Embedded Files
Reflecting on teaching encompasses the teacher’s thinking that follows any instructional event, an analysis of the many decisions made in both the planning and the implementation of a lesson. By considering these elements in light of the impact they had on student learning, teachers can determine where to focus their efforts in making revisions and choose which aspects of the instruction they will continue in future lessons. Teachers may reflect on their practice through collegial conversations, journal writing, examining student work, conversations with students, or simply thinking about their teaching. Reflecting with accuracy and specificity, as well as being able to use in future teaching what has been learned, is an acquired skill; mentors, coaches, and supervisors can help teachers acquire and develop the skill of reflecting on teaching through supportive and deep questioning. Over time, this way of thinking both reflectively and selfcritically and of analyzing instruction through the lens of student learning—whether excellent, adequate, or inadequate—becomes a habit of mind, leading to improvement in teaching and learning.
Danielson, C. 2013
Artifact 4a-1
Artifact 4a-1
Senior Practicum Reflection Week 7.pdfWeekly Reflection
Weekly Reflection
As with all of my practicum experiences, I have completed a weekly reflection assignment. In this assignment, I reflect on what I learned about teaching and planning, what my students learned as a result of my teaching this week, and some other various questions. These reflections have been invaluable in my education because they give me moments to truly think through my teaching practices and what was effective that week. Additionally, I tend to reflect on my teaching throughout the week and I will typically take the time to reflect on my teaching with my mentors and co-teachers. This consistent reflection allows me to map my growth, set goals, and analyze my teaching abilities through the eyes of a student (measuring what my students learned in the week allows me to see my effectiveness). My reflections have grown in complexity over time and have become more frequent. This particular reflection is from Senior Practicum and is a good reflection of my more recent reflections.
Artifact 4a-2
Artifact 4a-2
PROFESSIONAL GROWTH PLAN End of Semeter Review (ED 346E).pdfProfessional Growth Plan
Professional Growth Plan
Throughout my time in the program, I have been given the opportunity to complete professional growth plans periodically. This has been extremely important in my development as a teacher and as a learner. This growth plan shows my ability to reflect on my strengths and weaknesses as a teacher (specifically as it pertains to the Danielson Framework). Reflecting not only on my experiences as a teacher, but on the specific Danielson Components that I can improve on has allowed me to set specific and measurable goals. As I completed this growth plan, I was able to reflect on not only my growth from the Elementary Literacy Practicum, but the growth I achieved from my previous practicum (Early Field Practicum). This Professional Growth Plan (and the others I have completed) have allowed me to be incredibly mindful about my teaching habits and the way I learn to improve my teaching. As I design my goals, I try to think about the different resources I can access to improve myself. I have learned not to limit my resources to just content learned in my classrooms, but to seek out books and research teaching methods myself. Additionally, the most helpful resources have come from my conversations with my mentor teachers and professors. Speaking with them and asking for feedback on my teaching has allowed me to gain an outsider’s perspective on my abilities and grow as a teacher.
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