade Level:
Topic or Focus of Lesson:
Objectives: What objectives were apparent in the lesson? If there was a lesson plan available, did the objectives in the
plan match the ones you observed being taught?
CORE ASSESSMENT # 5 Professional Portfolio 3
Teaching What did you see the teacher do? What teaching techniques were used? Pay attention to materials, grouping
options, instructional strategies, pacing…
Students What were the students doing? How were they engaged in the learning? Were they engaged in the learning?
Any off-task behaviors?
Interesting observations: What did you see that was interesting, unusual, surprising…?
Questions you have after the lesson about the teacher, teaching techniques, students, content of the lesson, literacy
learning, literacy instruction, etc. What did you leave the lesson reflecting on, wondering about, etc.?
Positives: List two positive things (related to literacy learning) you observed from each:
Teacher
Students
1.
2.
Support: List two areas in which you could assist or support the teacher with this lesson or topic. Remember
the areas in the standards a reading coach is expected to provide support with:
IRA Standards to provide ideas to support teachers or paraprofessionals with:
Instructional grouping 2.1
Using a wide range of instructional practices, approaches, methods 2.2
Using a wide range of curriculum materials 2.3
The assessment of individual students 3.2
Administering and interpreting assessments 3.1
Using an assessment plan for instruction 3.3
Selecting materials that match reading levels, interests, cultural and linguistic background 4.1
Selection of books, tech, nonprint materials 4.2
Modeling reading and writing as valued lifelong activities 4.3
Designing programs that will intrinsically and extrinsically motivate students 4.4
Identifying, planning and implementing personal pd plans 5.2
Assisting teachers as they strive to improve their practice 5.3
Idea 1: IRA standard #.
Description of idea.
Resource the teacher can use to support this idea
Idea 2: IRA standard #.
Description of idea.
Resource the teacher can use to support this idea
Evaluation Checklist for Coach/Specialist Essay
Criteria for coach/specialist essay
2-3 pages in length, double spaced—
longer if needed to address points
Defines reading specialist and reading
coach
Includes roles each may have and roles
currently seen in schools
Includes brief history of changing roles
Score 1-5 points
Notes
CORE ASSESSMENT # 5 Professional Portfolio 4
Describes which position he/she would
like to have and explains why.
Outlines qualifications for a reading
specialist
Outlines qualifications for a reading
coach
Outlines qualifications as a classroom
literacy teacher.
Includes at least 2 or more quotes from
the textbooks or other resource material
Supports statements with outside
sources when necessary
Uses correct APA style to cite the
quotes/ideas used in the essay
CORE ASSESSMENT # 5 Professional Portfolio 5
Scoring Guide: Rubric
Evaluation Rubric: Professional Portfolio Project
Name:
Overall
1. Current
Resume
2. Philosophy
Statement
1.2, 5.1
3. Coaching/
Specialist Essay
1.1, 1.2, 5.1
4. Standards
Worksheet
5.Demonstration
Lessons (2)
5.2, 5.3
6. Literacy
Lesson
Observations,
Reflections &
Recommendations (2)
5.1, 5.2, 5.3
7. Professional
Organization
Membership
5.2, 5.4
8. Proposal to
Present at a
Conference
5.1, 5.2, 5.4
Target 3
Acceptable 2
Unacceptable 1
Binder used; contents are
organized, neat, and edited.
Portfolio is professional in
appearance and content.
TOC included, items
explained.
Current resume included;
clearly formatted; includes
all necessary sections.
2-3 well written paragraphs
summarizing your beliefs
about literacy education,
what literacy is, how
children become successful,
motivated and literate
adults, and your role(s) as a
literacy educator.
Binder used; contents are
somewhat organized, neat,
and edited but not entirely
professional in appearance
and content.
Binder not used and/or
unorganized, unedited, not
neatly done. Definitely not
professional in appearance
and/or content.
Resume included; not all
necessary sections included
and/or not current.
Less than 2 paragraphs
summarizing your beliefs
about literacy education,
what literacy is, how
children become
successful, motivated and
literate adults, and your
role(s) as a literacy
educator.
2-3 pages address most of
the criteria and demonstrate
a fair understanding of
these roles.
Resume not included or
missing too many sections.
2-3 well written pages
address all criteria and
demonstrate clear
understanding of these
roles.
Completed all sections of
the standards worksheet.
Indicated both actual
accomplishments and
possible ones for majority
of standards.
Two lessons described
including captioned photos.
Completed at least half of
the sections of the
standards worksheet. Did
not Indicate both actual
accomplishments and
possible ones.
One lesson described
including captioned photo.
No paragraphs or
paragraphs are not detailed
enough to cover the
required areas.
Essay is lacking in clarity,
detail, does not address
many of the criteria, and
does not demonstrate clear
understanding of the roles.
Completed less than half or
no sections of the standards
worksheet.
No lessons described.
Observed two different
literacy lessons at two
different grade levels from
start to finish. Used
observation sheet to record
the experience.
Observed one literacy
lessons or two of the same
grade levels from start to
finish. Observation sheet
to record the experience
had insufficient detail
Did not observe literacy
lessons or include the
observation sheets.
Included proof of current
membership in a
professional organization
Listed membership in a
professional organization
but did not include proof.
No mention of membership
in a professional
organization
Complete and realistic
conference proposal
included.
Conference proposal
included but lacked detail
or was not entirely
complete.
No conference proposal
included.
CORE ASSESSMENT # 5 Professional Portfolio 6
Target 3
Acceptable 2
Provided some of the
required information for
presentation given: date,
location, type, title, short
description of content,
handouts or powerpoint
presentation (opt.)
Attended at least one
professional development
opportunity that met some
of the criteria: within the
past two years; half-day or
longer; proof of attendance,
date, sponsor of event, title
of event, sessions attended.
Composed a clear and
descriptive 2-3 paragraph
reflection.
Included; somewhat
matches standard
Provided no evidence of
having given a
presentation.
11a . Evidence
for Standard 2
Provided all of the
following information for
presentation given: date,
location, type, title, short
description of content,
handouts or powerpoint
presentation (opt.)
Attended at least one
professional development
opportunity that met the
criteria: within the past two
years; half-day or longer;
proof of attendance, date,
sponsor of event, title of
event, sessions attended.
Composed a clear and
descriptive 2-3 paragraph
reflection.
Complete and detailed;
clearly matches standard
11b. Evidence
for Standard 3
Complete and detailed;
clearly matches standard
Included; somewhat
matches standard
Not included
11c. Evidence
for Standard 4
Complete and detailed;
clearly matches standard
Included; somewhat
matches standard
Not included
12. Evidence of
ability to support
teachers &
paraprofessionals
Included three different
explanations of ways that
could or have been used to
support other professionals.
Complete and detailed;
identified and clearly
matches IRA standard.
Designed a practical,
thoughtful, clearly defined
and thought out schoolwide
plan, based on a specific
need, supported by research
and including materials,
methods, at least one
professional development
opportunity, and a timeline
for implementation.
Included less that three
explanations. Did not
clearly connect explanation
to IRA standard.
Not included or not
accurate explanations.
Designed a schoolwide
plan, based on a specific
need, supported by research
and including materials,
methods, at least one
professional development
opportunity, and a timeline
for implementation.
Plan lacks detail, research
support, clarity,
thoughtfulness and/or over
half of the required criteria.
9. Presentations
5.2, 5.4
10. Attendance at
a Professional
Development
Opportunity
5.2, 5.4
5.2
13. Professional
Development
Plan
5.1, 5.2, 5.4
Unacceptable 1
Provided no evidence of
attendance at a professional
development opportunity.
Not included
CORE ASSESSMENT # 5 Professional Portfolio 7
Scoring Data
Data analysis of all assessments utilizes the following guidelines:
Below 55% Immediate Attention (coded dark gray on assessments)
56-70%
Attention (coded light gray on assessments)
71-75%
Area to watch (coded pale yellow on assessments)
Academic Year: 2006-2007
# Candidates: 7
Rubric
Criteria
IRA
Standard
Class
Average
# of
Students
# of
Students
Receiving 3
# of
Students
Receiving 2
# of
Students
Receiving 1
% of
Students
Receiving 3
% of
Students
Receiving 2
% of
Students
Receiving 1
2
3
3
3
5
5
6
6
6
7
7
8
8
8
9
9
10
10
11
a
11
b
11
c
12
13
13
13
5.1
1.1
1.2
5.1
5.2
5.3
5.1
5.2
5.3
5.2
5.4
5.1
5.2
5.4
5.2
5.4
5.2
5.4
2
3
3
5.2
5.1
5.2
5.4
3.0
2.5
2.5
2.5
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
2.4
2.7
2.7
2.7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
6
7
7
7
7
7
4
4
4
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
6
3
5
5
5
0
3
3
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
4
2
2
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
10
0
57
57
57
10
0
10
0
10
0
10
0
10
0
10
0
10
0
10
0
10
0
10
0
10
0
10
0
10
0
10
0
10
0
10
0
10
0
43
71
71
71
0
43
43
43
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
57
29
29
29
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
11
a
11
b
11
c
12
13
13
Academic Year: 2007-2008
# Candidates: 31
Rubric
Criteria
13
2
3
3
3
5
5
6
6
6
7
7
8
8
8
9
9
10
10
IRA Standard
Class
Average
5.1
1.1
1.2
5.1
5.2
5.3
5.1
5.2
5.3
5.2
5.4
5.1
5.2
5.4
5.2
5.4
5.2
5.4
2
3
3
5.2
5.1
5.2
5.4
2.
76
2.
72
2.
96
2.
96
2.
96
3.
00
3.
00
2.
96
2.
92
3.
00
3.
00
3.
00
2.
80
2.
96
2.
80
3.
00
3.
00
2.
88
3.
00
2.
92
3.
00
2.
92
3.
00
2.
96
2.
80
# of Students
# of Students
Receiving 3
# of Students
Receiving 2
# of Students
Receiving 1
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
23
23
30
30
30
31
31
30
29
31
31
31
24
30
24
31
31
29
31
30
31
30
31
30
24
8
7
1
1
1
0
0
1
2
0
0
0
7
1
7
0
0
1
0
0
0
0
0
1
7
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
1
0
1
0
0
0
74
%
74
%
97
%
97
%
97
%
10
0
%
10
0
%
97
%
94
%
10
0
%
10
0
%
10
0
%
77
%
97
%
77
%
10
0
%
10
0
%
94
%
10
0
%
97
%
10
0
%
97
%
10
0
%
97
%
77
%
26
%
23
%
3
%
3
%
3
%
0
%
0
%
3
%
6
%
0
%
0
%
0
%
23
%
3
%
23
%
0
%
0
%
3
%
0
%
0
%
0
%
0
%
0
%
3
%
23
%
0
%
3
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
3
%
0
%
3
%
0
%
3
%
0
%
0
%
0
%
% of
Students
Receiving 3
% of
Students
Receiving 2
% of
Students
Receiving 1
CORE ASSESSMENT # 5 Professional Portfolio 8
Academic Year: 2008-2009
# Candidates: 32
Rubric
Criteria
2
3
3
3
5
5
6
6
6
7
7
8
8
8
9
9
10
10
IRA Standard
Class
Average
5.1
1.1
1.2
5.1
5.2
5.3
5.1
5.2
5.3
5.2
5.4
5.1
5.2
5.4
5.2
5.4
5.2
5.4
2
2.
9
2.
9
2.
8
2.
8
3.
0
3.
0
3.
00
3.
00
3.
00
3.
00
3.
00
3.
00
3.
00
2.
97
3.
00
2.
91
3.
00
2.
94
3.
00
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
28
31
27
27
32
32
32
32
32
32
32
32
32
31
32
29
32
30
4
1
5
5
0
0
0
0
0
0
0
0
0
1
0
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
88
%
97
%
84
%
84
%
10
0
%
10
0
%
10
0
%
10
0
%
10
0
%
10
0
%
10
0
%
10
0
%
10
0
%
97
%
10
0
%
13
%
3
%
16
%
16
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
3
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
# of Students
# of Students
Receiving 3
# of Students
Receiving 2
# of Students
Receiving 1
% of
Students
Receiving 3
% of
Students
Receiving 2
% of
Students
Receiving 1
11
a
11
b
11
c
12
13
13
13
3
3
5.2
5.1
5.2
5.4
3.
00
3.
00
3.
00
3.
00
3.
00
3.
00
32
32
32
32
32
32
32
32
32
32
32
32
32
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
91
%
10
0
%
94
%
10
0
%
10
0
%
10
0
%
10
0
%
10
0
%
10
0
%
10
0
%
0
%
9
%
0
%
6
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%
0
%