Summative Review of the MATC Portfolio & Synthesis Paper Evaluation Form

Master of Arts in Teaching an Curriculum Department of Teacher Education, Michigan State University
Student: PID#: A!!"!!"!!!! Advisor: TE 872 Instructor: Date: Month# $$# %%%% Check which reviewer is completing this form: Student (Self-Evaluation) Peer Revie er TE 87!"872 Instructor Advisor T#ird $acult% Revie er (if re&uired)

Stan ar &' (n erstan ing an commitment to stu ents an their iversity ' ( 2 ) s there clear, consistent, compelling evidence of this! T#ou*#tful+ acco,-lis#ed teac#ers understand and are dee-l% co,,itted to stu ents as individuals+ t#eir iversity+ t#eir ca-acit% to learn+ and t#eir develo-,ent as #ole -ersons. Acco,-lis#ed teac#ers create learning communities in t#eir classroo,s #ere -ositive+ -roductive relations#i-s are for,ed+ and differences are res-ected and e,/raced. Stan ar )' (n erstan ing of su*+ect matter# how to teach ,t# an how to esign curriculum# instruction# an assessment to foster stu ents- un erstan ing ' ( 2 ) s there clear, consistent, compelling evidence of this! T#ou*#tful+ acco,-lis#ed teac#ers dee-l% understand t#e su/0ects t#e% teac# as acade,ic disci-lines+ #o to teac# su*+ect matter in different a%s to students+ and #o to relate content to students1 -rior 2no led*e+ interests+ and lives in ,eanin*ful a%s. T#e% craft co#erent units of stud% around 3/i* ideas.4 T#e% -rovide different -at# a%s for students to access and en*a*e in su/0ect ,atter+ and to de,onstrate t#eir understandin*. T#e% ,onitor students1 -ro*ress and use a variet% of assess,ents as tools for learnin* and -lannin*. Stan ar .' (n erstan ing an use of theoretical perspectives an conceptual framewor/s to situate an analy0e ,ssues an pro*lems of practice an policy ' ( 2 ) s there clear, consistent, compelling evidence of this! T#ou*#tful+ acco,-lis#ed teac#ers un erstan an fle1i*ly use an apply ifferent theoretical lenses# conceptual framewor/s# an perspectives to anal%5e+ criti&ue+ and res-ond to -ersistent issues and current -olicies"-ractices in curriculu,+ teac#in*+ learnin*+ and P-)2 sc#ools. As -rofessionals+ teac#ers understand and a--reciate #o t#ese issues are situated it#in lar*er social+ -olitical+ and #istorical conte6ts as ell as in t#eir local sc#ool and classroo, conte6ts.

Stan ar 2' Reflective# systematic in3uiry an stu y4refinement of one-s practice ' ( 2 ) s there clear, consistent, compelling evidence of this! T#ou*#tful+ acco,-lis#ed teac#ers are critically reflective and systematically in3uire into t#eir o n /eliefs+ assu,-tions+ and -ractices in order to -lan for instruction and to understand and antici-ate t#e conse&uences or effects of t#eir decisions and actions for students. T#ou*#tful teac#ers are serious students and inde-endent researc#ers of t#eir o n -ractice and t#eir students1 learnin* so t#at t#e% can develo- and refine t#eir re-ertoires+ and ensure t#at all of t#eir students #ave o--ortunities to learn in ,eanin*ful a%s. Stan ar 5' Communication s/ills an information literacy ' ( 2 ) s there clear, consistent, compelling evidence of this! T#ou*#tful+ acco,-lis#ed teac#ers are literate# a ,odel for students and ot#ers of #at it ,eans to /e a ell-educated -ersons+ and communicating clearly an s/illfully in writing to different audiences for different -ur-oses. As -rofessionals+ teac#ers are information"literate. T#e% are avid readers of t#e -rofessional literature and critical consu,ers of infor,ation in its ,an% for,s. T#e% 2no #o to access+ use+ and evaluate infor,ation to en#ance t#eir -rofessional understandin*+ i,-rove t#eir -ractice+ and s#are t#eir 2no led*e it# ot#ers. Stan ar 6' Proactive participation in colla*orative initiatives# professional learning communities# professional organi0ations# an teacher lea ership *eyon the classroom ' ( 2 ) s there clear, consistent, compelling evidence of this! T#ou*#tful+ acco,-lis#ed teac#ers are proactive mem*ers of the *roa er professional community. T#e% create and -ursue o--ortunities for -rofessional develo-,ent+ and -rovide lea ership in a variet% of a%s a,on* collea*ues in t#eir sc#ools and co,,unities. T#e% for, -rofessional net or2s+ learnin* co,,unities in t#eir sc#ools+ are active ,e,/ers of -rofessional or*ani5ations. T#e% contri/ute to our collective understandin* and efforts to i,-rove -olic% and -ractice in curriculu,+ teac#in* in P-)2 -u/lic education. PR78RAM 87A9 &' Critical ,n3uiry ' ( 2 ) "verall, there is clear, consistent, compelling evidence that# # # T#e candidate #as en*a*ed in critical in&uir% in its ,an% le*iti,ate for,s (e.*.+ revie of and sc#olarl% res-onses to t#e -rofessional literature"researc#7 t#e a/ilit% to see and anal%5e co,-le6 ,atters fro, different -ers-ectives or fra,es of reference ot#er t#an one1s o n -oint of vie or e6-erience7 action researc# or anot#er for, of s%ste,atic in&uir%"inde-endent researc#7 dee-+ sustained reflection and ree6a,ination of one1s /eliefs+ values+ and -ractices7 evidence of docu,entin* and assessin* students1 needs+ understandin* of su/0ect ,atter+ and -ro*ress). PR78RAM 87A9 )' Accomplishe Teaching ' ( 2 ) "verall, there is clear, consistent, compelling evidence that# # # T#e candidate #as -ursued -ersonal *oals to stren*t#en tar*eted areas of #is"#er -rofessional -ractice7 sou*#t to e6-and #is"#er -eda*o*ical 2no led*e+ s2ills+ and re-ertoire in teac#in* su/0ect ,atter to diverse students7 docu,ented t#e effects and i,-lications of one1s -ractice or a sc#ool1s -olicies"-ractices for 8-)2 students1 learnin* and o--ortunities to learn7 de,onstrated a stron* co,,it,ent to ard students1 learnin* and stren*t#s+ and a%s to ca-itali5e on t#ese in teac#in* versus focusin* on -erceived deficits or conte6tual constraints.

PR78RAM 87A9 .' Colla*orative Professional $evelopment# Teacher 9ea ership# Contri*utions to the Fiel ' ( 2 ) "verall, there is clear, consistent, compelling evidence that# # # T#e candidate #as -roactivel% -ursued o--ortunities to learn and or2 colla/orativel% it# collea*ues /e%ond t#e classroo,7 to learn it#"fro, ot#ers in -rofessional learnin* co,,unities7 initiated and su--orted c#an*es in local -olic% and -ractice t#at ill en#ance /ot# teac#ers1 and students1 learnin*7 -artici-ated -roactivel% in -rofessional net or2s+ ,e,/ers#i-s+ and develo-,ent /e%ond ,andated+ s#ort-ter, or2s#o-s7 -ursued infor,al and for,al a%s to -rovide teac#er leaders#i- a,on* collea*ues. S%!T:ES,S PAPER ' ( 2 ) "verall, there is clear, consistent, compelling evidence that# # # T#e candidate1s s%nt#esis -a-er #as a -ersonali5ed title and a clear focus+ t#esis+ or t#e,e to or*ani5e t#e essa% and its ,ain -oints7 uses an active voice7 en*a*es in critical anal%sis+ reinter-retation+ and s%nt#esis t#at reveal -ersonal *oals and connect to"reference s-ecific 9A:T *oals"standards in o/vious a%s7 discusses artifacts /% nu,/er"na,e as evidence and su--ort for clai,s ,ade7 ,a2es connections /et een various artifacts+ courses+ e6-eriences+ and -ractice7 ritin* is effective+ -ersuasive+ and -olis#ed.

7verall Assessment'

;Pass ;Revise: <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< ;$ail Standards$evidence candidate needs to address further

Reviewer-s Summary Comments'

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Faculty Reviewers' Please ma/e a photocopy an 4or electronic copy your complete review form for your own recor s# an su*mit your signe original# complete review form to the MATC program secretary# either in paper or as an email attachment< PLEASE NOTE: For portfolios that are in a paper"an "*in er format# if you are the first of the two re3uire faculty reviewers to finish the review process# please give this portfolio to the secon reviewer< ,f you are the secon reviewer to finish# please give it to the MATC program secretary<
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