Summative Review of the MATC Portfolio & Synthesis Paper Evaluation Form

Master of Arts in Teaching an Curriculum Department of Teacher Education, Michigan State University

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Chec* which reviewer is completing this form! Student (self-evaluation) Peer Review TE 870/87 !nstru"tor #dvisor $t%er &a"ult' Reviewer (if needed)

Stan ar +! ,n erstan ing an commitment to stu ents an their iversity

Is there clear, consistent, compelling evidence of this? T%ou(%tful, a""o)*lis%ed tea"%ers understand and are dee*l' "o))itted to stu ents as individuals, t%eir iversity, t%eir "a*a"it' to learn, and t%eir develo*)ent as w%ole *ersons+ #""o)*lis%ed tea"%ers "reate learning communities in t%eir "lassroo)s w%ere *ositive, *rodu"tive relations%i*s are for)ed, and differen"es are res*e"ted and e),ra"ed+
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0

Stan ar (! ,n erstan ing of su-.ect matter/ how to teach "t/ an how to esign curriculum/ instruction/ an assessment to foster stu ents0 un erstan ing Is there clear, consistent, compelling evidence of this? T%ou(%tful, a""o)*lis%ed tea"%ers dee*l' understand t%e su,-e"ts t%e' tea"% as a"ade)i" dis"i*lines, %ow to tea"% su-.ect matter in different wa's to students, and %ow to relate "ontent to students. *rior /nowled(e, interests, and lives in )eanin(ful wa's+ T%e' "raft "o%erent units of stud' around 0,i( ideas+1 T%e' *rovide different *at%wa's for students to a""ess and en(a(e in su,-e"t )atter, and to de)onstrate t%eir understandin(+ T%e' )onitor students. *ro(ress and use a variet' of assess)ents as tools for learnin( and *lannin(+
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0

Stan ar 1! ,n erstan ing an use of theoretical perspectives an conceptual framewor*s to situate an analy2e "ssues an pro-lems of practice an policy Is there clear, consistent, compelling evidence of this? T%ou(%tful, a""o)*lis%ed tea"%ers un erstan an fle3i-ly use an apply ifferent theoretical lenses/ conceptual framewor*s/ an perspectives to anal'2e, "riti3ue, and res*ond to *ersistent issues and "urrent *oli"ies/*ra"ti"es in "urri"ulu), tea"%in(, learnin(, and P-4 s"%ools+ #s *rofessionals, tea"%ers understand and a**re"iate %ow t%ese issues are situated wit%in lar(er so"ial, *oliti"al, and %istori"al "onte5ts as well as in t%eir lo"al s"%ool and "lassroo) "onte5ts+
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0

Stan ar 4! Reflective/ systematic in5uiry an stu y6refinement of one0s practice Is there clear, consistent, compelling evidence of this? T%ou(%tful, a""o)*lis%ed tea"%ers are critically reflective and systematically in5uire into t%eir own ,eliefs, assu)*tions, and *ra"ti"es in order to *lan for instru"tion and to understand and anti"i*ate t%e "onse3uen"es or effe"ts of t%eir de"isions and a"tions for students+ T%ou(%tful tea"%ers are serious students and inde*endent resear"%ers of t%eir own *ra"ti"e and t%eir students. learnin( so t%at t%e' "an develo* and refine t%eir re*ertoires, and ensure t%at all of t%eir students %ave o**ortunities to learn in )eanin(ful wa's+
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0

Stan ar 7! Communication s*ills an information literacy Is there clear, consistent, compelling evidence of this? T%ou(%tful, a""o)*lis%ed tea"%ers are literate/ a )odel for students and ot%ers of w%at it )eans to ,e a well-edu"ated *ersons, and communicating clearly an s*illfully in writing to different audien"es for different *ur*oses+ #s *rofessionals, tea"%ers are information8literate+ T%e' are avid readers of t%e *rofessional literature and "riti"al "onsu)ers of infor)ation in its )an' for)s+ T%e' /now %ow to a""ess, use, and evaluate infor)ation to en%an"e t%eir *rofessional understandin(, i)*rove t%eir *ra"ti"e, and s%are t%eir /nowled(e wit% ot%ers+
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0

Stan ar 9! Proactive participation in colla-orative initiatives/ professional learning communities/ professional organi2ations/ an teacher lea ership -eyon the classroom Is there clear, consistent, compelling evidence of this? T%ou(%tful, a""o)*lis%ed tea"%ers are proactive mem-ers of the -roa er professional community + T%e' "reate and *ursue o**ortunities for *rofessional develo*)ent, and *rovide lea ership in a variet' of wa's a)on( "ollea(ues in t%eir s"%ools and "o))unities+ T%e' for) *rofessional networ/s, learnin( "o))unities in t%eir s"%ools, are a"tive )e),ers of *rofessional or(ani2ations+ T%e' "ontri,ute to our "olle"tive understandin( and efforts to i)*rove *oli"' and *ra"ti"e in "urri"ulu), tea"%in( in P-4 *u,li" edu"ation+
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0

PR):RAM :)A; +! Critical "n5uiry Overall, there is clear, consistent, compelling evidence that T%e "andidate %as en(a(ed in "riti"al in3uir' in its )an' le(iti)ate for)s (e+(+, review of and s"%olarl' res*onses to t%e *rofessional literature/resear"%6 t%e a,ilit' to see and anal'2e "o)*le5 )atters fro) different *ers*e"tives or fra)es of referen"e ot%er t%an one.s own *oint of view or e5*erien"e6 a"tion resear"% or anot%er for) of s'ste)ati" in3uir'/inde*endent resear"%6 dee*, sustained refle"tion and ree5a)ination of one.s ,eliefs, values, and *ra"ti"es6 eviden"e of do"u)entin( and
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0

PR):RAM :)A; (! Accomplishe Teaching Overall, there is clear, consistent, compelling evidence that. T%e "andidate %as *ursued *ersonal (oals to stren(t%en tar(eted areas of %is/%er *rofessional *ra"ti"e6 sou(%t to e5*and %is/%er *eda(o(i"al /nowled(e, s/ills, and re*ertoire in tea"%in( su,-e"t )atter to diverse students6 do"u)ented t%e effe"ts and i)*li"ations of one.s *ra"ti"e or a s"%ool.s *oli"ies/*ra"ti"es for 7-4 students. learnin( and o**ortunities to learn6 de)onstrated a stron( "o))it)ent toward students. learnin( and stren(t%s, and wa's to "a*itali2e on t%ese in tea"%in( versus fo"usin( on *er"eived defi"its or "onte5tual "onstraints+
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0

PR):RAM :)A; 1! Colla-orative Professional #evelopment/ Teacher ;ea ership/ Contri-utions to the Fiel Overall, there is clear, consistent, compelling evidence that. T%e "andidate %as *roa"tivel' *ursued o**ortunities to learn and wor/ "olla,orativel' wit% "ollea(ues ,e'ond t%e "lassroo)6 to learn wit%/fro) ot%ers in *rofessional learnin( "o))unities6 initiated and su**orted "%an(es in lo"al *oli"' and *ra"ti"e t%at will en%an"e ,ot% tea"%ers. and students. learnin(6 *arti"i*ated *roa"tivel' in *rofessional networ/s, )e),ers%i*s, and develo*)ent ,e'ond )andated, s%ort-ter) wor/s%o*s6 *ursued infor)al and for)al wa's to *rovide tea"%er leaders%i* a)on( "ollea(ues+
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0

S<=T>ES"S PAPER Overall, there is clear, consistent, compelling evidence that. T%e "andidate.s s'nt%esis *a*er %as a *ersonali2ed title and a "lear fo"us, t%esis, or t%e)e to or(ani2e t%e essa' and its )ain *oints6 uses an a"tive voi"e6 en(a(es in "riti"al anal'sis, reinter*retation, and s'nt%esis t%at reveal *ersonal (oals and "onne"t to/referen"e s*e"ifi" M#8T (oals/standards in o,vious wa's6 dis"usses artifa"ts ,' nu),er/na)e as eviden"e and su**ort for "lai)s )ade6 )a/es "onne"tions ,etween various artifa"ts, "ourses, e5*erien"es, and *ra"ti"e6 writin( is effe"tive, *ersuasive, and *olis%ed+
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0

)?ERA;; ASSESSME=T

Pass Revise Fail

Standards evidence candidate needs to address further

RE?"E@ER0S S,MMAR< C)MME=TS!

!evie"er#s signature

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