I. Background Information
II. Purpose of Portfolio
III. Philosophy of Education
IV. Portfolio Entries
V. Professional Development
VI. Summary Reflection

VII. School of Education Conceptual Framework

Theme A

Theme B
Theme C
Theme D
Theme E


Standard 1: Foundational Knowledge and Dispositions

Standard 2: Instructional Strategies and Curriculum Materials.

Standard 3: Assessment Diagnosis, and Evaluation

Standard 4: Creating a Literate Environment 

Standard 5: Professional Development

IX. Technology Competencies

  I. Background Information



Your picture or video


One or two paragraphs professional description about yourself

Link to vitae

Link to homepage (optional)


 II. Purpose of Portfolio (draft)  

This portfolio is intended to achieve several goals: to document your growth as a literacy teacher during the time you are a candidate in the Education Department,  to demonstrate that you have achieved the competencies necessary for literacy practitioners to help children acquire literacy skills, to provide evidence of your ability to promote the learning of children from diverse cultural, ethnic and language backgrounds, and to showcase some of your best and most creative work with children.  


III. Philosophy of Education  

A. Initial Philosophy (date)
B. Current Philosophy (working document)
C. End-of-Program Philosophy (date)


 IV. Portfolio Entries

Each course instructor will identify items that should be included in your professional portfolio. Please create a one or two paragraph summary of each portfolio entry that you are including in your portfolio. For each entry specify which Theme of the School of Education Conceptual Framework and/or International Reading Association (IRA) Standards are addressed. Also reference any instructional technology competency you have used. Number your entries 1, 2, 3, etc. 

Entry #1 


Summary Description  
Date of Entry  
Course Title  
School of Education Conceptual Framework Theme (s)  

IRA Standards #(s) 



Standards #(s)

(if applicable)



   V. Professional Development  

Include memberships in professional organizations, conferences you have attended, staff development workshops you have participated in, and your particular interests and areas of expertise.


  VI. Summary Reflection on My Growth

A. As a Teacher
B. In the Use of Instructional Technology


Conceptual Framework Themes


The City College of Education prepares knowledgeable, reflective and caring educators who are qualified and committed to teaching and leading in diverse communities.

Theme A- Developing In-depth Knowledge About the World

We seek to support our candidates to develop the content knowledge and skills that are needed to help all students learn. Our goal is to nurture candidates' abilities and dispositions to realize their potentials and become life-long learners.  

Link(s) to entry fulfilling Theme A

Theme B - Becoming Skillful, Reflective Practitioners 

We aim for our candidates to demonstrate pedagogical excellence by fostering a practice that includes: a deep knowledge of human learning and development, the ability to support learners who can actively inquire and construct understandings about the world, the ability to recognize and respond to all learners, skills in using technology appropriately, a broad range of instructional and assessment strategies that are effective with all learners, and competence in applying theory and knowledge to practice in real-world situations. 

Link(s) to entry fulfilling Theme B

Theme C - Educating For and About Diversity 

We embrace diversity as a resource that enables the faculty to build on the varied strengths of all learners. We continuously work to promote understanding by being responsive to the needs and perspectives of those from diverse socio-cultural backgrounds.  We focus special attention on how issues of diversity can best be used to support student learning and positively impact schools in urban settings.  

Link(s) to entry fulfilling Theme C

Theme D - Nurturing Leadership for Learning  

Our goal is to develop the capabilities of candidates to assume leadership roles in their classrooms, schools, and communities. We seek to nurture educators who are critical-thinkers, can articulate their understandings to others, and become active agents for improvement and change. 

Link(s) to entry fulfilling Theme D

Theme E - Building Caring Communities

We seek to enable candidates to create democratic communities in their classrooms and schools and to model caring, committed, and ethical practice. 

Link(s) to entry fulfilling Theme E



VIII. International Reading Association (IRA) Standards
IRA Standards

Standard 1: Foundation Knowledge and Dispositions

The competencies literacy practitioners should know and be able to do:
The Reading Professional will:
1.1 Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
1.2 Demonstrate knowledge of reading research and histories of reading. 
1.3 Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.
1.4 Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.

STANDARD 2: Instructional Strategies and Curriculum Materials


The Reading Professional will:
2.1 Use instructional grouping options (individual, small-group, whole-class, and computer-based) as appropriate for accomplishing given purposes.
2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds. 
2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from differing cultural and linguistic backgrounds. 

STANDARD 3: Assessment, Diagnosis, and Evaluation


The Reading Professional will:
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. 
3.2 Place students along a developmental continuum and identify students' proficiencies and difficulties. 

Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds. 

3.4 Effectively communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).

STANDARD 4: Creating a Literate Environment


The Reading Professional will:
4.1 Use students' interests, reading abilities and backgrounds as foundations for the reading and writing program.
4.2 Use a large supply of books, technology-based information, and nonprint materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
4.3 Model reading and writing enthusiastically as valued lifelong activities. 

Motivate learners to be lifelong readers. 


STANDARD 5: Professional Development


The Reading Professional will be able to:

5.1 Display positive dispositions related to reading and the teaching of reading. 
5.2 Continue to pursue the development of professional knowledge and dispositions. 
5.3 Work with colleagues to observe, evaluate, and provide feedback on each other's practice. 
5.4 Participate in, initiate, implement, and evaluate professional development programs. 


IX. School of Education Technology Standards for Literacy Instruction

The School of Education has developed technology performance standards which are goals to be met to the extent possible by candidates by the time they complete their academic program.  The standards are divided into two parts: (1) competencies that students will acquire for their own personal use, and (2) competencies that students will need if they are to integrate technology into their curriculum and teaching. Competencies in the first part may be required in course assignments but will not be taught by course instructors. Rather, assistance will be offered through a variety of free out-of-classroom workshops and tutorials. Competencies in the second part will be integrated into coursework.

I. Technology "User" Competencies

Competencies that will be acquired at the Multimedia Center and the Learning and Technology Resource Center through periodic workshops, online tutorials, tutors, intersession/summer programs and weekend institutes.

U1 Basic skills needed to operate a personal computer and/or a laptop and related equipment.
U1.1 Appropriate use of terminology related to computers and technology in written and oral communications.
U1.2 Basic pc/laptop operations including: installing software, accessing programs/files in other drives, saving/deleting files, organizing folders, maintaining backups, using CD-ROM.
U1.3 Basic troubleshooting techniques for pc/laptop systems and related peripheral devices.


Use of related equipment (LCD display projector, scanner, digital and video cameras, VCR.)

U2 Basic skills associated with applications software.
U2.1 Word processing (MS Word) to compose, revise, and produce materials, documents, or brochures.
U2.2 Databases (MS Access) to collect, organize, and analyze data; and produce meaningful reports.
U2.3 Spreadsheets (MS Excel) to calculate and display information and produce meaningful analyses, charts, and graphs.


Presentation software (MS PowerPoint) to prepare multimedia presentations.

U3 Skills associated with the use of the Internet.
U3.1 Searching the Internet to access information, research information, and citing resources appropriately.
U3.2 Evaluating resources from the Internet for authority, accuracy, currency, relevance, and applicable Acceptable Use Policies (AUPs). Critically evaluating internet resources. 
U3.3 Locating graphics, clip art, photos from the Internet and insert in documents.
U3.4 Using e-mail to send, receive (and attach documents to) messages.
U3.5 Using Web editor software (MS FrontPage, Netscape Navigator, Dreamweaver) to create basic Web pages.


Participating in online Web-enriched course environments (blackboard.com).

U3.7 Critically evaluate different forms of internet resources including radio, music, multimedia, etc.
U4 Ethical use  of technology and knowledge of legal and human issues concerning computer use.
U4.1 Knowing and adhering to copyright regulations, intellectual property rights and appropriate citation.
U4.2 Knowing and adhering to pertinent Acceptable Use Policies (AUPs).
U4.3 Understanding and respecting issues of privacy and protection of pupils' rights.


II. Technology "Teacher" Competencies

Competencies to be integrated into classroom instruction in education and liberal arts courses.

T1 Integration of the Internet into constructivist classrooms and creation of appropriate Web-based activities.
T1.1 Locating age and subject appropriate Web sites for instructional activities to meet learner needs.
T1.2 Communicating effectively with learners online and provide homework help, advice and coaching.
T1.3 Using technology to support inquiry-based and project-based classrooms.
T1.4 Using and teaching about ethical issues, and Acceptable Use Policies (AUPs).


Using blackboard.com to Web-enrich instruction.

T2 Appropriate use of multimedia in instruction.
T2.1 Facilitating (coaching, guiding) learners in the creation of multimedia projects.


Creating an electronic portfolio highlighting the teacher candidate's work, interests and pre-professional accomplishments.

T2.3 Utilizing information in different formats in the instructional process.
T3 Selection, use and evaluation of software in instruction.
T3.1 Incorporating applications software (e.g. word processing, spreadsheet) appropriately in instruction.


Locating and teaching with age- and subject-appropriate instructional software packages.


Use of technology to improve basic skills and meet International Reading Association (IRA) Standards.


Use of assistive/adaptive technologies for special needs learners.

T6 Development of a teacher as a lifelong learner using information technology to support professional growth.
T6.1 Using technology to acquire needed information and resources for teaching.
T6.2 Using technology to support the teacher's and the students' research.
T6.3 Using technology for professional development opportunities.
T6.4 Sharing knowledge and resources with other students and fellow professionals.


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