Summative Reveiw Form

Summative Review of the MATC Portfolio & Synthesis Paper
Evaluation Form
Master of Arts in Teaching and Curriculum
Department of Teacher Education, Michigan State University
Student:
Date:
(MM,DD,YYYY)
PID#:
Check which reviewer is completing this form:
Advisor:
Student (self-evaluation)
Peer Review
TE870 TE872
TE 870/872 Instructor
Instructor:
Advisor
Other Faculty
Other Faculty Reviewer (if needed)
Standard 1: Understanding and commitment to students and their diversity

Is there clear, consistent, compelling evidence of this?
Thoughtful, accomplished teachers understand and are deeply
committed to students as individuals, their diversity, their capacity to
learn, and their development as whole persons. Accomplished teachers
create learning communities in their classrooms where positive,
productive relationships are formed, and differences are respected and
embraced.
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0
Standard 2: Understanding of subject matter, how to teach It, and how to design curriculum, instruction, and
assessment to foster students understanding
Thoughtful, accomplished teachers deeply understand the
subjects they teach as academic disciplines, how to teach
subject matter in different ways to students, and how to relate
content to students prior knowledge, interests, and lives in
meaningful ways. They craft coherent units of study around big
ideas. They provide different pathways for students to access
and engage in subject matter, and to demonstrate their
understanding. They monitor students progress and use a variety
of assessments as tools for learning and planning.
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0
Standard 3: Understanding and use of theoretical perspectives and conceptual frameworks to situate and
analyze Issues and problems of practice and policy
Thoughtful, accomplished teachers understand and flexibly use
and apply different theoretical lenses, conceptual
frameworks, and perspectives to analyze, critique, and
respond to persistent issues and current policies/practices in
curriculum, teaching, learning, and P-12 schools. As
professionals, teachers understand and appreciate how these
issues are situated within larger social, political, and historical
contexts as well as in their local school and classroom contexts.
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0
Standard 4: Reflective, systematic inquiry and study/refinement of ones practice

Thoughtful, accomplished teachers are critically reflective and
systematically inquire into their own beliefs, assumptions, and
practices in order to plan for instruction and to understand and anticipate
the consequences or effects of their decisions and actions for students.
Thoughtful teachers are serious students and independent researchers
of their own practice and their students learning so that they can develop
and refine their repertoires, and ensure that all of their students have
opportunities to learn in meaningful ways.
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0
Standard 5: Communication skills and information literacy

Thoughtful, accomplished teachers are literate, a model for students
and others of what it means to be a well-educated persons, and
communicating clearly and skillfully in writing to different audiences
for different purposes. As professionals, teachers are informationliterate. They are avid readers of the professional literature and critical
consumers of information in its many forms. They know how to access,
use, and evaluate information to enhance their professional
understanding, improve their practice, and share their knowledge with
others.
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0
Standard 6: Proactive participation in collaborative initiatives, professional learning communities, professional

organizations, and teacher leadership beyond the classroom
Thoughtful, accomplished teachers are proactive members of
the broader professional community. They create and pursue
opportunities for professional development, and provide
leadership in a variety of ways among colleagues in their
schools and communities. They form professional networks,
learning communities in their schools, are active members of
professional organizations. They contribute to our collective
understanding and efforts to improve policy and practice in
curriculum, teaching in P-12 public education.
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0
!
PROGRAM GOAL 1: Critical Inquiry
Overall, there is clear, consistent, compelling evidence that
The candidate has engaged in critical inquiry in its many legitimate forms
(e.g., review of and scholarly responses to the professional literature/
research; the ability to see and analyze complex matters from different
perspectives or frames of reference other than ones own point of view or
experience; action research or another form of systematic inquiry/
independent research; deep, sustained reflection and reexamination of
ones beliefs, values, and practices; evidence of documenting and
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0
PROGRAM GOAL 2: Accomplished Teaching

Overall, there is clear, consistent, compelling evidence that.
The candidate has pursued personal goals to strengthen targeted areas
of his/her professional practice; sought to expand his/her pedagogical
knowledge, skills, and repertoire in teaching subject matter to diverse
students; documented the effects and implications of ones practice or a
schools policies/practices for K-12 students learning and opportunities
to learn; demonstrated a strong commitment toward students learning
and strengths, and ways to capitalize on these in teaching versus
focusing on perceived deficits or contextual constraints.
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0
PROGRAM GOAL 3: Collaborative Professional Development, Teacher Leadership, Contributions to the Field
The candidate has proactively pursued opportunities to learn and work
collaboratively with colleagues beyond the classroom; to learn with/from
others in professional learning communities; initiated and supported
changes in local policy and practice that will enhance both teachers and
students learning; participated proactively in professional networks,
memberships, and development beyond mandated, short-term
workshops; pursued informal and formal ways to provide teacher
leadership among colleagues.
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0
SYNTHESIS PAPER
The candidates synthesis paper has a personalized title and a clear
focus, thesis, or theme to organize the essay and its main points; uses
an active voice; engages in critical analysis, reinterpretation, and
synthesis that reveal personal goals and connect to/reference specific
MACT goals/standards in obvious ways; discusses artifacts by number/
name as evidence and support for claims made; makes connections
between various artifacts, courses, experiences, and practice; writing is
effective, persuasive, and polished.
choose from 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0
OVERALL ASSESSMENT
Pass
Revis
e
Standards/evidence candidate needs to
address further
Fail
REVIEWERS SUMMARY COMMENTS:
Reviewers signature
Date
Faculty Reviewers: Please save an electronic copy of your completed review form for your own records. Submit
your electronically signed, completed review form to the MATC program secretary at matc@msu.edu.
PLEASE NOTE: For portfolios that are in a paper/binder format, if you are the first faculty reviewer to review the
portfolio, please give this portfolio to the second reviewer. If you are the second reviewer to finish, please give
the portfolio to the MATC program secretary (301F Erickson Hall).
Edshare/ced/te/gradstudies/2-OtherProgramDocs/1-MATC
10/19/2010

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Summative Review of the MATC Portfolio & Synthesis Paper

Other Faculty Reviewer (if needed)

Standard 1: Understanding and commitment to students and their diversity

Standard 4: Reflective, systematic inquiry and study/refinement of ones practice

Standard 5: Communication skills and information literacy

Standard 6: Proactive participation in collaborative initiatives, professional learning communities, professional

PROGRAM GOAL 2: Accomplished Teaching

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