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Workshop session - Self-evaluation

This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 02 July 2010 by ncetm_administrator
Updated on 02 July 2010 by ncetm_administrator

NCETM Annual Conference 2010 - Self Evaluation Workshop

Workshop session - Self-evaluation

How important is self-reflection for teachers? Should it be counted towards CPD?

CPD that isn’t reflective isn’t CPD.

How do you make it systematic and give evidence without taking away the essence of what it is. It should be weaved into the very essence of what teachers do.

When the National Strategies stop, will teachers have the confidence/skills to think and structure for themselves? Research, reflect, relate?

The challenge is to create and capture evidence of self-reflection without compromising. Tools to plan, navigate and log – not assessed, thus it needs to be benign in its role. Robust. But, it needs to remain personal. A framework to help, not enforce reflection.

The more reflective you are – does this make you a good teacher? Self-awareness – how do you change attitudes? Reflection is the positive and negative aspects of a lesson, but self-awareness can restrict both sides. Building on positive aspects – a way to engage teachers in self-reflection (selling it to them as, ‘it’s not all negative’). Reflecting in groups can help awareness.

Reflection within a wider community is more powerful. Sharing CPD with others.

How to create the desire for self-reflection? Creating confidence – not wanting to question as they don’t have the confidence to do so. The limitations of not wanting to write something down, balanced with the audio tool. Some people need to write things down: each method works differently for different people, so how can we capture and encourage reflection as part of CPD without restricting it to one method over another. Descriptive practice feeds effective practice, so do you need to be good at describing practice before you can reflect on practice? Or is it the other way around?

Validity of reflection. What tools can be used to see if the reflection is true without compromising on the practice. How do we give tools to teaches so they understand a true picture, unclouded by pre-judgements of their own teaching.

Improving isn’t about building on deficiency – ‘improve’ implies negative.

Three key themes of the discussion:

  • effectiveness
  • motivation
  • validity.


 annual report 2010

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