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ma and mat capstone portfolio and presentation

M. A. in English Education
M. A. T. with English Specialization

Capstone Portfolio and Presentation

The University of North Carolina at Pembroke

The candidate recommended for the Master of Arts in English Education or M. A. T. with English Specialization affirms the richness of language and literature produced by diverse groups; as a result of core courses and electives, the candidate has expanded personal, intellectual, and professional horizons. The culminating product of this learning in the program is the candidate’s Capstone Portfolio and Presentation.

This Capstone Portfolio and Presentation has three closely-related major components, each of which requires the candidate to balance original intellectual work in the Capstone with synthesis and presentation of prior work within the program. These three main components are the Philosophy, Portfolio with original Captions, and Presentation.

For M-licensure candidates, the complete Capstone Portfolio and Presentation is evaluated by a panel of graduate faculty and a public school professional; licensure-waiver candidates are evaluated by a panel of graduate faculty. The panel examines this final product of learning in the program for indicators that the candidate meets the appropriate standards:

DPI Standards for Master Teachers	Program Goals and Objectives (for licensure-waiver candidates admitted before January 2006)
1. Instructional Expertise	1. Research
2. Knowledge of Learners	2. Content Knowledge
3. Research	3. Professional Reflection and Development of Leadership
4. Content Knowledge	4. Instructional Expertise
5. Professional Reflection, Development, and Leadership	5. Knowledge of Learners and Learning
<http://www.uncp.edu/maee/program/ Standards%20and%20Indicators.htm>	<http://www.uncp.edu/maee/program/ goals_objectives.htm>

 

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

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. Note however that NBCS portfolios differ considerably from Capstone portfolios in the nature of original intellectual work expected.

The Philosophy

The candidate 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, and guides the development of the Portfolio and Presentation. A candidate for the Master of Arts in English Education who has waived licensure writes a more focused Statement of Philosophy synthesizing and demonstrating the candidate’s growth in a chosen area of emphasis – literature or literacy – as well as her or his attainment of program Standards and Indicators (or Goals and Objectives for candidates admitted prior to January 2006; see above).

Although the Philosophy 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 her or his knowledge and skills, and the indicators of the five DPI standards. While taking course work appropriate to the candidate’s degree and licensure path, the candidate recognizes growth in expertise, which is applied to classroom practice for the benefit of diverse learners; additionally, the candidate recognizes how language and literature are the products of diversity in race, gender, ethnicity, geographical, chronological, and/or historical periods. At mid-point in progress toward the degree, the candidate confers again with the program director to identify newly acquired indicators of proficiency, an evolving philosophy, and potential Portfolio artifacts. The result of this program-long process is the final product, the Philosophy, an argumentative essay of at least ten pages (exclusive of its separate Works Cited page that conforms to MLA style) in which the candidate demonstrates mastery appropriate to her or his degree and licensure path:

Philosophy of Teaching Literature and Literacy (M-licensure candidates, M.A. & M.A.T.)	Statement of Philosophy (licensure-waiver M.A. candidates)
synthesizes learning and advanced knowledge in the discipline	synthesizes learning and advanced knowledge in her or his chosen emphasis
situates her or his position on teaching literature and literacy among those of major scholars whose work is referenced in primary sources	situates her or his position on literature or literacy among those of major scholars whose work is referenced in primary sources
introduces artifacts that indicate and support the theoretical positions expressed	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	demonstrates advanced skills as a writer through depth of thought; coherent development and organization; meticulous editing, proofreading, and adherence to the conventions of documentation

 

This Philosophy should represent original intellectual work on the part of the candidate, based upon and synthesizing graduate work but also developing the candidate’s perspective upon completion of that coursework. Research and further reading should follow up ideas encountered in graduate courses, and the argument should deploy those ideas in a coherent, insightful synthesis. Reference should be made to Portfolio Artifacts that support the candidate’s position on her or his philosophy.

The Philosophy should appear in the portfolio, but the candidate should also print out separate copies for each member of the evaluation panel.

The Portfolio

The portfolio should have the following structure:

1. Table of Contents
2. Standards and Indicators (or Goals and Objectives for non-licensure students admitted before Jan. 2006), printed from program website (see above)
3. Philosophy (Philosophy of Teaching Literature and Literacy  or Statement of Philosophy)
4. Five to Seven Artifacts with original Captions
5. Curriculum Vitae

The Artifacts, between five and seven in number, are judiciously selected from among the candidate’s course products (such as various drafts of papers; graded tests; PowerPoint presentations; annotated bibliographies; action, literary, or theoretical research; unit plans; materials developed in fulfillment of core course requirements, etc.), each bearing a detailed one-page Caption explaining its role in the Portfolio. An Artifact may contain more than one item, if they are closely related by the Caption. There are several compulsory artifacts:

1. At least one copy of a graded research paper, solely authored by the candidate for a course in the Graduate Program in English Education at UNCP.
2. One artifact demonstrating knowledge of diverse learners
   • Licensure: Core Course Assignment on Students with Exceptionalities (CCASE) Annotated Bibliographies. The candidate will make clear which items he/she found and annotated and which items were found and annotated collaboratively. At least half the items must be the product of independent work. Multiple exceptionalities should be covered.
   • Non-licensure: CCASE Annotated Bibliographies are welcome in non-licensure portfolios to cover this standard, but alternative artifacts are permissible.
3. Leadership Artifact
   • Licensure: The candidate will include 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.
   • Non-licensure: The formal Leadership project is welcome in non-licensure portfolios to cover this standard, but alternative artifacts are permissible.

Licensure candidates (M.A. and M.A.T.) must also document classroom practice (such as video or audio tapes, lesson or unit plans, student products, etc.) that has been directly and demonstrably influenced by course work throughout the program. This classroom practice must also demonstrate impact on student learning. In cases where instructional materials developed in graduate coursework were not implemented in the classroom, artifact captions should draw direct connections between that coursework and subsequent instructional practice.

• A note on Captions: Quality and purpose of artifacts that clearly indicate standards and illustrate the candidate’s philosophy are far more compelling than mere quantity of artifacts; Portfolios are not evaluated on the basis of their physical weight. Therefore, a Caption (roughly a page in length) precedes each artifact explaining how it both illustrates the candidate’s philosophy and indicates appropriate standards. Good captions make the difference between a true Portfolio and a binder filled with old papers.

The Presentation

The Presentation gives the candidate an opportunity to speak publicly as a professional to other professionals in the disciplinary focus appropriate to the candidate’s degree and licensure path: English Education, literature, or literacy. In a twenty-minute presentation, the candidate will select, focus, and elaborate upon a particular issue as presented in the Philosophy, 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 for licensure candidates). Other members of the graduate faculty and guests invited by the candidate may also attend.

The candidate’s presentation must adhere to the twenty-minute time frame and use technologies such as PowerPoint, a web-site, or other visual aids 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 Philosophy, Portfolio, and Presentation. A candidate may be asked, for example, to provide additional support for points, clarify information about a position or theorist, indicate plans for growth beyond the graduate degree, etc.

Candidates will be evaluated in their advanced, effective communication skills, specifically in the area of Standard Written and Spoken English, skills in research and technology, and professional demeanor, such as the ability to respond to questions and elaborate upon points brought up in the Philosophy, Portfolio, and Presentation, make eye contact, demonstrate appropriate posture and use of gestures, speak with adequate volume, and present themselves with appropriate formality.

Scheduling the Capstone Portfolio and Presentation

1. The Capstone experience takes place during the fall or spring semester when the candidate hopes to graduate. It is not recommended to undertake the Capstone with a heavy final-semester course load.
2. Early in that semester, the candidate attends a required meeting or conference 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. Presentations are typically scheduled for late in the semester, and are not scheduled during the summer.
3. Should, after this meeting, the candidate foresee that she or he 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).
4. The candidate will submit, on or before the deadline one week before the scheduled presentation, 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) according to the Rubric attached below to determine whether this final course product indicates

• P (Pass): The Philosophy, Portfolio, and Presentation demonstrate growth in and mastery of areas identified by program goals and synthesis program course work and experience; the candidate has completed the degree, and will be recommended for M-licensure as appropriate.
• F (Fail): The Philosophy, Portfolio, and Presentation fail to demonstrate growth in or mastery of areas identified by program goals or synthesis program course work and experience; the candidate receives neither degree nor licensure recommendation. Consistent with School of Graduate Studies policies, candidates have the right to attempt the Capstone experience up to two more times during subsequent semesters.
• H (Honors):  The Philosophy, Portfolio, and Presentation demonstrate superior achievement and excellence in all areas; the candidate has completed the degree, and will be recommended for M-licensure as appropriate.

• Note: In very rare occasions, and only if scheduling permits, the grade for the Capstone Experience 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.

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 and alumnae/i. 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!

GRADING RUBRIC
CAPSTONE PORTFOLIO AND PRESENTATION

M.A.T. with English Specialization, UNCP

CANDIDATE’S  NAME:

Members of the Graduate Committee in English Education will evaluate the Capstone Experience holistically, bearing in mind separate areas of the Portfolio (comprised of the Philosophy of Teaching Literature and Literacy and the Artifacts) and the Presentation (comprised of the PowerPoint or other software presentation and response to the committee's questions).

I.   The evaluator will check to affirm that the Contents of the Portfolio are complete and organized as follows:

_____Table of Contents listing each artifact

_____Standards and Indicators (or Goals and Objectives for non-licensure students admitted before Jan. 2006), printed from program website

_____Philosophy

Licensure: Philosophy of Teaching Literature and Literacy which demonstrates the candidate's growth in areas of program goals and his/her synthesis of graduate course work and experience. This essay of approximately ten pages (exclusive of its separate Works Cited page that conforms to MLA style) introduces the portfolio by providing contexts for the artifacts contained in it.
Non-licensure: Statement of Philosophy synthesizes and demonstrates the candidate’s growth in a chosen area of emphasis—literature or literacy--and her/his attainment of program Goals and Objectives by synthesizing learning and advanced knowledge in the his/her chosen emphasis.
Both:

1. situate candidate’s position on literature and/or literacy among those of major scholars whose work is referenced in primary sources;
2. introduce artifacts that indicate and support the theoretical positions expressed,
3. demonstrate advanced skills as a writer through depth of thought, coherent development and organization, meticulous editing, proofreading, and conventions of documentation.

_____Five to Seven Artifacts selected to illustrate the candidate's philosophy, growth in and mastery of areas identified by program goals, and synthesis program course work and experience. Artifacts must be materials the candidate produced for graduate courses at UNCP or that grew out of the candidate's graduate work at UNCP. Candidates seeking the M license must include artifact(s) which demonstrate application of program course work and experiences to their classroom teaching, and impact on student learning. Specific artifacts to be included by all candidates are:

_____ At least one copy of a graded research paper, solely authored by the candidate for a course in the Graduate Program in English Education at UNCP.

_____ One artifact demonstrating knowledge of diverse learners
Licensure: Core Course Assignment on Students with Exceptionalities (CCASE) Annotated Bibliographies. The candidate will make clear which items he/she found and annotated and which items were found and annotated collaboratively.   At least half the items must be the product of independent work. Multiple exceptionalities should be covered.
Non-licensure: CCASE Annotated Bibliographies are welcome in non-licensure portfolios to cover this standard, but alternative artifacts are permissible.

_____Leadership Artifact

Licensure: The candidate will include 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.
Non-licensure: The formal Leadership project is welcome in non-licensure portfolios to cover this standard, but alternative artifacts are permissible.

_____Captions preceding each artifact. Each caption should be approximately a page in length and explain the relationship between the artifact and the candidate's philosophy, and/or the area of growth illustrated by the artifact, and/or the synthesis of course work and program goals achieved by the artifact.

_____Curriculum Vitae providing an overview of the candidate's credentials and work history.

II. The evaluator will check to affirm that the Capstone Presentation adheres to the following guidelines:

_____ The candidate selects, focuses, and elaborates upon a particular facet of the Philosophy.

_____ The candidate adheres to the twenty-minute time frame.

_____ The candidate uses technologies such as PowerPoint, a web-site, or other visual aids to enhance the delivery of information (not merely to outline the points being made).

_____ The candidate responds effectively to questions posed by the panel.

III.  The evaluator will assess the contents of the Portfolio and Presentation, making notes as needed below and on the reverse side, to determine the candidate’s demonstration of           
                       
A) Growth in and mastery of the areas identified in Program Standards and Indicators

1. Instructional Expertise
2. Knowledge of Learners
3. Research
4. Content Knowledge (in Literature and Literacy)
5. Professional Reflection, Development, and Leadership

B) Advanced, effective communication skills, specifically in the area of Standard Written and Spoken English, and skills in research, and skills in technology

C) Professional demeanor:  ability to respond to questions and elaborate upon points brought up in the Presentation and Portfolio;  eye contact, appropriate posture and use of gestures, adequate volume, neatness

The candidate earns the grade of (evaluator will circle one):

P            (Pass)    The Portfolio and Presentation demonstrate growth in and mastery of areas identified by program goals and synthesis program course work and experience

F             (Fail)    The Portfolio and Presentation fails to demonstrate growth in or mastery of areas identified by program goals or synthesis program course work and experience

H            (Honors) Portfolio and Presentation demonstrates superior achievement and excellence in all areas

In very rare occasions, and only if scheduling permits, the grade for the Capstone Experience 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.

EVALUATOR’S NAME:                                                         DATE: 

Updated: Tuesday, June 16, 2009

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