Literacy Master’s Portfolio Guide - M.ED. in Reading

Literacy Master’s Portfolio Overview

As part of your work in the M.Ed. in Reading program, you will complete a portfolio. The development of a portfolio is a companion experience integrating your learning and university-based experiences. The portfolio is designed to document and demonstrate your learning throughout the academic program. In addition, this assignment will serve as our program assessment for the 2017 ILA Foundational Knowledge standard elements (components 1.1, 1.2, 1.3) for specialized literacy professionals. Standards can be found using this link .

Theoretical Foundations in the WCU M.Ed. in Reading Program

In order to make wise pedagogical choices and to lead with focus and vision, it is important to ground your instructional practice in the theoretical ideas and accompanying research that shape the field. Our program faculty embody and reflect four major theoretical perspectives out of which most literacy theory, research, and teaching practice extend. A theoretical perspective is “the umbrella category into which similar theories fall,” (Tracey & Morrow, 2012, p. 12). As such, you will encounter these four theoretical perspectives across your M.Ed. courses: Constructivist and Social Constructivist Perspective, Developmental Perspective, Cognitive-Processing Perspective, Socio-Cultural and Critical Literacy Perspective.

In addition, you will learn about individual theories related to literacy and learning that fall under and across the four theoretical perspectives named above. We will utilize the following definitions to understand individual theories:

  • “Theories are explanations grounded in belief systems usually supported by extensive research and databases, and often held by large groups of people,” (Tracey & Morrow, 2012, p. 3)
  • A theory is “…a well-documented explanation for a phenomenon related to teaching and/or learning,” (Tracey & Morrow, 2012, p.4)

One of the goals of this portfolio is to provide a space in which you can demonstrate the development of theoretical knowledge from across the majority of the courses in the program. Specifically, the portfolio will provide you an opportunity to share the theories and beliefs about teaching and learning that shape your practice. It will be important for you to develop a system by which you can keep track of and organize the theoretical perspectives and theories about which you have learned in the program (See sample chart for one idea of how to do so).

The Portfolio Development Process

The portfolio process will be completed throughout your time in the M. Ed. Program (See Portfolio Contract). You are responsible for:

  1. Collecting and selecting assignments from your courses for use as artifacts in your portfolio
  2. Creating new works (2 category reflections and 1 vision statement) to include in your portfolio
  3. Attending two portfolio peer review workshops and giving/receiving feedback with peers regarding the drafts of new works for the portfolio
  4. Submitting your portfolio for evaluation in a timely manner and in accordance with the M.Ed. in Reading Theoretical Foundations Portfolio Policy, as described in the Graduate Catalog from your academic year of entry into the program

The portfolio process will consist of three distinct phases:

  • Phase 1: Artifact Collection
    • You will collect potential artifacts from your courses to include in your portfolio. Faculty members may suggest assignments from their courses that might make for ideal portfolio artifacts. However, you may select any course assignment providing it meets the criteria for inclusion (See Portfolio Contract in Appendix A). You should plan to save and store your own artifacts until you reach Phase 3.
  • Phase 2: Artifact Selection and Written Reflections
    • You will select your 4-5 artifacts and write a reflection for each category (1) the evolution of your literacy philosophy and your literacy teaching practice; (2) and the development of your commitment to social justice and/or critical pedagogy that fosters student agency and draws on their funds of knowledge. You will be provided a list of reflection questions to consider that you may use to prepare your reflections (See Appendix C).
  • Phase 3: Developing a Vision Statement
    • You are eligible to begin phase 3 of the portfolio after completing the following courses: EDR 505, EDR 507, EDR 509, EDR 516, EDR 519, and either EDR 512 or EDR 532.
    • You will respond to the assigned topic and compose a vision statement. You will develop a thesis statement that succinctly summarizes your vison and then support your vision by utilizing your knowledge of at least two theoretical perspectives including specific theories and research studies. You will explain how you might implement your vision in your school or district utilizing your knowledge of classroom literacy practice and your artifacts (where appropriate). This essay should be 8-10 pages (12 point font, double spaced, 1 inch margins).
  • Phase 4: Portfolio Finalization
    • The following is a link to our M.Ed. annual portfolio assessment schedule. This schedule identifies when portfolio workshops are scheduled and when portfolio submissions are due based on expected graduation dates.
    • You will attend two portfolio peer review workshops facilitated by the graduate coordinator. You can find the workshop schedule in the link above. The first workshop is your introduction to the portfolio process and requirements. For the second workshop, bring the following: your artifacts, a strong draft of each category reflection (reflection #1 and reflection #2), and a strong draft of your vision statement. The more prepared you are, the more you will benefit from this workshop.
    • Based on peer feedback, you will revise your portfolio.
    • You will submit your final portfolio for evaluation by a team of faculty members. Portfolios must be submitted for evaluation prior to your final semester in the program. Portfolio submissions are due according to the M.Ed. annual portfolio assessment schedule in the link in the first bullet above.
    • If the portfolio does not meet the criteria for passing, you will have one semester to revise, address the criteria, and resubmit. Portfolio resubmissions are due according to the M.Ed. annual portfolio assessment schedule (see link in first bullet above).

Literacy Master’s Portfolio Category Reflection Assignment Description

After selecting 4-5 artifacts created throughout the courses in your M.Ed. program, you will need to write 2 reflection statements (one per category) explaining your development in the following categories:

  1. How have your literacy philosophy (beliefs about teaching and learning) and your literacy teaching practice evolved during your time in the M.Ed. program?
  2. How has your commitment to social justice and/or critical pedagogy that fosters students’ agency and draws on their funds of knowledge developed during your time in the M.Ed. program?

For each reflection, discuss how your thinking and practice has evolved in the given category in relation to what you have learned in your M.Ed. courses. In each reflection, discuss how the selected artifact(s) are evidence of the development of your literacy philosophy and practice and/or the development of your commitment to social justice and critical pedagogy. Each artifact does not need to be discussed in each reflection; however, each reflection should reference at least two artifacts included in the portfolio and all artifacts must be referenced in at least one reflection paper. In addition to discussing changes in each category, artifacts should be meaningfully integrated into the reflection. You should use your artifacts to articulate key points in your development or major themes in your reflection. Be sure to include citations from course readings to support your ideas. Each reflection should be approximately 3-4 pages (12-point font, double-spaced, 1-inch margins).

Vision Statement Assignment Description

Assignment Introduction

You will respond to the topic below and write a vision statement synthesizing your learning from your M.Ed. coursework to support your thesis. To synthesize means to combine individual parts into a new whole. For this assignment, the individual parts from which you will need to draw are: (a.) the artifacts you have selected for inclusion in your portfolio (where appropriate), (b.) the theoretical knowledge that you have developed over the course of your program thus far, (c.) your classroom practice and field experience with readers and writers, and (d.) your understanding of the historical and evidence-based foundations of reading, writing, speaking, and listening development in order to develop a voice in the profession to advocate for best practice.

The new “whole” that you will create is this essay, in which you will use the above parts to explain your response to the following topic. Your essay should be 8-10 pages (12 point font, double-spaced, 1-inch margins). The purpose of this essay is to evaluate the development of your theoretical knowledge for literacy instruction, as applied to a real-world issue, in a manner that is both authentic and interesting. You do not have enough space to be comprehensive; instead, you must write in a manner that is well-organized, clear, and focused.

Topic

One important role of a reading specialist is to inform others about and advocate for high quality literacy instruction for all students. You are interviewing for a reading specialist position at a school that is looking to improve their current instructional model for teaching literacy and you have been asked to share your ideas for improving the existing model. Based on your knowledge of theoretical models and research, please explain your vision for a school-wide approach to high-quality literacy instruction for grades preK-6 or 6-12. Be sure to address all components of literacy: vocabulary, comprehension, writing, orthographic knowledge (including spelling), speaking, listening, viewing and visually representing. Address the importance of motivation, engagement, culturally relevant materials and pedagogy, and using assessment to inform instruction.

Writing your Vision Statement

Develop a vision statement that succinctly summarizes your vision. Explain your vision by utilizing your knowledge of at least two theoretical perspectives, including specific theories and research studies. Keep in mind that your response will be evaluated on how well you utilize this knowledge to support your vision. Explain how you might implement your vision in your school or district utilizing your knowledge of classroom literacy practice and your artifacts (where appropriate). Be sure to make clear connections between the literacy practices discussed and the vision and underlying theoretical perspectives and theories that comprise your thesis.

Appendix A: Literacy Master’s Portfolio Contract

My signature on this page indicates that I understand my responsibilities and obligations in relation to the Portfolio Requirement of the M.Ed. in Reading Program:

Literacy Master’s Portfolio Contract

Appendix B: Literacy Master’s Portfolio Checklist

Artifacts

  • My portfolio contains 4-5 artifacts/products from the courses in my M.Ed. program.

Category Reflections

  • My portfolio contains 2 category reflection papers, 3-4 pages each (12 point-font, double-spaced, 1-inch margins).
  • One category reflection paper discusses the evolution of my literacy philosophy and my literacy teaching practice.
  • The other category reflection paper discusses the development of my commitment to social justice and/or critical pedagogy that fosters students’ agency and draws on their funds of knowledge.
  • In each reflection, I have discussed how the selected artifact(s) are evidence of the development of my literacy philosophy and practice and/or the development of my commitment to social justice and critical pedagogy.

Vision Statement

  • My portfolio includes a vision statement that is 8-10 pages (12-point font, double-spaced, 1-inch margins) where I explain my vision in response to a provided literacy topic.
  • In my vision statement, I have synthesized what I have learned throughout the program to support my vision with theoretical, historical, and evidence-based foundations of reading, writing, language, speaking, and listening development.

Appendix C: Literacy Master’s Reflection Questions

Below are some questions you might consider when writing each reflection. You do not need to address every question below. These are options to help structure your thinking and get you started writing in an organized fashion. Your reflection should demonstrate a commitment to thinking in a deep and meaningful manner both as an adult learner and a reading specialist candidate. Your reflection should include an introduction, a conclusion, and be written in a manner that is clear, complete, and error-free.

General questions to consider when reflecting:

  • What? – Describe the ideas, artifacts, or the learning that you have done in this area.
  • So what? – What is the significance of the ideas, the artifact, or the learning for you as a teacher or a reading specialist candidate?
  • Now what? – How does this idea, artifact or learning change what you believe or do? What new questions do you have? What new goals does this lead you to set?

Questions to consider when reflecting on the evolution of your literacy philosophy and your literacy teaching practice:

  • How has your literacy philosophy and literacy teaching practice evolved?
    • What research, theories, theorists, and/or theoretical perspectives have influenced you to change your literacy philosophy and/or literacy teaching practice?
    • How does the selected artifact(s) show evidence of the evolution of your literacy philosophy and/or literacy teaching practice?
    • What key moments or critical incidents led you to change your literacy philosophy and/or literacy teaching practice?

Questions to consider when reflecting on the development of your commitment to social justice and/or critical pedagogy that fosters students’ agency and capitalizes on their funds of knowledge:

  • How has your commitment to social justice and critical pedagogy developed while enrolled in the M.Ed. program?
    • Why and/or how have you changed your teaching practice to reflect this commitment?
    • What has influenced this development?
    • How does the selected artifact(s) show evidence of development of your commitment to social justice and critical pedagogy?
    • What key moments or critical incidents have led you to see things differently?
    • When have you had the chance to see texts, others, or the world through perspectives other than your own? What have you learned from that experience?

Appendix D: Sample Theory Chart

Theoretical Perspective Theory 1 or 2 Key Theorist(s) 1 – 3 sentences explaining the key concepts or cornerstones 2 – 4 classroom applications/
activities