"like other professionals, teachers cannot become effective by following scripts. instead, they...
TRANSCRIPT
"Like other professionals, teachers cannot become effective by following scripts. Instead, they need to create knowledge in use as they practice ... knowledge does not exist apart from teacher and context."
Thomas Sergiovanni, Moral Leadership
Reflective Practice:
A New Paradigm for Professional
Development
Equity & Excellence in Higher Education
Agenda
Welcome Definition of Reflective Practice A Critical Incident Protocol Early Outcomes from the
Reflective Practice Demonstration in NH
Implementation Assistance
Reflective Practice:A cognitive process and open perspective
that involves a deliberate pause to
examine beliefs, goals or practices in
order to gain new or deeper
understanding that leads to actions
improving the learning of students.
Typical Professional Development Approach: Focus on AWARENESS
Reflective Practice
Multi Day Training, Courses
One Day Training, Inservices
New Paradigm-Creating Learning Communities: Focus on Application and Synthesis
Reflective Practice
Multi Day Training, Courses
One Day Training, Inservices
In other words...
Reflective Practice is an in-depth conversation open about what we do, how it works, and why we do it…
so that our students are able to learn more effectively in our classrooms
A Foundation of Reflective Practice: Protocols
A set of guidelinesClear role definitionsCommon elements:
Presentation Clarifying and Probing Questions Artifacts Group discussion, excluding presenter Reflection/debrief
Practicing a Protocol: Talking about Teaching and Learning using the critical incident protocol
What is the best (or worst)
experience you ever had in
teaching?
Steps of Brief Critical Incident Protocol
Introduction – 5 minutes
Clarifying questions – 5 minutes
Discussion – 10 minutes
Presenter reaction – 5 minutes
De-brief the protocol – 5 minutes
De-Briefing the Critical Incident Protocol What was the experience like for the
person presenting? For the “consulting” faculty? Even if you didn’t present, what did
you get out of it? What was hard about doing the
protocol? How is it different from an informal discussion?
Reflective practice IS
Non-judgmental
CollaborativeEquitableHelpful
Positively focused
A guide for effective communication
Structured
Reflective Practice is NOT
JudgmentalRequiredHaphazard
Supervision or evaluation
RigidHierarchical
Early Results from NH
“A switch in attitude to OUR students, not YOUR students”.
“We see a greater openness to vary educational practices as a result of feedback from reflective practice groups”.
“There is a greater willingness to use technology to adapt teaching to student’s needs”.
Research Findings
RP groups are more satisfying than other professional development activities because: It is continual It is focused on their own teaching and their
own student’s learning It takes place in a small group of supported
and trusted colleagues within their own school.
(Dunne, Nave and Ellis, Phi Delta Kappan Research Bulletin, 12/2000)
Implementation Assistance
www.unh.edu/EE
Reflective Practice materials: Training and on-going support
A Reflective Practice Toolkit for Coaches
Additional Resources National School Reform Faculty: http://
www.nsrfharmony.org/ videos, on-line “virtual protocols”, articles, links
Becoming a Critically Reflective Teacher by Stephen Brookfield
Reflective Practice: Creating Capacities for School Improvement by Montie, York-Barre, Kronberg, Stevenson, Vallejo and Lunders
Thank You!
Cate WeirInstitute on DisabilityUniversity of NH10 Ferry StreetConcord, NH 603-228-2084 (v/tty)[email protected]
Kirsten TilneyInstitute on Disability
University of NH10 Leavitt Lane
Durham, NH603-862-4320