Program Portfolio Orientation Dr. Cara M. Mulcahy and Dr. Lynda M. Valerie Department of Reading and Language Arts Thursday, October 8, :00 - 5:00pm Marcus White PC lab.

Steps along the way 1.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 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 Portfolio General information: Name Date of Matriculation Advisor Date of Submission IRA Standards: 2 Subcategories for each of the 5 broad standards (revised 2003).

Content of Program Portfolio IRA Standards continued: Standard 1: Foundational Knowledge –Element: 1.3: Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity. –Artifact Annotation –Artifact Reflection –Artifact Rubric

Content of Program Portfolio Evidence 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 Association Documentation: NERAJ with address label

Content of Program Portfolio Evidence 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 Session Documentation: conference Program Connecticut Reading Association Council Session Documentation: Registration/Badge

Types of Artifacts to Include Papers Projects 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 Standard 2: Instructional strategies and curriculum materials –Element 2.2: Use a wide range of instructional practice, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds –Artifact Annotation: English Language Learner Power Point The artifact represented here is a Power Point presentation designed for RDG 598. The Power Point was used for a presentation for educators on the topic of English Language Learners and reading strategies to assist students who have this label.

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?

Resources Lesley University APA citation/reference – Citing online sources APA style – – IRA Standards for Reading Professionals Document –

Portfolio Rubric As part of your program portfolio, you are required to submit a minimum of 10 graded and signed rubrics.