Reflective Teaching. B. Bellevue Independent Schools Dr. David A. Rust Director of Academic Services August 8 th and 12 th , 2014. Bell Ringer - Takeoff. Please take two minutes to complete this prompt individually:
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Reflective Teaching B Bellevue Independent Schools Dr. David A. Rust Director of Academic Services August 8th and 12th, 2014
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 Targets I 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
Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Student Voice Peer Observation formative Self-Reflection Professional Growth All measures are supported through evidence. State Contribution: Student Growth % 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?
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 meansto 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
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