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explicit connections to Common Core state standards but also relevant ties to the language and
thinking children bring forward from their lived experiences.
During her student teaching, Miranda reflected how much she had extended and broadened the
scope of her vision of teaching and learning. She highlighted these in her professional portfolio in
terms of her teaching philosophy, demonstration of dispositions (i.e., Habits of Mind at Albion
College), and documentation of effectiveness according to the Danielson Framework for Teaching
Evaluation Instrument. More specifically, Miranda provided evidence of her commitment to recognizing
all students have strengths and knowledge that they bring with them to learning by prompting
curiosity; using students strengths to create a safe environment in which risk-taking is encouraged
and rewarded by implementing a more personalized learning approach; and, extending learning
by creating opportunities for students to make connections to self, curriculum and community
to help them work towards proficiency and excellence.
In her Capstone portfolio, Miranda illustrated her synthesis on teaching. She highlighted the use of
high expectations and multiple forms of interaction for teaching and learning. Accordingly, Miranda
explained how she provided a structure to engage all students: For any student to be comfortable in the
classroom, an environment of respect and safety must existI strive to make my classroom a community in which
everyone is free to learn, act and think in their own wayIn order to work with these differences, I created various
groups that I used constantly throughout the semester, some were homogeneous while others were purposefully
heterogeneous. This was to encourage students who were working on the same skills to work together, but also to allow
students time and space to learn different perspectives that their peers can give them that I may not be able to...I also
recognize that for me to encourage students to love learning and continue learning, I have to demonstrate this as well.
Inquiry, active engagement and varied interaction clearly guided her approach to teaching and
enriched students approach to learning. Mirandas aims toward academic excellence and professional
development have been commendable from beginning to end.
Miranda Voeges broad set of professional experiences has required particular skill development with
listening, learning about diverse individuals interests and needs, engaging them in familiar and new
ideas, and enhancing public support for students and teachers. Relatedly, her interest in your school
district fits seamlessly with your mission of striving for excellence by valuing collaboration, creativity,
innovation and respectful relationships. Her personal manner and academic accomplishments reflect
an ethic of care and excellence in her aim to become an elementary teacher.
In my estimation, Ms. Miranda Voege is a mature person. I have confidence that she will bring to any
educational position a sincere commitment to professionalism, a remarkable work ethic, and a
thoughtful sense of humor. I am pleased to recommend her. If you have any questions, please
contact me by phone (517 629 0559) or Email (kshanton@albion.edu).
Cordially,
Kyle D. Shanton
Kyle D. Shanton, Ph. D., associate professor,
Education Department, chair