EDUC 647
Professional Portfolio
1 graduate credit
Professor/Director:
Telephone:
Email:
Office:
Office Hours:
Course Catalog Description: Each candidate in the Literacy and Culture program will present a Professional Portfolio as
the program exit requirement and culminating experience. The Portfolio is evaluated by the program faculty and presented
to a panel of faculty and peers. The Professional Portfolio will satisfy the Office of Graduate Studies' Comprehensive
Examination requirement. Candidates will enroll in one (1) credit. Continuous enrollment is required until completion
with a maximum of 1 credit counted toward total required credit hours. Grading is Pass (P), Satisfactory Progress (SP) or
Not Pass (NP). Prerequisite: EDUC 626. 1 credit.
Text(s):
Recommended:
Danielson, K. E. & Rogers, S. E. (1996). Teacher Portfolios: Literacy Artifacts and Themes. Portsmouth, NH:
Heinemann.
Course Objectives:
This 1 credit exit requirement has two primary objectives:
I.
Program faculty review of the professional portfolio developed in EDUC 646 (see syllabus for objectives)
II.
Candidate presentation of professional portfolio highlights
Knowledge, Skills & Dispositions (continued from EDUC 646)
As a result of this culminating practicum, candidates will identify, explain, value and demonstrate how they have
accomplished each of the International Reading Association standards below:
•
Demonstrate and use to support all professional decisions and actions a knowledge of reading research, literacy
theory and it’s historical context, literacy development, and the major components of literacy acquisition. (IRA 1.1,
1.2, 1.3, 1.4)
•
Support classroom teachers and paraprofessionals in their use of instructional grouping options. They help teachers
select appropriate options. They demonstrate the options and explain the evidence-based rationale for changing
configurations to best meet the needs of all students. (IRA 2.1)
•
Support classroom teachers and paraprofessionals in their use of a wide range of instructional practices, approaches,
and methods, including technology-based practices. They help teachers select appropriate options and explain the
evidence-base for selecting practices to best meet the needs of all students. They demonstrate the options in their
own teaching and in demonstration teaching. (IRA 2.2)
•
Support classroom teachers and paraprofessionals in their use of a wide range of curriculum materials. They help
teachers select appropriate options and explain the evidence-base for selecting practices to best meet the needs of all
students. They demonstrate the options in their own teaching and in demonstration teaching. (IRA 2.3)
•
Train teachers, paraprofessionals, and sometimes parents and caregivers to administer and/or interpret assessments
for literacy. (IRA 3.1)
•
Support the classroom teacher in the assessment of individual students. They extend the assessment to further
determine proficiencies and difficulties for appropriate services. (IRA 3.2)
•
Assist the classroom teacher in using assessment to plan instruction for all students. They use indepth assessment
information to plan individual instruction for struggling readers. They collaborate with other education professionals
to implement appropriate reading instruction for individual students. (IRA 3.3)
•
Collect, analyze and use schoolwide assessment data to implement and revise school reading programs (IRA 3.3)
•
Use methods to effectively revise instructional plans to motivate all students. They assist classroom teachers in
designing programs that will intrinsically and extrinsically motivate students. They demonstrate these techniques and
they can articulate the research base that grounds their practice. (4.4)
•
Assist the classroom teacher and paraprofessional in selecting materials that match the reading levels, interests, and
cultural and linguistic background of students. (IRA 4.1)
•
Assist the classroom teacher in selecting books, technology-based information, and nonprint materials representing
multiple levels, broad interests, and cultural and linguistic backgrounds. (IRA 4.2)
•
Assist teachers to model reading and writing as valued lifelong activities. (IRA 4.3)
•
Display dispositions related to literacy and the teaching of literacy including respect for cultural, linguistic, and
individual differences of students, teachers and families, efforts to work with families and communities to support
students’ learning, and the professional handling of information, issues and individuals. (IRA 5.1)
•
Conduct action research to improve student achievement in literacy. (IRA 5.2)
•
Positively and constructively provide an evaluation of their own or others' teaching practices. Assist classroom
teachers and paraprofessionals as they strive to improve their practices. (IRA 5.3)
•
Conduct professional study groups for paraprofessionals and teachers. Assist classroom teachers and
paraprofessionals in identifying, planning, and implementing personal professional development plans. Advocate to
advance the professional research base to expand knowledge-based practices. (IRA 5.2)
•
Exhibit leadership skills in professional development. They plan, implement, and evaluate professional development
efforts at the grade, school, district, and/or state level. They are cognizant of and can identify and describe the
characteristics of sound professional development programs. They can articulate the evidence base that grounds their
practice. (IRA 5.4)
Course Outline
I.
Professional Portfolio Completion
II. Professional Portfolio Evaluation and Review
III. Professional Portfolio Presentation
Course Schedule:
Week #
Week 1
2-4
TBA
Assignments
Complete professional portfolio and submit to EDUC 646course
instructor
Faculty panel reviews professional portfolio, completes rubric,
provides feedback.
Candidate prepares presentation
Present Portfolio highlights to panel of faculty members and peers
Course Assignments
Compiling and presenting the Professional Portfolio and will provide a capstone experience. It will
demonstrate integrated graduate level learning and evidence of essential professional dispositions, and
will reflect the candidate's growth as a professional and leader. The Professional Portfolio will serve as
a synthesis of learning throughout the degree coursework and reflect the International Reading
Association Standards for Reading Professionals.
General Requirements: Students should consult the Guide for Professional Portfolio distributed in
EDUC 646 for all requirements. Development of a portfolio provides each candidate opportunities for
reflection and self-evaluation within the graduate program as well as within his/her professional
position that demonstrates proficiency as a reading specialist and coach. The portfolio can be paper or
electronic and should represent an extensive record of progress, and a collection of well-documented
learning and professional achievements in the field of literacy education. The Portfolio should be
completed during the EDUC 646 Practicum II course.
Procedures for culmination of the process:
A. Portfolio completed under instructor supervision during EDUC 646 Practicum II.
B. Student registers for EDUC 647.
C. The professional portfolio will be reviewed and evaluated by program faculty members.
D. The candidate will present a synopsis of the Professional Portfolio to the faculty committee and
his/her peers on a selected date within the EDUC 647 semester.
I. Completed Professional Portfolio
As directed in EDUC 646, you should complete all revisions to your portfolio and be prepared to submit a
finished, edited, polished copy to the director of EDUC 647. The final copy may be electronic or in paper
form.
II. Professional Portfolio Presentation
While the portfolio is being reviewed by program faculty, you should prepare a presentation summarizing
the highlights of your portfolio not to exceed 10 minutes. A powerpoint or similar visual presentation
should be used to show these highlights. Your presentation should demonstrate key ways you have grown
as a professional in the field of literacy, accomplishments you’ve achieved in the field of literacy education,
and practical applications of key standards which have resulted in student success.
Grade:
Pass: Candidate completes both the Professional Portfolio and the Presentation with rubric scores 51% or
higher.
Satisfactory Progress: Candidate is unable to complete one or both of the requirements within the term.
Continuous enrollment is required until completion. Candidate will need to enroll in EDUC 647 until
requirements have been completed.
Not Pass: Candidate does not complete the Professional Portfolio and/or the Presentation with rubric scores
above 51%
GUIDELINES:
Student Responsibility:
**All graduate students are required to maintain and check their Longwood email account. All University
correspondence, including important information from the graduate studies office, will be sent to your Longwood email. It
is your responsibility to access and regularly check this email account. Changing your account in Blackboard only changes
email for that course, not overall.**
It is the responsibility of students to inform themselves of, and to observe, all regulations and procedures required by the
university. In no case will a regulation be waived or an exception granted because students plead ignorance of the
regulation or assert that they were not informed of the regulation by an advisor or other authority. Refer to the Academic
Regulations sections of the most recent Graduate Catalog available online at:
http://www.longwood.edu/academic/affairs/catalog_home.htm {Select Graduate Catalog; Select General
Information; Select Academic Regulations}
GRADING SCALE:
Pass (P)/Satisfactory Progress (SP)/Not Pass (NP)
ATTENDANCE:
 Students are expected to attend and participate in all class activities. Instructors have the right to assign a course
grade of "F" when the student has missed a total (excused and unexcused) of 25 percent of the scheduled class
meeting times.
 Students must assume full responsibility for any loss incurred because of absence..
 Class assignments are due during the class period on the assigned date.
 All written assignments will be typed unless otherwise specified.
 Students who require special arrangements for taking notes and/or tests should make arrangements with the
instructor at the beginning of the semester.
 If serious circumstances necessitate a make-up test/exam, students must present a doctor's note or other valid
documentation of the circumstance and complete the alternate test/exam by arrangement with the instructor.
 In no case should assignments for this course be ones that have been submitted for another course. Mere
submission of work does not guarantee a passing grade. Grades are assigned on the quality of the work according
to the professional judgment of the instructor.
ACCOMMODATIONS:
Any student who feels s/he may need an accommodation based on the impact of a physical, psychological, medical, or
learning disability should contact me privately. If you have not already done so, please contact the Office for Disability
Services (103 Graham Building, 434-395-2391 or http://www.longwood.edu/disability) to register for services.
TECHNICAL ASSISTANCE:
Longwood provides a toll-free number (877-267-7883) for distance education students. You can reach User Support
Services, the Library Reference Desk and the Graduate Studies Office during working hours. After working hours you can
leave a message for the Library and Graduate Studies. You can email User Support Services at helpdesk@longwood.edu
after working hours and will get a response on the next working day.
EVALUATION OF THE INSTRUCTOR:
At the conclusion of the course, each student will have the opportunity to evaluate the course instructor.
HONOR CODE:
Each student is expected to follow Longwood University’s policy for the Honor Code as stated in the latest edition of the
Graduate Catalog.
Honor Code:
“A strong tradition of honor is fundamental to the quality of living and learning in the Longwood community.” When
accepting admission to Longwood College, each student made a commitment to respect, support, and abide by the
college’s honor code system without compromise or exception. Students must follow the policy of the Honor Code as
described in the current college catalog and refrain from lying, cheating, stealing, and plagiarism.
PROGRAM REMINDER INFORMATION:
Prospective applicants are allowed to enroll in up to nine credit hours (3 courses) prior to being admitted to a degree or
licensure only program and have those hours apply to the admitted program. Students should submit an Application for
Graduate Admission promptly to avoid having course work in excess of the nine credit hours not apply once admitted.
Application materials are available by contacting the Office of Graduate Studies (434-395-2707 or
graduate@longwood.edu) or on our web site at www.longwood.edu/graduatestudies/apply.htm.
Department of Record: Questions about this course and its instruction should be addressed to the Department of
Education, Special Education, Social Work, & Communication Disorders.
Bibliography:
Costantino, P., (2008). Developing a Professional Teaching Portfolio: A Guide for Success, 3rd Edition. Columbus, OH:
Allyn & Bacon.
Kilbane, C. & Milman, N. (2002). The Digital Teaching Portfolio Handbook: A How-To Guide for Educators.
Columbus, OH: Allyn & Bacon.
Rieman, P. & Okrasinski, J. (2006). Creating Your Teaching Portfolio: Presenting Your Professional Best. New York,
NY: McGraw-Hill.
Professional Portfolio Guidelines
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.
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.
1.
A list of items (artifacts) you must include is below. You may include additional items that demonstrate
your knowledge and understanding of the standards, but you must include what’s on the list below.
2.
Be sure to label each item (artifact) and section clearly. Include a cover sheet for each section so the reader
can clearly see when one artifact ends and a new one begins.
3.
Introduce each item (artifact) AFTER #6 that you include in your portfolio with a brief paragraph telling
the reader what the item is and what purpose it serves in your portfolio. These introductions can usually be
included on the cover sheet for each section. (items 1-5 do not need introductions).
4.
Double space all typed work and use Times New Roman, 12 point font.
You must include:
1. Table of Contents (follow order below)
2. Introduction
Write a brief introduction about yourself so the reader gets an idea of who you are-mostly
professionally but a little personal background would be fine too. It would be a good idea to
include a picture of you on this page. If your picture includes others, such as family members or
your students, please use a caption. Also include an explanation of what you hope to demonstrate
in this portfolio—what is the purpose(s) of this portfolio?
3.
Current resume
4. Philosophy of Literacy Education Statement
The essay should be 2-3 pages in length 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. Reflect back on the courses and readings you have done throughout the
program. Select people and ideas that have influenced your literacy perspectives and teaching.
This essay should show the reader that you have a sound knowledge and understanding of key
figures and theories in literacy education. To do this, you should cite at least 3-4 key figures or
theories within your essay (citations can be either direct quotes or paraphrased ideas). You should
also include references at the end (reference sections only include works you’ve actually cited in
your paper) and both citations and references need to be in APA format.
5. 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; Includes 2 or more
quotes from the textbooks or articles; uses correct APA style to cite the quotes/ideas and includes a reference
list of works cited.
6. Standards worksheet
How would you demonstrate each of the International Reading Association standards for reading professionals?
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. This is an overall summary chart. You will then include artifacts to demonstrate
your knowledge and understanding of each standard in the rest of the portfolio.
7. Demonstration lessons
In your EDUC 645 you will be required to complete two demonstration lessons. Please include
these in your portfolio along with CAPTIONED photographs, a reflection by you, and a reflection
by the teacher who observed you. If you would like to gather reflections from the students and
include some of those you can.
8. Literacy Lesson observations & reflections & recommendations
In addition to the demonstration lessons, you are required to 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 the observation sheet to record your experience.
9. 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…
10. Proposal to conference
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. Please pay close attention to the
requirements for a program entry and include all four items required (title of presentation,
abstract, session agenda AND participant outcomes which includes outcomes, content and
process), and list of presenters.
11. Presentation you’ve done (or will do)
[If you have done the presentation, Include date, location, type of audience, 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 or a some other
public venue (parent meeting, library, etc.). You must include the type of presentation, where/to
whom you would present it, title, short description of content, and a handout or powerpoint that you
would use—in other words, it needs to be a presentation complete and ready to share.]
12. A. 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 (but you should have within the past two years!!), you can use the Summer
Literacy Institute as your entry. 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]
B. SUMMER LITERACY INSTITUTE: In addition to the above professional development,
please include a 1-2 page reflection on your experiences a the Summer Literacy Institute.
1. Presentations you heard and a few ideas you enjoyed (reflecting on the institute as an
attendee).
2. Reflect on the institute as someone who may plan or help to plan professional development
opportunities in your school—what is involved in planning PD? What worked and what did not
at this one? Do you have any ideas for possible PD at your school?
13. Evidence for Standard 2, 3 and 4
Using the IRA standards, include THREE items/artifacts that show your understanding of and
proficiency with each of the standards 2, 3, and 4. Some artifacts you select will relate to all three
standards, others just one of them. Just be sure that each of the standards is represented
somewhere in your three artifacts.
Include projects such as the child study from your practicum 1, lesson plans, text sets-whatever it takes—to
show how you as an educator (or in your graduate classes) have met the broad standards 2, 3 and 4.
Standard 2 is related to instructional practice (lesson plans, units, instructional grouping plans, etc.).
Standard 3 is related to assessment (your case study or some other planned use of assessment for
instruction). Standard 4 is literate environment which boils down to methods and materials (a text set,
literature circle instructional plans, a collection of teaching techniques).
Be sure before EACH of the three artifacts you include to put a cover sheet. On that cover sheet list and
explain briefly which of the standards that artifact relates to. It may relate to all of them (2, 3, 4) or two or
just one. Explain how—just in a sentence or two.
For this section, please include just enough of the project (if it’s a really big one) to show you’ve done it. For
the child study, just select pages throughout such as the introduction, the assessment explanation, the chart
showing strengths & challenges. You may not want to include the whole thing. However, if you want
everything all in one spot for future reference, I don’t mind if you put the whole thing in there.
14. 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 select at least three different ‘sub standards’ below. In list
or paragraph form, specifically described ways you have, or could, provide support for any of the
standards below. This section does NOT need to include artifacts unless you have them and
would like to include them.
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
15. Professional Development Plan
You will complete this in your EDUC 645 class. Please include a copy of it in your
portfolio.
Overall
#3 Current
Resume
#4 Philosophy
Statement
1.1, 1.2, 5.1
#4 Philosophy
Statement
1.1, 1.2, 5.1
#5 Coaching/
Specialist Essay
1.1, 1.2, 5.1
#6 Standards
Worksheet
#7
Demonstration
Lessons (2)
5.2, 5.3
#8 Literacy
Lesson
Observations,
Reflections &
Recommendations (2)
5.1, 5.2, 5.3
#9 Professional
Organization
Membership
5.2, 5.4
#10 Proposal to
Present at a
Conference
5.1, 5.2, 5.4
Evaluation Rubric: Professional Portfolio Project
Target 5
Acceptable 3
Unacceptable 0
Binder used; contents are
Binder used; contents are
Binder not used and/or
organized, neat, and edited.
somewhat organized, neat,
unorganized, unedited, not
Portfolio is professional in
and edited but not entirely
neatly done. Definitely not
appearance and content.
professional in appearance
professional in appearance
TOC included, each artifact is and content.
and/or content.
explained.
Current resume included;
Resume included; not all
Resume not included or
clearly formatted; includes all necessary sections included
missing too many sections.
necessary sections.
and/or not current.
2-3 well written pages
Less than 2 paragraphs
No paragraphs or paragraphs
summarizing your beliefs
summarizing your beliefs
are not detailed enough to
about literacy education, what about literacy education, what cover the required areas.
literacy is, how children
literacy is, how children
become successful, motivated become successful, motivated
and literate adults, and your
and literate adults, and your
role(s) as a literacy educator.
role(s) as a literacy educator.
Philosophy and practice are
Philosophy and practice are
No professional/ scholarly
clearly supported by and
supported by and grounded in sources are referred to and/or
grounded in at least three
one or two different
cited.
different professional/
professional/ scholarly
scholarly sources
sources
2-3 well written pages
2-3 pages address most of the Essay is lacking in clarity,
address all criteria and
criteria and demonstrate a fair detail, does not address many
demonstrate clear
understanding of these roles.
of the criteria, and does not
understanding of these roles.
demonstrate clear
understanding of the roles.
Completed all sections of the
Completed at least half of the Completed less than half or
standards worksheet.
sections of the standards
no sections of the standards
Indicated both actual
worksheet. Did not Indicate
worksheet.
accomplishments and
both actual accomplishments
possible ones for majority of
and possible ones.
standards.
Two lessons described
One lesson described
No lessons described.
including captioned photos.
including captioned photo.
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.
#13. Evidence for
Standard 2
Complete and detailed;
clearly matches standard
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.
Partial attendance &
participation in assigned
helping roles, and/or
insufficient reflection on the
Summer Literacy Institute
Included; somewhat matches
standard
#13. Evidence for
Standard 3
Complete and detailed;
clearly matches standard
Included; somewhat matches
standard
Not included
#13. Evidence for
Standard 4
Complete and detailed;
clearly matches standard
Included; somewhat matches
standard
Not included
#14 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
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
Plan lacks detail, research
support, clarity,
thoughtfulness and/or over
half of the required criteria.
#11 Presentations
5.2, 5.4
#12a Attendance
at a Professional
Development
Opportunity
5.2, 5.4
#12b Summer
Literacy Institute
5.2
#15 Professional
Development Plan
5.1, 5.2, 5.4
Target 3
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.
Attended, participated in
assigned helping roles, and
included a reflection on the
Summer Literacy Institute
Unacceptable 1
Provided no evidence of
having given a presentation.
Provided no evidence of
attendance at a professional
development opportunity.
Did not attend, participated
in assigned helping roles,
and/or include a reflection on
the Summer Literacy
Institute
Not included