The Massachusetts Educator Evaluation Rubric element 4A1, Reflective Practice, points to the need for educators to develop both individual and collegial patterns of reflection as part of their professional learning efforts. Followers of my blog know that I employ a daily individual pattern of reflection which includes early morning and evening reading, reflection, writing, and planning. That process has served to improve my practice substantially since I am able to regularly access and use student-friendly, relevant tools and strategies and responsive adaptations to curriculum, classroom routines, and class management. Our school system has employed PLC's (professional learning communities) and RTI (response to intervention). Both structures serve collegial reflection. As recent posts demonstrate we are continuing to develop these structures with apt norms, protocols and sufficient time. We have also requested greater time for grade-level collegial share and lesson planning which will build in more time for individual and collegial reflection to better our collective efforts related to student learning.
Guided Reflection
As you reflect on element 4A1, read the standard, indicator, element, criteria, key points, and questions below. Use the grid to reflect upon, and make notes related to this element's implications for your own practice. Follow the link to my self analysis if you think an example will be helpful to you.
Standard IV: Professional Culture. The teacher promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
Indicator IV-A. Reflection: Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning.
Element IV-A-1: Reflective Practice
Criteria (exemplary)
Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues insights gained to improve practice and student learning. Is able to model this element.
Key Points/Questions:
Regularly reflects on effectiveness of lessons, units, and interactions with students. What does your professional reflection pattern and effort look like?
With colleagues. How do you foster and contribute to collegial reflection?
Insights gained to improve practice and student learning? In what way do you employ the results of reflection to improve practice and student learning?
Element 4A1: Reflective Practice
Reflections' Links
Reflection #1 Subject Matter Knowledge
Reflection #2 Child and Adolescent Behavior
Reflection #3 Rigorous Standards-Based Unit Design
Reflection #4 Well Structured Lessons
Reflection #5 Variety of Assessment Methods
Reflection #6 Adjustment to Practice
Reflection #7 Analysis and Conclusions
Reflection #8: Sharing Conclusions with Colleagues
Reflection #9 Sharing Conclusions with Students