Module 3 - Reflective Practice and Professional Learning Communities
Welome to Module 3! This week you will have 1 Discussion Board Post and 1 Reflective Practice journal entry.
Discussion Board
We will use the Thinking Routine The 4 C’s for this week’s discussion board post.
Read the following article: Reflective Practice in Teacher Professional Standards.pdf
Kathryn Glasswell and Josephine Ryan - pp. 3-25
Answer the following questions:
Connections: What connections do you draw between the article and your own life or your other learning?
Through the article I connect with the understand that Reflective Practice can be understood in content and performance based compartments. The compartmentalization of Reflective Practice reinforces the authentic development of teachers in their profession in meaningful ways. Evaluate is said here to be a reflective process but at the same time, evaluation generally means the on-going assessment has been concluded.
(Kathryn Glasswell and Josephine Ryan - pp. 3-25)
Challenge: What ideas, positions, or assumptions do you want to challenge or argue with in the article?
Citing Solomon (1987), Warwick (2007) argues that it is in the articulation of ideas to others that those reflecting develop a critical perspective on their own actions and thinking. When this reflection takes place with a more skilled other or mentor teacher, possibilities for learning are increased (Singh et al. 2013). This statement is a generalization, in some cases depending on the experiences of the mentor or senior educator/adminitrator, it is not uncommon for crucial advice to be shared, but for more indepth and fruitful experience to be withheld depending on the context of the inter-department relationships that these colleagues share. Teachers in some cases are quite humble and do not wish to show boat their experience or expect that every new colleague must/should be able to relate to their own experiences. Therein, the the mentor or senior staff may very well be looking to foster discussion and leave room for their new colleague to breath or share what they think they want to share. This is not to say that Warwick, singh and solomon are generalizing, but that they over simplify the professional learning process, not recognizing the social dynamic or inter-personal relationships within the school. Ultimately, I believe that a professional learning community should be more structured and dictated, not left to "share" if you want to share (as many new administrators try to do this to appease different personality types). Through my own experiences I have been in positions where many colleagues refuse to share, I don't mind as I get bored when we are sitting around looking at our daybooks, but at the same time. usually I know what topics trigger conversation and in the event that the conversation isn't picking up the way the principal hopes, I usually pull on a string that gets people speaking. Prior to this, I used to sit there in professional learning at points ust waiting, I had shared in the past, but when I asked a long-time colleague about the professional learning sessions and my responses in particular (as I would get the feeling the principal was thinking along the lines of, okay, Carm, you have been here a long time and know things, understood), then it became this idea that some of my colleagues mentioned as, hey, it's okay, if you talk, I don't need to, and that's okay." Ya, for me it wasn't. So, I stepped back and sat there staring at my daybook, preparing feedback on the professional learning, waiting for anyone else to share. This was something that drove me to advocate for more personal studies in PD than live in-house sessions. The principal refused as there was no way for them to facilitate that equitably.
(Kathryn Glasswell and Josephine Ryan - pp. 3-25)
Concepts: What key concepts or ideas do you think are important and worth holding on to from the article?
"Theorists exploring this critical aspect of reflective practice stress the significance of teachers identifying what is important for them in the learning and teaching process." This reiterating that the purpose of the article is to lengthen and enlighten one's use of Reflective Practices.
(Kathryn Glasswell and Josephine Ryan - pp. 3-25)
Changes: What changes in attitudes, thinking, or action are suggested by the article, either for you or others?
In discussion through the intial theme explored, "Evaluation", there is a consolidated need to appropriate change or take action upon the reflection that is taking place in this theme. Evaluation is usually an end-process and the idea is that there should be an action carried out to foster growth on behalf of the teacher's reflection and improve the professionalism of the teacher.
(Kathryn Glasswell and Josephine Ryan - pp. 3-25)
I have attached a pdf of the document that can be downloaded as .zip (word and PPT) from my TpT portfolio.
This is a reflective practice that I have employed with OCT and non-OCT teachers. With teachers coming to a program that they have not been exposed to in some time or ever, a great deal of support may be needed in helping incoming staff understand how and why the achievement charts should be employed in assessment and evaluation as well as how to mobilize the assessment data presented to themselves throughout the semester/duration of the course.
This was a 4-part learning experience in A&E presented to non-OCT staff for the most part, where other staff did not present for further support.
We held orientation sessions that included 1 hour in which a general introduction is given to the software and course expectations within the curriculum as delivered at the school and then morever in mini-sessions that are introduced by department heads.
This was created in my capacity as a English Department Head and within my responsibilities as a shadowing administrator in preparation for my Vice-Principal role.
*This response should be concise, consisting of no more than a few sentences for each question.
**Complete the Discussion Board post by Saturday, June 21st. Respond to at least 1 post by Monday, June 23rd.
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(Kathryn Glasswell and Josephine Ryan - pp. 3-25)
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Reflective Practice
For this week’s reflective practice, you will be reflecting on the application of IB Standards and Practices in school communities and their impact on professional learning communities.
In the Reflective Practice tab, under Week 3, create a journal and complete the following tasks:
Watch this short video Programme Standards and Practices: Helping Schools Grow that explains the framework for the IB Standards and Practices.
Read the IB Standard and Practices (you can skim the site while paying particular attention to your programme and the areas that could pertain to collaborative reflective practices).
Answer the following questions:
-How do the IB Standards and Practices support a reflective practice individually and collaboratively? (you can give examples of specific practices that achieve this goal and explain how they do so)
The IBO's Standards and Practices support reflective practices individually and collaboratively within the following sections, "Learning", and "Environment" in particular. Their commitment to reflective practices are emphasized throughout their criteria below,
Through Learning,
"DP 1: The school provides opportunities for teachers to use collaborative planning and reflection to integrate theory of knowledge into each subject. (0401-02-0131)"
As well as through the subheading, "Approaches to teaching 4: Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community. (0403-04)", in this section, readers can observe,
"Approaches to teaching 4.1: Teachers collaborate to ensure a holistic and coherent learning experience for students in accordance with programme documentation. (0403-04-0100)"
In regards to assessment (under the learning section),
"DP 1: Teachers standardize their assessment of student work to ensure reliable results in accordance with IB guidelines. (0404-03-0131)", although this is not a direct statement to reflective practices, the idea is that the the school would need to organize professional learning on some level to consolidate assessment and evaluation practices in a uniform manner.
In addition to observing reflective practices through Learning, viewers can observe through Environment,
Under the subheading, "Teacher support 2: The school ensures that leadership and teachers participate in appropriate and timely professional learning to inform their practice. (0203-02)" viewers will be able to deduce that professional learning must occur and that the IBO intends that professional learning which occurs is in relation to IB-mandates.
"Teacher support 2.1: The school complies with IB-mandated professional development requirements, as outlined in IB documentation. (0203-02-0100)"
IB-Mandated professional development includes, namely instance wherein schools are trying to implement CP or the initial IB Curriculum into the current institution. This involves the expectation that a great deal of staff are involved in category 1 workshops as an example, wherein many of the workshops themselves require teachers/individuals to participate in reflection.
In subheading, "Teacher support 3: The school provides time and other resources for teachers to collaborate effectively in the implementation of IB programme(s). (0203-03)" the need to have teachers communicate with one another is emphasized.
"Teacher support 3.1: The school allocates dedicated and scheduled and/or timetabled time for teachers’ collaborative planning and reflection. (0203-03-0100)" This is something that is integral, and coming from a school that produces (however late), a regimented timetable for Pro-D, it certainly sets a tone on staff.
-What improvements, if any, could be made to the IB Standards and Practices in relation to reflective practice?
On a practical level, one might suggest producing reflection tools sanctioned by the IBO. Meaning, there is a great call to action on the educator and administration/leadership/school to ascertain time and planning to conduct collaborative planning time in the school year. To make things less "choice-based" (as to improve efficacy of the lesson and instructional time) as we do in classrooms that are inquiry-based (as an example), why does the IBO not create reflective practice templates or call-up teachers to participate in evidence that speaks to their professional learning in that school, whether it is a mind-map or a series of minutes that overlay the "x" amount of documents produced during the inspections, as well making it transparent as a part of a school display for students to observe, why and wha the content in their courses will entail? I know it seems like an added layer of paper work, but would it not improve the overall efficacy of professional learning, I think so.
-Keeping these practices in mind, what are the strong points and areas for improvement in your current school (or a school in which you completed a practicum)?
I have been in a situation wherein administration asks the teachers to prep and preapre through the summer for courses they "think" they will be teaching in Sept. When Orientation arrives, time is spent on frivilous other tasks and ice-breaking, where little time is spent on teacher preparation-generally because teachers still won't know what they are teaching until literally the friday prior to course beginning. In somecases, it was as late as the sunday night prior to first day, I digress, the administration then maybe 1-2 months in, asks teachers to reflect on the first month of teaching, and collects student voice feedback for evidence based reflection on the teacher's end. Now that being said, this is also around the same time that teachers are expected be preparing for mid-term reports among other extra-curricularrs (cue world's smallest violin), however despite all this, going on, there is a question left at the end of reflection conferences with the principal that ask, "so what do you think you might do next?", for me, as I have proven well in discussion boards, I can go on and talk about something in great length with no issue, but for a new and overwhelmed staff member, they are under a microscope and feel the heat. This "trial by fire", I have stated, isn't fair, or right, as it leads to either "being missed" by administration, wherein a teacher is seemingly, making it by, and gets away with a lot of mistakes as they are not the focal point of the supervising administration at that time and then ones those bad habits have been consolidated, the issues develop into bigger issues when the microscope comes back around to that teacher.
On a note of strength, I do see that our school does a good job at alotting time for general professional development, it may not always be what we expect, but when there is professional development, we on staff all understand that those are days where we must be in and on time ready to participate however fit. Again, I just wish it was always all useful or meaningful. After 5 orientations, they are generally becoming the same thing and as a pro-d facilitator it is a bit limiting when we are expected to just "do the same thing we did last year", I mean, yes, I did a good job the first time around, but then let's say, this is for new teachers? Or set up some time to change-it up a bit. Ultimately the calendar is stable, but delivered late in the semester and no one is ready to say what will be where/when.
***For examples of successful collective reflective practice, you can explore the Standards and Practices Learning Stories.
*This response should consist of no less than 250 words and no more than 500 words.
**Complete the Reflective Practice journal entry by Monday, June 23rd.
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