Source: Image light, Public Domain, http://tinyurl.com/p4pfjr7; Image of ??, Public Domain, http://tinyurl.com/kzeorkr; Image of paper and pen, Public Domain, http://pixabay.com/en/write-note-memo-school-paper-pen-36784/; Image of thinking bubble, Public Domain, http://tinyurl.com/laefzcc; Image of teacher and students, Public Domain, http://pixabay.com/en/teacher-mentor-coach-tutor-407360/
Welcome. I'm Trisha Phyfe. And in today's video lesson, I will cover the topic of models for reflection on coaching. As we learn about this topic, we will work towards one main learning objective by answering the following question in this video lesson. What are models for teacher reflection that can be used for instructional coaching?
We know as teachers and coaches that it is essential to reflect in order to grow and meet our goals. So what exactly does this mean to be a reflective teacher? A reflective teacher goes back to instruction. Not only do they ask, did my student meet objectives and goals were intended, but this teacher also adjusts accordingly when goals are not met.
They try new instructional strategies or assessment strategies and adjust practices. A reflective teacher reflects throughout the entire process of teaching and learning. Pre-lesson in the planning stage, during lesson preparation, actual instruction, and of course, post lesson. We'll take a look back two models that we discussed in a previous lesson and we will apply these models to reflection practices for teachers and coaches.
Let's first look at Pappas' view on reflection. This model has multiple benefits. Not only can teachers use this model as they reflect on their own teaching practices and the process of teaching, but the coach can use this model to reflect on what has been observed in the teacher and in the teacher-coach partnership.
Questions at each level of Bloom's Taxonomy can prompt reflection at the various levels of thinking and knowledge. This can allow for effective, thorough reflection. Here are some questions to consider at each level. In remembering, what did I do? In understanding, what was important about it? In applying, how could I use this again?
In analyzing, what patterns were present in what I did? In evaluating, how well did I do? And in creating, what should I do next? Another model that we've examined is Hatton and Smith's model of reflection. Teachers can use the following four strategies after being coached.
Descriptive writing, where they report events. Descriptive reflection, where they ponder and reflect on reasons for what they did at different points in their strategies. Dialogic reflection, where they have discourse and dialogue with oneself about what occurred and critical reflection.
These are the reasons for decisions that were made and how this all relates back to the big picture in education. As you finish up this course, I have some questions for you to think about. Here's the first one. Reflect on your own teaching situation. If you were going to be coached, what modeling techniques would be best for you? How would you like to receive feedback?
Here's another question for you. If you were going to be a coach, with what model or technique are you most familiar and comfortable? What challenges would you expect? Let's talk about what we learned today. We looked at the following question in this lesson. What are models for teacher reflection that can be used for instructional coaching?
Today, we looked at what exactly it means to be a reflective teacher. A reflective teacher goes back to instruction, questioning whether students met intended goals and objectives. They also adjust and make improvements as needed and reflect throughout the entire process of teaching, from lesson planning and preparing to instruction and post instruction.
We looked back at Pappas' and Hatton and Smith's models for reflection and we applied these to coaching and teaching. Finally, I left you with a few questions to consider as we finish up this course and all of your lessons. Now that you're more familiar with these concepts, let's reflect one more time.
How can you use what you've learned here to be a more reflective teacher and coach? Thanks for joining me today in discussing the lesson reflective teachers and coaches. I hope you found value in this video lesson and ideas about reflection. And I hope you're able to apply these ideas to your own teaching and coaching.
Now it's your turn to apply what you've learned in this video. The additional resources section will be super helpful. This section is designed to help you discover useful ways to apply what you've learned here. Each link includes a brief description so you can easily target the resources that you want.
(00:00- 00:21) Introduction/Objectives
(00:22- 01:07) What is a Reflective Teacher?
(01:08- 01:18) Models for Reflection
(01:19- 02:18) Pappas’ View on Reflection
(02:19- 02:53) Hatton and Smith’s View on Reflection
(02:54- 03:31) Questions to Consider
(03:32- 04:22) Recap
(04:23- 05:05) Reflection
Instructional Coaches Performance Assessment
This document from Newport News Pubic Schools outlines the responsibilities of the instructional reading coach. In addition, there is a professional rubric that clarifies the expectations for the instructional coach. These resources may be helpful in developing an evaluation system for instructional coaching in your organization.
Deerfield Public Schools District 109 Instructional Coaching Handbook
This handbook provides clear guidance and resources for instructional coaching.