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Home > Self-Reflection/Professional Development

Self-Reflection/Professional Development

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community), and who actively seeks out opportunities to grow professionally.
Standard: 1. Case Teacher Licensure Mission: The mission of the Case educator preparation unit is to prepare Proactive Scholar-Practitioners who demonstrate thorough content and pedagogical knowledge; skill in instructional planning, delivery, and assessment; and dispositions consistent with the principles of commitment, collaboration, and creativity. We define Proactive Scholar-Practitioners as educators who, upon entering the teaching profession, demonstrate through their performance in instructional contexts:
Indicator: the values, commitments, and personal ethics necessary to be an effective educator in twenty-first century schools (Proactive)
Standard: 2. Case Teacher Licensure Vision: We envision the preparation of Proactive Scholar-Practitioners characterized not only by superior content and pedagogical knowledge, superior performance as practitioners of their respective disciplines and in the instructional application of that discipline, but also by dispositions consistent with the shared mission of Case and the educator preparation unit. These dispositions include:
Indicator: reflection on their own teaching practice, recognizing areas of personal strength and weakness, while demonstrating high efficacy
Indicator: commitment to the education profession and the pursuit of lifelong learning and excellence in their own performance and to fostering the positive development of their students
Standard: 3. Case Teacher Licensure Philosophy and Belief System: Case prepares educators to be Proactive Scholar-Practitioners. A shared set of core beliefs about teachers, learners, and the learning process unifies the educator preparation programs at Case, and can be summarized as follows:
Indicator: Effective educators are reflective in monitoring their own teaching.
Indicator: Effective educators are lifetime learners who are actively engaged with their discipline and with their students, and thus continuously developing as professionals.
OH- Ohio Standards for the Teaching Professions
Standard: Standard #7: Professional Responsibility and Growth Teachers assume responsibility for professional growth, performance, and involvement as an individual and as a member of a learning community.
USA- INTASC: Model Standards for Beginning Teacher Licensing and Development (1992)
Knowledge, Disposition and Performance Indicators
Principle 9: Reflection and Professional Development: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Area 9.10: Knowledge
Standard 9.12: The teacher understands methods of inquiry that provide him/her with a variety of self-assessment and problem solving strategies for reflecting on his/her practice, its influences on students' growth and learning, and the complex interactions between them.
Standard 9.13: The teacher is aware of major areas of research on teaching and of resources available for professional learning (e.g. professional literature, colleagues, professional associations, professional development activities).
Area 9.20: Dispositions
Standard 9.21: The teacher values critical thinking and self-directed learning as habits of mind.
Standard 9.22: The teacher is committed to reflection, assessment, and learning as an ongoing process.
Standard 9.23: The teacher is willing to give and receive help.
Standard 9.24: The teacher is committed to seeking out, developing, and continually refining practices that address the individual needs of students.
Standard 9.25: The teacher recognizes his/her professional responsibility for engaging in and supporting appropriate professional practices for self and colleagues.
Area 9.30: Performances
Standard 9.31: The teacher uses classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice.
Standard 9.32: The teacher seeks out professional literature, colleagues, and other resources to support his/her own development as a learner and a teacher.
Standard 9.33: The teacher draws upon professional colleagues within the school and other professional arenas as supports for reflection, problem-solving and new ideas, actively sharing experiences and seeking and giving feedback.
USA- Praxis II
Test Names: Test Names
Licensure Area: Music K-12
Test 0113: Music: Content Knowledge (contains listening section)
Content Category V: Professional Practices
USA- Praxis II Principles of Learning
Test: Principles of Learning & Teaching: Grades 7-12
Category: IV. Profession and Community
Topic: A. The Reflective Practitioner
Detail: 1. Types of resources available for professional development and learning
Detail: 2. Ability to read, understand, and apply articles and books about current research, views, ideas, and debates regarding best teaching practices
Detail: 3. Ongoing personal refl ection on teaching and learning practices as a basis for making professional decisions
USA-Praxis III/Pathwise Teacher Performance Criteria
Copyright ©2003 Educational Testing Service. Used with permission of ETS. Also see Danielson, Charlotte (1996) "Enhancing Professional Practice: A Framework for Teaching" Alexandria, VA: ASCD.
Domain: Domain D- Teacher Professionalism
Criterion D1: Reflecting on the extent to which the learning goals were met
Criterion D2: Demonstrating a sense of efficacy

**Delete the prompt text below prior to entering your personal reflection and artifacts**



Reflection on the Learning Outcome
Use this area to reflect on your development as a teacher in relation to this outcome. What is your current understanding of this outcome? How have you grown and developed in relation to this outcome? What are your strengths? What are weaker areas that you need to continue developing? How do you plan to strengthen weaker areas? Why is this outcome important to your future success as a teacher?


Artifacts
Webfolio artifacts are "tangible evidence that indicate the attainment of knowledge and skills and the ability to apply understandings to complex tasks" (Campbell, Melenyzer, Nettles, & Wyman, 2000, p. 147). Artifacts, which may be in text, graphical, audio, or video formats, assist an assessor who is viewing your webfolio in understanding your present level of proficiency in relation to an outcome. Most artifacts in your webfolio will be developed as a part of courses, field experiences, and during student teaching. However, artifacts may exist from other situations in which you've developed knowledge, skills, and dispositions that relate to the Case Program Outcomes for Teacher Licensure students. Certain outcomes may have specific required artifacts (ask your Professors), but other student-selected artifacts can always be included in addition to those that are required.

To attach artifacts that provide evidence of your level of proficiency in this outcome, please do the following:

  1. Click the Edit button in the upper right hand corner of this template page. A new window will pop open in your web browser.

  2. Across the top of the new window will be a series of tabs. Click on the Attachments tab.

  3. In the attachments dialog box, provide a name for your artifact that is descriptive of it (WHAT is it?). Place the name in the Name file space.

  4. Next, reflect on how the artifact provides evidence for what you learned and how this leads to meeting the outcome (this answers the question SO WHAT?). This reflection should be approximately 2-3 paragraphs in length. You can type this directly into the Describe file area, or you may wish to compose it in a word-processing document and then copy and paste it into the Describe file area.

  5. Click the Choose File (Select file) button, browse your computer to find the file (artifact) you want to attach to this outcome, and choose it.

  6. In the bottom, right portion of the window, check your spelling (with the Spell Check button) and then click the Add File button to attach the artifact to this outcome.


References
Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H., & Wyman, R. M. (2000). How to develop a professional portfolio. Boston: Pearson Allyn and Bacon.
Author: Natasha Marsalli
Last modified: 4/28/2009 8:30 PM (EST)