REFLECTIVE TEACHING

BELLEVUE INDEPENDENT SCHOOLS

DR. DAVID A. RUST

DIRECTOR OF ACADEMIC SERVICES

AUGUST 8TH AND 12TH, 2014B

BELL RINGER - TAKEOFF

•PLEASE TAKE TWO MINUTES TO COMPLETE THIS PROMPT INDIVIDUALLY:

WHEN AND HOW DO I CURRENTLY REFLECT ON MY TEACHING PRACTICE AND OUTCOMES?

Teacher Professional Growth & Effectiveness System

Professional Growth and Self-Reflection in the Teacher Professional Growth &

Effectiveness System

Learning TargetsI can. . . .

• identify how reflection and growth planning is connected to improved educator effectiveness (TODAY)

• identify what I want to target about my practice that will effectively impact student learning (NEXT 30 Days).

• devise, manage, and evaluate a plan for personal growth after reflection (REMAINDER of Year).

WHY IS SELF-REFLECTION

IMPORTANT FOR A TEACHER’S

PROFESSIONAL GROWTH?

DISCUSS IN DYADS OR TRIADS FOR TWO MINUTES.

“Policymakers and practitioners who advocate professional development for teachers are not arguing that teaching is of poor quality and must be fixed…Not at all; their advocacy for professional development for teachers reflects the recognition that teaching is so hard that it is never perfect; no matter how good a lesson is, it could always be improved.”

**Danielson, Talk About Teaching (2009)

CONNECTING SELF-REFLECTION TO EFFECTIVE TEACHING

TEACHERS RATE ANALYZING AND SEEKING TO IMPROVE THEIR OWN TEACHING AS AN IMPORTANT FACTOR IN THEIR TEACHING EFFECTIVENESS (COVINO & IWANICKI, 1996)

CONNECTING SELF-REFLECTION TO EFFECTIVE TEACHING (CONTINUED)

EFFECTIVE TEACHERS MAY REFLECT ON THEIR WORK FORMALLY OR INFORMALLY; FOR EXAMPLE THEY MAY REVIEW A DAY’S WORK MENTALLY, KEEP A JOURNAL, MEET REGULARLY WITH A MENTOR OR WITH COLLEAGUES, OR ASSESS A VIDEOTAPED RECORDING OF THEIR TEACHING.

(GOOD & BROPHY, 1997; NBPTS, N.D.).

“REFLECTIVE TEACHERS PORTRAY THEMSELVES AS STUDENTS OF LEARNING. THEY ARE

CURIOUS ABOUT THE ART AND SCIENCE OF TEACHING AND ABOUT THEMSELVES AS

EFFECTIVE TEACHERS. THEY CONSTANTLY IMPROVE LESSONS, THINK ABOUT HOW TO

REACH PARTICULAR CHILDREN, AND SEEK AND TRY OUT NEW APPROACHES IN THE CLASSROOM

TO BETTER MEET THE NEEDS OF THEIR LEARNERS.”

-JAMES H. STRONGE

11

PROPOSED MULTIPLE MEASURES

Teacher Professional Growth and Effectiveness System

Observation

Peer Observationformative

Professional Growth

Self-Reflection

Student Voice

Student Growth

All measures are supported through evidence.

State Contribution:Student Growth %

Local Contribution: Student Growth Goals

ACTIVITY:

WHAT GOALS AND ACTION ITEMS EXIST WITHIN MY CURRENT PROFESSIONAL

GROWTH PLAN?

THINK – PAIR – SHARE

WHAT ARE THE ROLES OF ADMINISTRATOR

AND INSTRUCTIONAL COACH IN SUPPORT

OF TEACHER REFLECTION AND

PROFESSIONAL GROWTH?

Teacher’s Reflective Tendencies Related Classroom Characteristics The Coach’s Role The Administrator’s Role

UNAWAR

E STAGE

Demonstrates little or no awareness of instructional reality in the classroom

Focuses on routine Exhibits the best of intentions Expresses confusion about own role in

learning Collaborates with colleagues on a

superficial level Defines problems inaccurately Focuses on the job itself – the act of

teaching

Scripted lessons, with little or no teacher modeling Passive learning, with little or no student

interaction Lessons built on direct instruction and assignments Little or no evidence of systematic standards-based

planning No differentiation of instruction Little or no awareness of effective time

management No link between instruction and assessment Little effort to make curriculum relevant to

students

Unconditional Partner Identify strengths, limitations and

needs Recognize potential Build trust through interpersonal

relationships Share your personal experience

of becoming aware of different instructional strategies

Create a collaborative environment

Director Encourage repeated future

use of an effective instructional approach

Compliment an attempted use of an effective strategy (with a specific suggestion for improvement)

Discourage future use of an ineffective e instructional approach

Capacity Building Goal: To create awareness of the need for change and foster a desire to learn

CONSCIOUS STAGE

Demonstrates a consistent “knowing-doing” gap

Can ambiguously cite research to support current teaching methods

Makes excuses for problems Demonstrates limited ability to evaluate

problems Becomes easily distracted from goals Collaborates inconsistently with colleagues Disregards others’ ideas Focuses first on self

Instruction designed for teacher convenience Short-term planning is evident, yet inconsistent Occasional links between instruction and

assessment Little student engagement in active, meaningful

learning Little problem solving from students Occasional differentiation of instruction

Motivator and Strategist Praise generously Reach out to include teacher in

collaborative work Communicate and maintain a

clear vision Build confidence through short-

term goal setting Focus on small changes Make daily contact, checking in

often to talk about goals and progress toward them

Navigator Establish a focus for goal

setting Encourage consistency in

application of effective instructional practices

Redirect teaching behaviors toward the proper heading

Extend self-reflective efforts

Capacity Building Goal: To motivate and show how to apply pedagogical knowledge consistently

LOOK AT DANIELSON FRAMEWORK

REFLECTION EXAMPLE

• 1A- KNOWLEDGE OF CONTENT AND PEDAGOGY• I AM *********** BECAUSE I DISPLAY A SOLID KNOWLEDGE OF THE IMPORTANT CONCEPTS IN

THE CLASSROOM AND DURING CONTENT MEETINGS AND THE WAYS THEY RELATE TO ONE ANOTHER. DURING MEETINGS I ENGAGE IN COLLEGIAL CONVERSATIONS REGARDING HOW A CONCEPT IN 6TH GRADE IS IMPORTANT TO THE FUTURE LEARNING IN 7TH AND 8TH GRADE AND BEYOND. I ALSO LOOK FOR WHAT BACKGROUND KNOWLEDGE A STUDENT HAS WHEN ENTERING THE 7TH GRADE. IN THE CLASSROOM, DIRECTLY WITH STUDENTS, THIS IS EVIDENT IN PRETESTS THAT STUDENTS TAKE BEFORE EACH UNIT OF STUDY. THE PRETESTS FOCUS ON PREREQUISITE SKILLS STUDENTS WILL NEED TO BE SUCCESSFUL IN THE UNIT. THE RESULTS ARE THEN USED TO PROVIDE FEEDBACK TO STUDENTS AND TO SHOW THEM WHERE THEY WILL BE GOING WITH THE CONTENT IN THE FUTURE. THIS IS ALSO EVIDENT IN THE ESSENTIAL QUESTIONS FOR THE UNIT OF STUDY. I REFLECT ON LESSONS AND MAKE ADJUSTMENTS TO THE LESSONS DEPENDING ON HOW STUDENTS RESPOND TO THE ACTIVITY OR QUESTIONING DURING THE LESSON. THIS IS EVIDENT IN THE LESSON PLANS IN SHAREPOINT. I ALSO BELONG TO NCTM AND USE THE RESOURCES AVAILABLE TO ACTIVITY SEEK OUT EFFECTIVE INSTRUCTIONAL APPROACHES TO MAKE LEARNING MORE ACCESSIBLE TO STUDENTS IN THE MATH CLASSROOM.

REFLECTION EXAMPLE B• 1D- DEMONSTRATING KNOWLEDGE OF RESOURCES

• I AM ************** IN THE AREA OF KNOWLEDGE OF RESOURCES. I AM ABLE TO IDENTIFY RESOURCES THAT WILL ENHANCE MY UNDERSTANDING OF LEARNING OUTCOMES AS WELL USE A VARIETY OF RESOURCES IN THE CLASSROOM TO PROVIDE ACCESS TO LEARNING TO ALL STUDENTS. I PULL RESOURCES FROM VARIOUS SKILL LEVELS AS WELL AS PROVIDING MULTIPLE WAYS TO ENGAGE IN MATHEMATICS. FOR EXAMPLE I USE SEVERAL COURSES THAT ARE LABELED 1, 2, 3. THESE TEXTS PROVIDE ENTRY LEVELS OF SKILLS TO APPLICATION OF SKILLS. I ALSO USE THE ONLINE TUTORIALS THAT CORRELATE TO THE LEVELED TEXTS. PERSONALLY AND PROFESSIONALLY I USE A PROGRAM TITLED EXEMPLARS AND USE AS A MEANS TO DIFFERENTIATE PROBLEM SOLVING IN THE CLASSROOM. I USE ONLINE RESOURCES FOR PROFESSIONAL DEVELOPMENT SUCH AS PROFESSIONAL ORGANIZATION FOR MATHEMATICS (NCTM) AS WELL AS OTHER WEBSITES FOR ACTIVITIES FOR STUDENTS THAT WILL ENHANCE STUDENT UNDERSTANDING OF MATH CONCEPTS. I ALSO SHARE THESE RESOURCES WITH MY COLLEAGUES. IN ADDITION TO UTILIZING THE INTERNET AS A RESOURCE FOR MYSELF, I HAVE CREATED A WEBSITE FOR STUDENT USE. I POST ASSIGNMENTS AND TUTORIALS FOR STUDENT ACCESS. I HAVE JUST FINISHED MY MASTER’S DEGREE THROUGH THE LOCAL UNIVERSITY IN TEACHER AS A LEADER AND HAVE PLANS TO PURSUE NATIONAL BOARD CERTIFICATION IN THE UPCOMING YEAR.

PILOT TEACHERS AND ADMINISTRATORS DISCUSS

REFLECTIVE PROCESS FROM LAST YEAR

TAKE A SHORT BREAK

RECONVENE IN COMPUTER LAB

DEMONSTRATE CIITS - EDS

PGES ROLLOUT – OUR FUTURE WORK

• DUE SEPTEMBER 12TH - COMPLETE REFLECTIONS AND REVIEW SEQUENCE, PROCESSES AND TOOLS FOR THE FIRST PARTIAL OBSERVATION WITH ADMIN

• DUE OCTOBER 3RD - DEVELOP A GROWTH PLAN WORK ON STUDENT GROWTH GOALS

• DUE NOVEMBER 7TH – SUBMIT STUDENT GROWTH GOALS

• NOVEMBER/DECEMBER - LEARN THE TOOLS AND PROCEDURES FOR CONDUCTING A PEER OBSERVATION

ACCESS REFLECTION TEMPLATE

BEGIN WORKING ON REFLECTIONS 2A – 2D