for Amy Laslow
The culminating activity for the Master of Instruction Program is the presentation of a portfolio documenting the following: the candidate's professional background and educational experiences; the candidate's goal statements, M.I. Program experiences, and plans for professional development; and, four components of the candidate's classroom (planning and instruction, assessment, classroom management, and the study of instruction). The mere act of compiling and reflecting upon the plethora of artifacts and experiences truly exemplifies and reinforces the central goal of the Master of Instruction Program -- to improve the quality of instruction in the candidate's classroom. It is through this activity that the candidate may demonstrate to the College of Education faculty that instruction has improved in his/her classroom in ways that are consistent with research and theory in the teaching profession. Furthermore, the material contained within the portfolio must be representative of the candidate's BEST work, exhibiting only the highest professional standards in three major divisions.
 | Professional Background,
Beliefs, and Current Teaching Contexts
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| Master of Instruction Program Narrative describing the
candidate's beliefs about teaching and learning when admitted to the
program, and if applicable, how these beliefs have evolved throughout
time. The narrative incorporates the following bulleted items as well
as details the attitudes and acquired abilities of the candidate as a result
of program matriculation.
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| Reflection of Teaching Practices documents through narratives
and artifacts how the candidate's current teaching context has emerged from
its prior state through knowledgeable and thoughtful considerations of
research and theory as presented in the Master of Instruction Program.
Pre- and post-course documentation occurs for each of the following four
areas:
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