6c. Evaluate & reflect on practice


The final substandard of ISTE Coaching Standard 6 differs from the first two in that the wording shifts from continual learning to reflection. This is my favorite of the trio because some of my most transformative moments as a teacher have come from deep reflection on how and why I’m approaching student goals in a particular way and then considering the impact other choices may have on those goals.

Likewise, I’ve been positively impacted by coaches who have led through questioning and inquiry versus straight-forward criticism and suggestions. Whenever possible, coaches should encourage self-reflection and assessment.

Both of my pieces of evidence encourage professional development and change through the use of reflection and assessment. The high degree of learner autonomy supports the principles of adult learning 

Evidence: Reflection Cycle & SMART Goals

One assignment in our 6106 class was to consider the role adminstration should play in effective professional development. I admit this question challenged me because, frankly, I haven’t experienced a lot of effective professional development. But then I thought about my current teaching position and the wonderful model that adminstration uses to implement professional development and encourage growth while allowing teachers a say in what and how they learn.  

In my March 2019 blog post, I explored how the Reflection Cycle along with SMART goals can provide an excellent framework for teacher-driven professional development. In this framework, adminstrators and coaches become the ‘guide on the side’ as they lead teachers through an inquiry process which informs self-reflection. The self-reflection then informs SMART goals established by the teacher. Administrators and coaches support the teacher in the implementation of SMART goals and the cycle may repeat.

The Reflection Cycle

Dr. Dominique-Alain Jan; based on the work of Jurgen Habemas, David Kolb, Donald Shon [CC BY-SA 4.0], via dajan.wordpress.com


To read more about what the Reflection Cycles looks like and how it can be implemented in conjunction with SMART Goals, please visit my post using the link in green below.

Evidence: The Role of Self-Assessment in Professional Development

Self-assessment does not have to be part of a longer inquiry process in order to be effective. 

We’ve all taken a quick survey at the end of a professional development. Typically we’re asked to rate the presenter, the usefulness of the content, and the likelihood of incorporating the newfound knowledge into our curriculum. And then that’s it. There’s little to no follow up or accountability. With the model I explored in my February 2019 blog post, there is additional open-ended reflection that teachers complete in the weeks subsequent to the training. This self-assessment not only provides teachers with an opportunity to reflect on the ways they have (or haven’t) implemented the new knowledge; the data also provides a link between theoretical training and classroom practice.

To read more about the PEERS workshop study and its implications for digital education leaders, please access my post using the link in green below.