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ma and mat capstone portfolio and presentation

M. A. in English Education
M. A. T. with English (9-12) 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. The panel examines this final product of learning in the program for indicators that the candidate meets the appropriate standards. Note that the standards changed in 2009, though the changes are not so severe that work done to meet the older standards will fail to meet the new ones:

DPI Standards for Graduate Teacher Candidates:

• Standard 1: Teacher Leadership
• Standard 2: Respectful Educational Environments
• Standard 3: Content and Curriculum Expertise
• Standard 4: Student Learning
• Standard 5: Reflection.

Additionally, since the new Graduate Standards are not content-specific, candidates in English Education must meet the following content expectations:

The candidate indicates an advanced depth and breadth of clearly analyzed and articulated knowledge of

1. evolving canons of American, British, and world literature through successful completion of courses on varied literary topics, figures, epochs;
2. current scholars and scholarship on the texts and authors of the evolving canon;
3. factors which affect the production of literature, such as biography, culture, race, ethnicity and class;
4. theoretical and critical approaches to the study of literature and literacy;
5. theories of composition and rhetoric;
6. relationships between and among theoretical positions, research findings and philosophies.

A “P” (proficient) Capstone Portfolio and Presentation meets the final requirement for the degree, and earns the candidate’s recommendation for licensure (as appropriate). An "H" (Honors) Capstone Portfolio and Presentation represents outstanding achievement with this final product for the degree.

Candidates should consult the full Graduate Standards document for specific guidance; persons also aspiring to National Board Certification should also note 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. This philosophy, grounded in both theory and practice, reflects the candidate’s growth through rigorous, Master’s level course work, and guides the development of the Portfolio and Presentation.

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, 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 of the theoretical and philosophical underpinnings of the discipline:

Philosophy of Teaching

• synthesizes learning and advanced knowledge in the discipline;
• situates her or his position on teaching among those of major scholars whose work is referenced in primary sources;
• addresses all three major areas of the discipline: literature, writing, and literacy;
• introduces artifacts that indicate and support the theoretical positions expressed; and
• demonstrates advanced skills as a writer through depth of thought; coherent development and organization; thorough research; 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 four separate copies for each member of the evaluation panel.

The Portfolio

The portfolio should have the following structure:

1. Table of Contents
2. Graduate Standards, printed from program website
3. Philosophy of Teaching
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.), with supporting materials from candidates professional practice as appropriate. Each Artifact will feature a detailed one-page (single-spaced) Caption explaining its role in the Portfolio, and clarifying which standards and indicators are met by the artifact. An Artifact may contain more than one item, if they are closely related by the Caption.

There are several compulsory artifacts, though some of these can perhaps be combined:

1. Content
   • 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. Respectful Educational Environments
   • 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.
3. Leadership
   • 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. For candidates on the 2011 Catalog and later, that Leadership Project will be completed in EDN 5490—Effective Educational Leadership.
4. Curriculum Expertise and Student Learning
   • Licensure candidates must 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.
• Electronic Portfolios: Candidates on the 2011 Catalog and later must submit the EED 5510 Researched Unit Plan and their Teaching Philosophy electronically; see here for details.

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 interests. In a twenty-minute presentation, the candidate will select, focus, and elaborate considerably upon a particular issue discussed in the Philosophy, thus demonstrating particular strengths, expertise, and mastery of content. The focus of this presentation must be considerably narrower than that of the Philosophy; a presentation must not simply summarize the Philosophy. This Presentation takes place before a 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 must adhere to the twenty-minute time frame and use technologies such as PowerPoint, a web-site, or other technological 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. Only the evaluationg panel and the candidate will be in the room for the questions-and-answer portion of the presentation.

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, or while enrolled in a Core Course.
2. Early in that semester, the candidate attends a required 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 the 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, Philosophy, and additional documents to the Program Director, who will distribute them among other members of the panel.
5. Remember also that the deadline for the Graduation Application is considerably earlier than the deadlines for the Capstone. Check the Graduate Calendar for exact deadlines, but in general you should submit your Graduate Application to the Graduate School early in the semester of semester before you plan to graduate. Note also that there may be licensure paperwork involved in completing your degree, and completing that paperwork in a timely fashion is your responsibility.

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: On 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 (Word document)
CAPSTONE PORTFOLIO AND PRESENTATION

M.A. in English Education (Licensure Concentration),  UNCP

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 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

_____Graduate Standards, printed from program website

_____Philosophy of Teaching 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.

It should:

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 Respectful Educational Environments: 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.

_____Leadership Artifact: 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. For candidates on the 2011 Catalog and later, that Leadership Project will be completed in EDN 5490—Effective Educational Leadership.

_____Curriculum Expertise and Student Learning: Licensure candidates must 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.

_____Captions preceding each artifact. Each caption should be approximately a page in length (single-spaced) 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 Graduate Standards:

1. Standard 1: Teacher Leadership
2. Standard 2: Respectful Educational Environments
3. Standard 3: Content and Curriculum Expertise
4. Standard 4: Student Learning
5. Standard 5: Reflection.

 

Additionally, since the new Graduate Standards are not content-specific, candidates in English Education must meet the following content expectations:

The candidate indicates an advanced depth and breadth of clearly analyzed and articulated knowledge of

1. evolving canons of American, British, and world literature through successful completion of courses on varied literary topics, figures, epochs;
2. current scholars and scholarship on the texts and authors of the evolving canon;
3. factors which affect the production of literature, such as biography, culture, race, ethnicity and class;
4. theoretical and critical approaches to the study of literature and literacy;
5. theories of composition and rhetoric;
6. relationships between and among theoretical positions, research findings and philosophies.

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: Wednesday, May 16, 2012

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