Appraisal & Development Teacher SelfReflection Form Purpose: The self-reflection will serve three purposes: (1) to create a time and place for you to reflect on your practice and assess your performance; (2) to help inform and facilitate a reflective dialogue on your performance with your appraiser; and (3) to help you identify areas for improvement and areas for professional growth. Process: It is suggested that you complete a self-reflection in private at least three times a year, prior to the Goal Setting, Progress, and End of Year Conferences held with your appraiser. Although it is recommended you engage in the self-reflection process below, doing so is not a requirement. Also note that your appraiser will not collect your self-reflection. Part 1: Suggested Prompts for Reflection Goal-Setting Conference Prompts 1. In what areas did my students grow last year and where did they struggle, based upon state-, district- or teacher-created assessments? 2. Based on my students’ growth from last year, what are areas of strength in my instructional practice? 3. Based on my students’ growth from last year, what are the areas would I like to focus on this year for my professional development? o What types of activities do I think would be helpful to continuously grow and improve my instructional practice and impact on student learning? o What specific supports will I need to improve my instructional effectiveness this year? o What can I do to make sure my support team knows my needs and can help guide me through tough decisions? 4. What strategies can I employ to help improve student learning outcomes this school year? 5. What are ways that I can collect, track, and use student data to drive my instructional choices to ensure that I meet the educational needs of all the students in my classroom? 6. In what ways could I improve and monitor the extent to which I set and implement effective discipline management procedures? 7. How can I build a positive and respectful classroom environment to help boost student learning? 8. How can I plan so that the reflective cycle of inquiry (plan-teach-assess-reflect) is routinely part of my daily practice? Progress Conference Prompts: 1. As I review my students’ data thus far, are they making significant progress? In what area(s) are the students excelling/struggling? 2. Am I differentiating instruction sufficiently to meet the instructional needs of all my students? o Am I providing rigor to the assignments? o Are my instructional choices meaningful and relevant to my students? o What changes do I need to make now to ensure success for all my students? 3. What specific skills, protocols, and tools do I need to improve my instructional effectiveness throughout the rest of the school year? Teacher Self-Reflection Form Appraisal 4. 5. & Development Teacher SelfReflection Form What is the progress that I have made toward my professional learning/development target to date? o What are some examples to show that I am making progress toward or have accomplished my professional learning target (e.g., student data, student work, and change in instructional practice)? o If I have not made as much progress as I would have hoped, what are specific supports (e.g., tools, protocols, PD opportunities) that I would need to achieve my professional learning/development target? Are there any new focus areas that I would like to add or amend in my development plan? Or additional activities I would like to consider? End of Year Conference Prompts 1. What is the progress that I made toward my professional learning/development targets this year? 2. Did my students make significant learning gains? What were some of instructional practices that allowed my students to grow and learn this school year? What practices did not promote growth? 3. How can I prepare/change my instructional practices for next year to drive improved student learning? 4. How can I use data more effectively to drive instruction and ensure that all of my students are successful next year? 5. What has been the area of my greatest professional learning and development this school year? To what can I attribute to that growth? 6. In what ways should I focus my professional growth and learning for next year? Teacher Self-Reflection Form Appraisal & Development Teacher SelfReflection Form Teacher Self-Reflection Template Please Note: This template is intended to provide guidance, and reflects one suggested way to self-reflect. Completion of this template is not a requirement, and appraisers will not collect this template. Instructional Practice Strengths/Development: Using the Instructional Practice rubric, for each domain identify at least one criterion as an area of strength, at least one criterion as an area for development, and provide a rating for each criterion you identify. Instructional Practice Strength/Successes Instructional Practice Area for Development/Growth Individual Criterion Ratings: Rank your performance on each criterion on a scale from 1-4, based upon the Instructional Practice rubric. Develops student learning goals: _________ Collects, tracks, and uses student data to drive instruction: __________ Designs effective lesson plans, units, and assessments: __________ Facilitates organized, student-centered, objective-driven lessons: _________ Checks for student understanding and responds to student misunderstanding: ________ Differentiates instruction for student needs by employing a variety of instructional strategies: ________ Engages students in work that develops higher-level thinking skills: _______ Maximizes instructional time: __________ Communicates content and concepts to students: _________ Promotes high academic expectations for students: _________ Students actively participating in lesson activities: _________ Sets and implements discipline management procedures: __________ Builds a positive and respectful classroom environment: __________ Teacher Self-Reflection Form Appraisal & Development Teacher SelfReflection Form Professional Expectations Strengths/Development: Using the Professional Expectations rubric, identify at least one criterion as an area of strength, at least one criterion as an area for development, and provide a rating for each criterion you identify. Professional Expectations Strength/Successes Professional Expectations Area for Development/Growth Individual Criteria Ratings: Rank your performance on each criterion on a scale from 1-4, based upon the Professional Expectations rubric. Complies with policies and procedures at school: ________ Treats colleagues with respect throughout all aspects of work: ________ Complies with teacher attendance policies: ________ Dresses professionally according to school policy: _________ Collaborates with colleagues: _________ Implements school rules: __________ Communicates with parents throughout the year: __________ Seeks feedback in order to improve performance: __________ Participates in professional development and applies learning:_________ Teacher Self-Reflection Form