Standard 8: Accomplished Teaching & Capstone
Standard 8
Standard 8 states
teacher leaders “present the professional practice for the review of
colleagues”. To me, this standard represents the spirit of not only what it
means to work in a healthy teaching environment but what this Masters program
is all about. Having the courage to
place yourself in the spotlight for others to critique and evaluate is a key
component in both of these arenas. For
the success in this program we had to constantly put our ideas out for others
to assess. Likewise in a school setting,
we are always sharing our thoughts, strategies, and teaching with others. It might seem difficult and vulnerable, but
the act of presenting professional practice for review is how all parties
involved become stronger educators.
Reflection:
My
previously held beliefs in relation to this standard were mixed. On one hand, I loved the idea of sharing my
teaching to others. It is fun to show
non music teachers what goes on inside our classrooms. Other subject area
teachers seem to be amazed at what happens in a typical elementary music
classroom. Similarly I enjoy the
discourse between peers when I am on the “giving” end. In other words, I like giving feedback to
other teachers as they present their professional practice. However I did not enjoy receiving feedback
from non music teachers about my practice as most of the suggestions were not
helpful. Prior to this standard and
program I had built a wall around myself in relation to receiving feedback from
others. “Teachers don’t understand
music” and “Mt class is simply different than yours” were constant
thoughts. Upon reflection, I have come
to the conclusion on a couple takeaways from this program on how to to best
present professional practice and receive feedback from my peers.
In
the Accomplished Teaching course, I learned the importance of reflection on
teaching. I have spoken about this in
many reflections, but I have learned how important this practice is to me. As summarized by Nalliveettil George Mathew
(2012), “Reflecting critical incidents can lead to solutions that can be
transferable to other learning situations. Success in teaching is not just a
matter of luck but results from thorough planning, preparation and knowing the
learners through reflection, evaluation and practice” (p. 209). In relation to this standard, I now see the
possibilities of working together with peers in a group reflection
practice. When working with others there
are opportunities for various viewpoints and opinions to be expressed. As mentioned by Carol A. Corcoran and Robert
Leahy (2003), "Teaching is an active process based on a professional
examining his or her own actions and the possible links to specific actions of
learners". The important idea in
this definition is reflection is an active
process, meaning it is constantly ongoing.
Now in relation to this standard, the active component can refer to the
active dialogue between peers. Working together and review professional
practice as a cohort has the potential to be more impactful than doing so as an
individual.
During this capstone
course, similar to assignments throughout the program, we are constantly
posting our thoughts and practice for others to review. I have come to learn
that this process of sharing and engaging in discussion allows for each of us
to empower one another. As Leslie Ashcroft states, the act of empowerment helps
to “nurture belief in capability and competence” (p. 145). Empowerment is another topic in which I have
spoked to many times throughout this course.
I am realizing this idea, like reflection, is deeply important to me as
a teacher leader. When we empower each
other mobilize untapped potential and lift each other up. This standard is a wonderful vehicle to
practice the important act of empowerment.
Now, unlike my previous beliefs, I view the comments from my peers in a
more universal way. My peers are simply
trying to empowering me and help build my capability and confidence. It does not matter that my class is
“different”, whatever that might mean.
In the end, we are all looking out for each other and want what is best
for us all. By empowering others through
discussions and feedback we are all taking steps toward becoming better
educators and leaders.
Moving
forward I will continue to not only reflect on my work, but allow others into
the discussion and process. By working
together we have the potential to turn over stones, not seen before by myself.
Another byproduct of this process is the building of rapport and trust between
colleagues. Likewise we will empower
each other in our abilities as teachers. Lastly, I will continue to absorb the
feedback from my colleagues. The wall of
“I’m different” has been broken down and I am able to accept feedback from non
music teachers. I will listen to what
others have to say and apply principles and kernels of truth from their
thoughts. This standard and program as a
whole has impacted not only my teaching but qualities as a person. It is with these new additions to my
character that I will be able to form strong bonds with my colleagues,
students, parents, and staff. From here
I will be able to firmly say I am a leader within my school and community
Artifacts:
Models of Collaboration Reflection
Sources:
Ashcroft L. Defusing
“empowering”: The what and the why. Language Arts. 1987;64(2):142-156
Mathew, N.
(2012). Reflective classroom practice for effective classroom instruction. International Education Studies, 5(3),
205-211. http://dx.doi.org/10.5539/ies.v5n3p205
Corcoran, C.,
& Leahy, R. (2003). Growing professionally through reflective practice.
Kappa Delta Pi Record, 30-33.
Comments
Post a Comment