Teach Children Well: Reflection #26: Reflective Practice

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

Key Points	Question	Effective Efforts	Implications for Your Practice	Results
Regularly reflects on effectiveness of lessons, units, and interactions with students.	What does your professional reflection pattern and effort look like?	Add reflection time to your daily and/or weekly routine. Find a vehicle for reflection that meets your professional learning style. Vehicles such as a notebook, online document, or blog are helpful. A simple starter for reflection includes answering the questions: what worked, why, and what implications does that have for next steps.
With colleagues.	How do you foster and contribute to collegial reflection?	Create regular time for collegial reflection. PLCs and grade-level meetings can serve this purpose. Develop a PLN for reflective practice and efforts both in school and outside of school. Try to access extra time for lengthier, targeted reflections related to new initiatives, final assessments of big projects, or to respond to specific issues that need attention. Establish protocols and norms for successful 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?	Turn reflections into “next steps” with regard to research, practice, and next steps. Share reflections with those who matter with regard to specific student learning goals. Use reflections to guide professional learning.