1. Dr. Cara M. Mulcahy and Dr. Lynda M. Valerie Department of Reading and Language Arts Thursday, October 6, 2011 4:00 – 4:30pm Vance 206. http://www.reading.ccsu.edu/ProgramCoursePortfolio/ProgramPortfolioFront.html

2. 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 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.

3. General 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.

4. IRA 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 Annotation  Artifact Reflection  Artifact Rubric

5. 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

6. 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

7.  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

8.  Examples in packet.

9. 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?

10.  Lesley University APA citation/reference  http://research.lesley.edu/content.php?pid=18 8260&sid=1580184 http://research.lesley.edu/content.php?pid=18 8260&sid=1580184  Citing online sources APA style  http://www.apastyle.org/manual/index.aspx http://www.apastyle.org/manual/index.aspx  IRA Standards for Reading Professionals Document  http://www.reading.org/General/CurrentResearch/Standards/Professi onalStandards2010.aspx http://www.reading.org/General/CurrentResearch/Standards/Professi onalStandards2010.aspx

11.  As part of your program portfolio, you are required to submit a one graded and signed rubric for each element.