Home > Program Description > M Licensure Candidates' Capstone Portfolio and Presentation

M LICENSURE CANDIDATES’

CAPSTONE PORTFOLIO AND PRESENTATION

THE MASTER OF ARTS IN ENGLISH EDUCATION

UNIVERSITY OF NORTH CAROLINA AT PEMBROKE

The candidate recommended for M licensure possesses and demonstrates a clearly articulated, coherent philosophy of teaching literacy and literature. This philosophy, grounded in theory as well as practice, reflects the candidate’s growth through rigorous, Master’s level course work.

The candidate’s Philosophy of Teaching Literature and Literacy and various supporting Artifacts comprise the Capstone Portfolio and Presentation which is evaluated by a panel of graduate faculty and a public school professional. The panel examines this final product of learning in the program for indicators that the candidate meets the following five DPI Standards for Master teachers:

1. Instructional Expertise
2. Knowledge of Learners
3. Research
4. Content Knowledge
5. Professional Reflection, Development, and Leadership

A “P” (proficient) Capstone Portfolio and Presentation earns the candidate’s recommendation for licensure while it also meets the final requirement for the degree.

Candidates should consult the Assessment of Standards and Indicators for specific guidance; persons also aspiring to National Board Certification should note the alignment of Standards and Indicators with National Board Certification Standards.

THE PORTFOLIO

Although the Philosophy of Teaching Literature and Literacy is submitted when the candidate completes the degree, composition of this statement is reflective and recursive, a process that begins upon admission to the program in conference with the program director when the candidate candidly assesses indicators of the five standards. While taking course work to become proficient in advanced knowledge and skills in literature and literacy, the candidate recognizes growth in expertise, which is applied to classroom practice for the benefit of diverse learners. At mid-point in progress toward the degree, the candidate confers again with the program director to identify newly acquired indicators of proficiency and an evolving philosophy. The result of this program-long process is the final product, the Philosophy of Teaching Literature and Literacy, an argumentative essay of at least ten pages (exclusive of its separate Works Cited page that conforms to MLA style) in which the candidate

• synthesizes learning and advanced knowledge in the discipline;
• situates his/her position among those of major scholars whose work is referenced in primary sources;
• introduces artifacts that indicate and support the theoretical positions expressed;
• demonstrates advanced skills as a writer through depth of thought; coherent development and organization; meticulous editing, proofreading, and adherence to the conventions of documentation.

The Artifacts, between five and seven in number, are judiciously selected from among the candidate’s

1. course products (such as various drafts of papers; graded tests; PowerPoint presentations; annotated bibliographies; action, literary, or theoretical research; unit plans, etc.). Among the artifacts selected from course products there must be
   • a graded research paper, solely authored by the candidate.
   • an assignment demonstrating knowledge of diverse learners, such as, for example, the Core Course Assignment on Students with Exceptionalities (CASE) Annotated Bibliography. The candidate will distinguish between items found and annotated independently versus found and annotated collaboratively. At least half the items should be the product of independent work.
   • Leadership Project showing documentation of a successfully completed Leadership Project, including documentation of the Project's execution, evaluation, and dissemination. If the project was begun as part of one of the Core Courses, the candidate should also include the research paper written to support the Project Proposal.
2. classroom practice (such as video or audio tapes, lesson or unit plans, student products, etc.) that has been directly and demonstrably impacted by course work throughout the program.

Quality and purpose of artifacts that clearly indicate standards and illustrate the candidate’s philosophy are far more compelling than mere quantity of artifacts. Therefore, a Caption (approximately 500 words in length) precedes each artifact explaining how it both illustrates the candidate’s philosophy and indicates a M licensure standards.

The Portfolio’s contents will be assembled in the following order:

• Table of Contents listing each artifact
• Standards and Indicators as found on the MAEE website
• The Philosophy of Teaching Literature and Literacy
• Five to Seven Artifacts, each preceded by its own Caption
• A Curriculum Vitae providing the candidate’s credentials and work history.

THE PRESENTATION

The Presentation gives the candidate an opportunity to present him/herself as a professional to other professionals in the discipline of English Education. In a twenty-minute presentation, the candidate will select, focus, and elaborate upon a particular indicator of growth and learning in the program as presented in the Philosophy of Teaching Literature and Literacy, thus demonstrating particular strengths, expertise, and mastery of content. This Presentation takes place before the panel of three graduate faculty and a public school professional. Other members of the graduate faculty and guests invited by the candidate may also attend.

The candidate’s presentation will

• adhere to the twenty-minute time frame;
• use technology such as PowerPoint, transparencies, a web-site, and/or handouts to enhance the delivery of information (not merely to outline the points being made).

The candidate will then, for about twenty additional minutes, respond to questions posed by the panel and elaborate upon points brought up in the presentation and the portfolio. A candidate will be asked, for example, to provide additional support for points, clarify information about a position or theorist, indicate plans for growth beyond the MA degree, etc.

Scheduling the Capstone Portfolio and Presentation

• The Capstone experience takes place during the fall or spring semester when the candidate plans to graduate.
• During the first week of that semester, the candidate attends a required meeting with the program director to schedule submission of the Portfolio as well as four additional copies of the philosophy statement and the table of contents and to schedule the presentation.
• Should, after this meeting, the candidate foresee that he/she must reschedule the Capstone, the program director must be so informed in writing at least one week before deadline for submitting the portfolio and additional documents. Failure to make such timely request for rescheduling will be calculated as a failed attempt at the Capstone (as consistent with School of Graduate Studies policies).
• The candidate will submit, on or before the deadline, the Portfolio and additional documents to the Program Director who will distribute them among other members of the panel.

Evaluation of the Capstone Portfolio and Presentation

The panel will evaluate the Portfolio (comprised of the Philosophy of Teaching Literature and Literacy and the Artifacts) and the Presentation (comprised of the presentation and response to questions) to determine whether this final course product indicates

• Proficiency = P (2), thus completing degree requirements and earning the candidate’s recommendation for M licensure.
• Deficiency (1), failing to indicate attainment of one or more Standard. Consistent with School of Graduate Studies policies, candidates have the right to attempt the Capstone experience up to two more times during subsequent semesters. If scheduling permits, the grade for the Capstone may be withheld if only one area of the Portfolio or Presentation is lacking and if revision of that area would enable the entire Capstone Portfolio and Presentation to earn a P before the end of the semester.
• Excellence (3) in all indicators of Standards.

Rubric

Panel members will use the Assessment of Standards and Indicators to judge the Capstone Portfolio and Presentation. Additionally, panel members may provide narrative comments to supplement their judgments of the candidate’s

• indicators of standards;
• synthesis of program course work;
• application of course work to teaching practice;
• advanced, effective communication skills, specifically in the area of Standard Written and Spoken English, research, and technology;
• professional demeanor, as evidenced through eye contact, appropriate gestures, adequate volume, neatness, etc.

Further suggestions for preparing for the Capstone

Do not hesitate to ask questions of your professors and the program director. Discuss the capstone with other candidates. Practice giving the presentation before an audience. Dr. Kay McClanahan kay.mcclanahan@uncp.edu can help you polish your presentation, and Dr. Roger Ladd roger.ladd@uncp.edu can review your portfolio and philosophy statement. If you wish to solicit help from these graduate faculty members, contact them sufficiently in advance of the deadline for submitting the portfolio.

Your Capstone Portfolio and Presentation is your moment to shine!

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