Summative Review of the MACT Portfolio & Synthesis Paper

Master of Arts in Curriculum and Teaching

Department of Teacher Education, Michigan State University

Student: ___________________________________ Date: ______________________

PID#: _____________________________________ Check which reviewer is completing this form:

Advisor: ___________________________________ ! Student (Self-Evaluation)

! Peer Reviewer
TE 870/872 Instructor: ! TE 870/872 Instructor
! Advisor
_________________________________________ ! Third Faculty Reviewer (if required)

To meet the MACT program’s goals and standards, candidates must demonstrate in their synthesis paper and
portfolio artifacts clear, convincing evidence of their understanding of essential content and skills,
professional growth, and accomplishments while enrolled in the program.

Required Portfolio Components

" “Dear Reader” Introduction

" Table of Contents
" A copy of the revised MACT Program Goals and Standards
" 4 hard copies of this Summative Review Form
" An updated, professional resumé that includes a section called “Professional Activities” listing professional
activities/accomplishments in the field or beyond MSU course work since admission to the MACT program
" A copy of the candidate’s Program Plan or MSU graduate record listing all courses taken in the MACT
program with grades
" 2 hard copies of the Synthesis Paper
" A judicious selection of original artifacts generated in the program and in the field
" Each artifact is clearly labeled and dated
" Artifact commentaries for each artifact

To the Reviewers…

The six program standards and three overarching goals comprise this review form, along with summary comments by the
reviewer. Each program goal and standard is rated on a scale of 4 – 1. A rating of 4 indicates clear, consistent, compelling
evidence across multiple artifacts and in the synthesis paper that a standard or goal and virtually all of its dimensions have
been achieved to the highest degree. A 3 rating represents clear, convincing evidence among the artifacts and in the synthesis
paper that several dimensions of a standard or goal have been pursued and achieved with notable proficiency. A rating of 2
reflects some clear, convincing evidence that the candidate has pursued or achieved one or more of the dimensions of a
standard or goal. A rating of 1 indicates little or no substantive evidence that the standard or goal has been met.

Reviewers may circle “in-between” ratings (e.g., circle both a 4 and 3) when a clear, decisive rating cannot be made between
either score. However, we encourage reviewers to try to make clear distinctions in their individual ratings whenever possible.
In order to pass this final evaluation and demonstrate clear evidence of having met all of the program’s goals/standards,
students must earn an overall average score of 3 or above.

Few teachers are expected to be “perfect” or expert in all dimensions of each of the program standards, as each standard is
ambitious and multi-faceted, and students are in various stages of their careers. As a set, the program goals and standards
reflect how complex and demanding teaching and graduate-level study really are. Highly accomplished teaching requires time;
sustained inquiry propelled by one’s own questions/goals informed by the professional literature; and experience in the
classroom to develop a rich repertoire of pedagogical knowledge and skills, and to assume the many roles and responsibilities
that thoughtful, dedicated teachers pursue in their work beyond the classroom over the span of their professional careers.

If you are the candidate, complete a self-evaluation using this form before you engage in any formal peer reviews in TE
870/872. Following peer review, place your self-evaluation in the front pocket of your portfolio. If you are a peer reviewer,
follow the directions of your TE 870/872 instructor.

If you are a faculty reviewer, immediately following your summative review, please forward your original, completed review
forms to Rosie Garcia, the MACT program secretary. The student’s performance on this summative review as well as a copy
of his/her synthesis paper will be entered into department and college records as the formal results of his/her Master’s final
evaluation. When all faculty review forms have been received per student and assessments calculated, photocopies of the
original forms will be returned to the student in his/her portfolio along with a notification letter of the overall results.
Standard 1: Understanding and commitment to students and their diversity

4 3 2 1 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.

Standard 2: Understanding of subject matter, how to teach It, and how to design curriculum, instruction, and
assessment to foster students’ understanding

4 3 2 1 Is there clear, consistent, compelling evidence of this?

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.

Standard 3: Understanding and use of theoretical perspectives and conceptual frameworks to situate and analyze
problems of practice and policy

4 3 2 1 Is there clear, consistent, compelling evidence of this?

Thoughtful, accomplished teachers understand and flexibly use and apply different
theoretical lenses and conceptual frameworks to understand, analyze, critique, and
respond to persistent issues and current policies/practices in curriculum, teaching, learning,
and K-12 schooling that are situated within larger social, political, and historical contexts as
well as in their school and classroom contexts.

Standard 4: Reflective, systematic inquiry and study/refinement of one’s practice

4 3 2 1 Is there clear, consistent, compelling evidence of this?

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.
Accomplished teachers are serious students and researchers of their own practice and their
students’ learning so that they can develop and refine their repertoires, and improve their craft.

Standard 5: Communication skills and information literacy

4 3 2 1 Is there clear, consistent, compelling evidence of this?

Thoughtful, accomplished teachers are literate and well educated. They communicate clearly
and skillfully in writing to different audiences and are information-literate. 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.

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

organizations, and teacher leadership beyond the classroom

4 3 2 1 Is there clear, consistent, compelling evidence of this?

Thoughtful, accomplished teachers are visible, proactive members of the broader

professional community. They pursue and provide leadership in a variety of ways among
colleagues in their schools and communities. They form professional networks, are active
members of professional organizations, and contribute to our collective understanding and
efforts to improve policy and practice in curriculum, teaching, and K-12 public education.
Program Goal 1: Critical Inquiry

4 3 2 1 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 one’s own point
of view or experience; action research or another form of systematic inquiry/independent
research; deep, sustained reflection and reexamination of one’s beliefs, values, and practices;
evidence of documenting and assessing students’ needs, understanding of subject matter, and
progress).

Program Goal 2: Accomplished Teaching

4 3 2 1 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 one’s practice or
a school’s policies/practices on K-12 students’ learning and opportunities to learn;
demonstrated a positive disposition toward students’ learning and strengths, and ways to
capitalize on these in teaching versus focusing on perceived deficits or contextual constraints.

Program Goal 3: Collaborative Professional Development and Teacher Leadership

4 3 2 1 Overall, there is clear, consistent, compelling evidence that. . .

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; and pursued
informal and formal ways to provide teacher leadership.

! Pass
! Revise: _____________________________________
! Fail Standards/evidence need to address
Comments to the Candidate:

__________________________________________ __________________________
Reviewer’s signature Date