Initial Reflection

I began teaching four years ago.  My classroom my first year looked different in many ways than my classroom now.  My core ideals of teaching haven’t changed but my delivery has. As I have grown in my practice and learned more about the students I am working with, I have tailored my instruction accordingly.  I am constantly reflecting on my practice on my own as well as with my Professional Learning Community.  When I am reflecting on my practice there are a few key things I do.  I use what I did in my previous years to help guide and influence how I will teach the same content this year.  I look at my old plan books to help remind me of how lessons went, how long lessons took, and how my students did.  In order for this to work I also make notes when the lessons occur.  If a lesson went particularly well I write myself a reminder of what worked and if a lesson didn’t go particularly well I will also note what didn’t work.  If it was a lesson that didn’t go as planned, I write down ideas of how I could make it better next year or if it just needs to be completely rethought.  I also reflect throughout my day.  Just because I taught the lesson one way in my first period does not mean I will teach it the same way in my sixth period.  If a portion of a lesson didn’t go was planned the first time I teach it, I will make adjustments for the next class.  The individual reflection helps me when I work with my Professional Learning Communities.  As a member of a Professional Learning Community, I am also able to reflect with my colleagues.  We talk about student growth, how the class went last year compared to how it is going this year, and how our students are performing.  We use this time to look at our test scores.  We talk about how to bring the lower grades up, how to push our students who are getting perfect scores, and how to bring our classes to the next level of understanding.


Consistent reflection has helped me realize my strengths and challenges as a teacher.  Over my first four years I have noticed my ability to think on my feet, engage my students and connect with my students on an academic level as strengths I bring to the classroom.  Throughout a lesson I am able to improvise and make changes as I go if students aren’t getting the information I need them to get.  I work with students to make sure lessons are being delivered in ways that are helpful, engaging, and designed in a way students can connect with the math.  I also work hard to connect with my students.  I want them to know that I care about them and their success.  I am able to get students to do work in my class when they wouldn’t necessarily do work in their other classes.  They know that my classroom is a safe environment and it is low risk for them to participate.  I have also noticed some key things I struggle with in my every day teaching.   I have a hard time scheduling my period, pushing students to go the pace I want, and getting all students involved with their varying learning styles.  I always know what I want to get done in a period but I don’t always have realistic goals.  I will frequently plan more than will fit into a single period.  Since I do this, it makes daily closure of activities difficult.  It also doesn’t give my students a sense of urgency.  Since they don’t have a sense of urgency it is hard to get my students to work at the pace I am looking for.  The other struggle that I am constantly working to remedy is getting all students involved.  I know there are varying learning styles in my classroom and I am consistently trying to make sure my lessons address as many learning styles as possible.


I worked on the above weaknesses with my administrator when I was on the comprehensive evaluation plan under the Danielson Framework.  The Danielson Framework is made up of four domains, planning and preparations, classroom environment, instruction, and professional responsibilities.  You are evaluated on a four-point scale from unsatisfactory (1) to distinguished (4) and required to provide evidence for the individual components within each domain.  In my district there are two categories of teachers when it comes to evaluations.  There are teachers who are evaluated on a comprehensive evaluation or a focused evaluation.  If you are on the comprehensive evaluation form you are evaluated on every component of the Danielson Framework.  You are expected to provide evidence for everything that cannot be observed.  Administrators are also expected to observe you at least twice during the year.  There is also a group of teachers who are on the focused version of the evaluation.  For this, teachers pick a component within one domain of the Danielson Framework and collect evidence for that one component.  If you are on the focused evaluation the administrators will spend sixty minutes between the evaluation and meetings with the teacher.  Every teacher must have a goal for the year and a goal for a specific class.  Comprehensive teachers will also pick a sub group.  You are expected to collect data on your specific goal to help show your growth as a teacher over the course of the year.