Effective Reflections
What is a Reflection?
Reflection is a personal process that can deepen one’s understanding of self and can lead to significant
discoveries or insight. People use reflection when there is the expectation or desire to gain insights about
themselves by reflecting. People are often internally motivated to engage in reflection, since individuals may
suspect that insights can be gained through that process. (Dewey, 1938)
Why is it important to reflect on our teaching experiences?
Reflective teaching therefore implies a more systematic process of collecting, recording and analyzing our
thoughts and observations, as well as those of our students, and then going on to making changes.
Reflective journaling for submitted artifacts in documentation log:
How much reflection is necessary?
Providing a reflection of your artifact is an opportunity for you to summarize your artifact and why/how it shows
your exceptional skill in this standard. Your evaluator is looking for your demonstration of the performance
standards and performance indicators. You should provide enough information to your evaluator that he or she
can accurately determine whether you are Distinguished, Effective, Developing/Needs Improvement or
Unacceptable in a particular standard.
Steps for Writing an Artifact/Reflection: (Caroline Adams, Demand Media)
Step 1
Collect all relevant artifacts that support and provide proof of competence for the teaching course or standard
being pursued. Choose artifacts from the course work such as essays, curriculum plans, peer critiques, research
projects or projects. Choose artifacts from field work such as assessment plans, field logs, journals and notes
from teachers, parents or students. Include awards and certificates, conferences attended, volunteer and
community-related service.
Step 2
Review the standards for courses and choose the artifacts that best exemplify the standards of the course that
have been met.
Step 3
Write a “reflection” or artifact report that describes an event, experience or artifact that includes the relevant
details. Analyze the strength and weakness as it applies to the learning standard. Explain the quality of the
experience and the reasons it was judged as such.
Created by Sara Hans & Susie Patch
Step 4
Explain what was learned from the artifact and why it was chosen, as it is important that the artifact have
personal meaning and significance. Relate what was learned in terms of standards, theory, coursework and
practice.
Step 5
Conclude the report by identifying ways for future development and improvement in regards to meeting the
course standards. Describe goals over time for professional development.
A carefully chosen artifact demonstrates teaching competencies. Remember that the artifact should address
the standards, be visible and have a good written, audio, or video reflective statement.
Your reflection should answer the following guiding questions:
1. Why did you choose this artifact? /What is the evidence of student learning?
2. How does this artifact support the standard?
3. What did you learn about your professional practice?
Examples of Teacher’s Artifact Reflections:
Example #1 (Elementary School Teacher)
Standard 3: Learning Environment
Artifact: Photographs of classroom environment – evidence of routines and procedures for implementation of
Daily 5 (CAFÉ board, I-charts, students doing independent reading)
1. Why did you choose this artifact? /What is the evidence of Student Learning?
I chose this artifact because of the district’s initiative to implement Daily 5 routines and procedures to
building independent readers. This photo shows a picture of the CAFÉ board that is used to teach students
the Comprehension, Accuracy, Fluency and Expanding Vocabulary Skills that are important to becoming
independent readers. This board was built with the students as the skills rolled out. It is not a “wall
decoration” in our classroom, but a teaching tool to guide students in their reading practices.
2. How does this artifact support the standard?
This artifact supports the Learning Environment standard since it provides evidence of the procedures and
routines that are used to build independent readers. Students are aware of the routines and procedures and
how to use the CARD skills to build reading skills.
3. What did you learn about your professional practice?
Created by Sara Hans & Susie Patch
This evidence reinforced the importance of developing routines and procedures in the classroom. As I
reflected on the application of this tool in my classroom, the CAFÉ board has been the cornerstone to
implementing the DAILY 5.
Example #2 (Elementary School Teacher)
Standard 4: Assessment For and Of Learning
Artifacts: Math summative assessment; student tracking sheet of math objectives
1. Why did you choose this artifact(s)? /What is the evidence of Student Learning?
I chose this artifact to determine and track whether the individual students were meeting the learning
targets by assessing them on a 4, 3, 2, or 1 scaling.
2. How does this artifact support the standard?
These artifacts were used as a formative and summative assessment. After scoring the assessments, we
compared student data and built intervention/enrichment blocks based on the data.
3. What did you learn about your professional practice?
By being prepared, I could meet the needs of my students and ensure that the learning standards were met.
Example #3 (Middle School Teacher)
Standard 2: Instructional Planning
Artifact: Substitute Lesson Plan
1. Why did you choose this artifact? /What is the evidence of Student Learning?
It demonstrates how I introduce a lesson by using the learning targets, and also gives specific instructions to
the sub who may not be familiar with my classroom routine including approximate times for each activity to
help accomplish the lesson goals.
2. How does this artifact support the standard?
My sub lesson plan includes elements of differentiation that may be needed; for example, I also emphasize
“rephrasing’ to assist my ELL students in their understanding. I try to give any individual student needs if
relevant (i.e. a student who was absent the day before.) My subs have always reported that my sub plans
are complete and helpful.
3. What did you learn about your professional practice?
I learned that complete lesson plans were better for the students who were used to a routine and better for
the sub to teach effectively.
Created by Sara Hans & Susie Patch