Standard Six: Developing as a Professional Educator

6.1 Reflecting on teaching practices and planning professional development

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Description of Practice

Strong Practice that Exemplifies the Standard

The teacher reflects on his or her teaching practice in relation to student learning and instructional goals, assesses growth over time, and plans professional development based on reflection.

Maturing Practice

The teacher reflects on his or her teaching practice in relation to areas of concern and student learning, assesses growth over time, and may use reflection to plan professional development.

Developing Practice

The teacher reflects on some lessons and areas of concern in his or her teaching practice, assesses growth in these areas with assistance, and may use reflection to plan professional development.

Practice Not Consistent with Standard Expectations

The teacher may reflect on specific problems or areas of concern inches or her teaching practice, but rarely uses reflection to assess growth over time or to plan professional development.

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What the classroom looks like

• Engages in self-directed improvement
• Maintains a focus on instructional goals
• After lesson, questions and reflects:

  • Were my students productively engaged?
  • Did my students learn what I had intended that they learn?
  • Did I discover, as I began an instructional experience with my students, that they were lacking a critical prerequisite skill?
  • Could the class have run more smoothly?
  • Did I treat all students fairly and with respect?
  • Were the activities and work expected appropriate?
  • Does my assessment match the learning goal or objective?
• Professionally converses among colleagues as an opportunity for reflection
• Reflects on practice and considers alternative approaches
• Reflection leads directly to improved planning and therefore to enhanced student learning
• Determines to try a different approach the next day or on the next occasion of teaching the content
• Reflection yields insights as to which instructional skills require additional development
• Assesses their own teaching to learn strengths as well as areas to target for development
• Collaborates with colleagues or draws upon their areas of strength, to support their own teaching

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As teachers develop, they may ask, "How do I . . ." or "Why do I . . ."

• assess my growth as a teacher over time?
• learn about teaching as I observe and interact with my students?
• reflect on my instructional successes and dilemmas to move my practice forward?
• analyze my teaching to understand what contributes to student learning?
• formulate professional development plans that are based on my reflection and analysis?