SCHOOL OF EDUCATION
PROFESSIONAL LEARNING JOURNAL
AND PLAN
Initial Certification
DRAFT 11/9/12
Professional Learning Journal
The Maryville University School of Education professional learning journal contains reflections on and
evidence of your growth and skill development during your tenure as a teaching candidate. In the
journal you will record your experiences, thoughts, feelings and reflections. The learning journal is a
personal document but will be shared with your advisor through the course of your progress through
the program.
Research has identified that reflection can help educators learn and change. Reflective practice enables
professionals to question, think, communicate, assert, analyze, and self-assess. The purpose of the
journal is not only to “track” your progress, but also to assist you in making your learning conscious.
You might be teasing out the meaning from a set of experiences, drawing conclusions based on
evidence, identifying assumptions and examining them, or identifying questions you still have and want
to explore.
As you progress through the program, you will be asked, at different points, to construct reflections on
your growth across the competencies of the teacher preparation program. Part of the process will
involve opportunities to set goals after one practicum experience but before the next one. The format
of the reflections might be a written narrative, a video response, an illustration or diagram, or some
other mechanism for expressing your ideas. Journals are not to be filled with answers; they might well
illuminate issues, personal doubts, critical questions, and insights about yourself. We journal to learn;
the journal is a learning tool that captures a conversation we have with ourselves as we make sense of
our experiences.
Sometimes it is easier to say what something isn’t. A reflective journal is not just a summary of an
experience or something you’ve read. It is also not a log that records the time and days something
happened. Scanlon and Chernomas (1997) describe a three-stage reflective learning model that has
been developed further here.
Stage 1 of reflection is awareness. This could be stimulated by an experience in a course or classroom
where you are observing or teaching. You might be both a participant and an observer. You should first
give context for the experience but then take a “look” at your beliefs and values and how they impact
your perceptions of the event or reading.
Language you might use could be: Previously, I thought that; initially I noticed; a bias I realized I had
was; my only previous experience was; I was surprised by; subsequently I questioned; a concern I still
have is; my assumptions before I started were..
Stage 2 involves a critical analysis of the event, experience, reading, etc. You will explore what
happened and why. What have you learned from this experience, reading or lesson and why is the
learning important? Clarify the assumptions about completing ideas or processes and consider the
consequences of each. How does this experience relate to others or previous ideas or opinions you
might have held. If conclusions can be drawn at this point, what are they? If more questions emerge,
what are they?
Language you might use could be: The important elements of this experience were; having analyzed
the experience, I realize this about the assumptions I had; when I compared the ideas I discovered that;
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this seems to demonstrate or reveal; I still wonder why; this might be explained by; the results seem to
indicate that.
Stage 3 illuminates new perspectives. Previous ideas or beliefs may be confirmed through evidence or
new perspectives and opinions may emerge. New skills or knowledge bases are constructed or older
ones strengthen and expanded. As we add to the scheme of our knowledge bases, we continue to learn.
Language you might use could be: Having experienced ____ I now think; the data lead me to consider;
this reveals or demonstrates that; this is different (or similar) to my original thinking; I have improved/
developed my skills in/ability to; I still need to set a goal to.
Though the authors label these as stages, the process of thinking is not often linear. These sentence
stems are also not an exhaustive list but are just provided to help you think.
Program requirements:
Adjustments in the process will be made for those candidates who transfer into the program with
community college portfolios or with waivers granting credit for previous experience. Decisions
changing the nature of the journal will be made between the advisor and the candidate. Candidates
would share their journal with their advisor as the following points:
Elem. Elem/ECE, middle
At end of first set of initial block classes (usually in January)
At end of spring semester of first full year
At end of first semester, junior year and before student teaching in May (scored,
must reach progressing or better for admission to student teaching)
At exit, after student teaching (scored for certification, must reach proficient)
K-12 Art
End of first block of education coursework
End of semester with K-12 art methods (must reach progressing for admission to
student teaching)
End of fall before student teaching
Exit after student teaching (scored for certification; must reach proficient)
MASTI
End of each module (1, 2, 3, 4)
Procedure:
Each semester your learning journal and plan will include the following areas of response:
1. Responses to essential questions of that semester
2. Your professional learning plan based on self-assessment of performance in respect
to SOE outcomes and MoSPE
Learning journal entries need to be from 300-500 words in length, double spaced with 1 inch margins
and 12 point font. Learning plans must follow the template at the end of this document.
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Find your program and essential questions per semester below:
Elem/ECE/Middle
After first professional block in fall (200, 201/501, 309/618)
Think about all you have learned this semester. What is your responsibility as a teacher for providing
equity and access for all students to a good education that will help them become informed and
productive citizens of our country? Include in your reflections specifics from what you have observed,
experienced and read.
After second block in spring (341, 336, 309/626 or 323, 204 or 362)
Think about what you have learned this year in your coursework and practicums. What can you
conclude about how students learn? Remember to use examples from observations and annotations
from the experts (theorists) to support your thinking. Think back through your courses. Use data and
what the experts say to support your conclusions. Include in your reflection questions you still have.
After third professional block in fall (380, 338, 335/535 and other courses for middle/ece
What have you learned this semester about how your instructional decisions influence students’
growth and development? Instructional decisions include selection of outcomes and the design of the
learning experiences. Remember, learning experiences are also assessments. Include in your reflections
what you learned from your own practice, from observing others and also from your professional
reading.
After fourth professional block in spring (381, 384 or middle level practicum)
What have you learned about creating opportunities for students to learn in caring, fair and safe
spaces where all children are valued? How should educators work in collaboration to provide for all
children? What are your skill sets in this area? How have you worked with others in a collaborative
manner? What practices in the schools where you’ve been placed appear to support children and their
families.
After student teaching fall or spring (400, 403, 405, and 404)
Select one teaching episode from your student teaching experience which defines you as a teacher.
Give context for the episode and construct a short reflection on why this episode was reflective of who
you have become as a teacher.
K-12 Art Students
After first professional block in fall (200, 201 or 501, 309/618)
Think about all you have learned this semester. What is your responsibility as a teacher for providing
equity and access for all students to a good education that will help them become informed and
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productive citizens of our country? Include in your reflections specifics from what you have observed,
experienced and read.
After second professional block in spring ( 310/626, 352/552, 343, 342)
Think about what you have learned this year in your coursework and practicums.
What can you conclude about how students learn in an art classroom? Remember to use examples
from observations and annotations from the experts (theorists) to support your thinking. Think back
through your courses. Use data and what you’ve learned from the experts to support your conclusions.
Include in your reflection questions you still have.
After your third professional semester in fall (EDUC 383, EDUC 410, EDUC 300)
Think about what you have learned this semester in your coursework and practicum. What are the
purposes of literacy---both visual and reading/writing in the art classroom? Also, what have you
learned about how your instructional decisions in art and literacy influence students growth and
development? Instructional decisions include selection of outcomes and the design of the learning
experiences, including assessments. Use examples related to issues in art education and your reading
course as you draw your conclusions. Annotate what you learned from the experts; include examples of
observations from your practicum and work from your classes.
After your fourth professional semester (student teaching-EDUC 402)
What have you learned about creating opportunities for students to learn in caring, fair and safe
spaces where all children are valued? How should educators work in collaboration to provide for all
children? What are your skill sets in this area? How have you worked with others in a collaborative
manner? What practices in the schools where you’ve been placed appear to support children and their
families. Select one teaching episode from your student teaching experience which defines you as a
teacher. Give context for the episode and construct a short reflection on why this episode was
reflective of who you have become as a teacher.
Master’s in Secondary Teaching and Inquiry
After the first professional semester in summer (EDUC 645, 646, 626)
After the second professional semester (EDUC 647, 583, and methods course)
After the third professional semester (EDUC 619 and 648)
After the fourth professional semester….(Capstone presentation serves as the final reflections)
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Reflective Learning Journal Rubric
Exemplary
Ability to proficiently
Reflections:
demonstrate
Ability to
reflection and deep
integrate
thinking of acquired
learning into the knowledge and
real-world
concepts; integrates
experiences and and connects into
ability to analyze different areas/ideas
critically
from a wide range of
perspectives
(different contexts,
cultures, disciplines;
theory); creative
solutions and critical
thinking
demonstrated in
thinking and writing;
evaluates and
adapts teaching to
needs of students
Proficient
Satisfactory ability
to relate acquired
knowledge to
previous
experiences;
demonstrates
attempt to analyze
the areas from a
number of
different
perspectives;
makes
connections
between one
teaching situation
and another;
questions quality
of data; is
beginning to adapt
teaching to meet
the needs of
students
Presentation:
Articulation and
organization of
ideas and
perspectives
Arguments or
perspectives are
clearly stated;
organized flow in
writing but not
deep enough to be
very insightful
Writing is well
focused; arguments
or perspectives are
precisely defined
and explained;
coherent flow in
developing an
insightful idea
Progressing
Includes
descriptions of
events and little
further
consideration
behind the events
or ideas using a
relative
descriptive style of
language;
identifies one
point of view with
little or no
evidence of using
multiple
perspectives in the
analyzing of
ideas/issues—just
beginning to
explore ideas or
issues—is
“learning the
territory” of
critical reflection
Arguments or
perspectives are
vaguely
mentioned; the
writing lacks an
organized flow
and the ideas are
at times hard to
follow
Limited
Only includes
mere descriptions
of theoretical
knowledge; no
reflection is
demonstrated
beyond the
descriptions; little
or no data, details
or evidence cited
No demonstration
of original thinking
or perspectives;
poor organization
Professional Learning Plan
Completed following each semester
The learning plan differs from the journal entries in that it requires personal reflection based on
self-assessment on the four strands of the conceptual framework of the School of Education:
Development, School and Society, Curriculum and Instruction, and Inquiry/Research. Also to be
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considered are the Outcomes of the School of Education which are aligned under the strands.
Candidates are to use the feedback from their practicum and coursework to inform their
learning plan. The learning plan, like the journal entries, is to be saved within the D2L site and
reviewed with the advisor at the appropriate times.
Step 1: Review information from your course feedback and the goals identified in your
practicum assessments. Reflect upon the semester’s work in relationship to the outcome
areas.
Step 2: Use these assessments to identify your strengths. Use them also to identify the areas
where you need to grow. Complete the narratives in each of these areas.
Step 3. Identify 2 goals for the next semester, with particular attention to the practicum. The
goals need to include the general goal statement (“I want to improve in my ability to give
individual feedback to students”), strategies for reaching the goal (I will read 2 articles on
giving feedback, I will watch master teachers and identify feedback options they use), and
methods for assessing your success (I will video tape my giving of feedback for reflection; I will
ask my cooperating teacher to observe me giving feedback, or consider the written feedback
I’ve given students).
After the semester in which the goals were in place, you will be asked to write a short reflection
on your success.
Step 4. You are responsible for assuring that a copy of your learning plan is placed in your SOE
folder after the completion of each practicum and that you give a copy of that learning plan to
your next university supervisor and cooperating teacher.
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Professional Learning Plan
Name______________________________________ Semester__________________
Practicum Placement for this last semester (grade, school)______________________________
General Information about the practicum (demographic of class, content taught, # of students,
challenges, special circumstances.)
Strengths exhibited during the semester (List at least 2 strengths… with specific examples to
illuminate details of your successes.)
Summarize areas of needed growth as determined by practicum assessment and feedback
Goals for next semester and practicum (Identify two goals---be specific; after listing goals,
provide strategies for addressing the goals and measure by which you will assess your
effectiveness at meeting them.
Goal 1
Strategies
Measurement of Effectiveness
Goal 2
Strategies
Measurement of Effectiveness
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