Step 1 (What): one key change in my professional practice
Professional learning - Use inquiry, collaborative problem-solving and professional
learning to improve professional capability to impact on the learning and achievement
of all learners.
Specifically my key change relates to the depth and quality of my reflective practise.
Step 2 (Now what): Evaluate the identified change
Stage 1: Problem identification
I feel have always been a reflective practitioner but while completing this course came to the realisation that outwardly, in a digital sense (online) I merely 'list' what has happened rather than critique, question and analyse.
Scales (2013) states
"The most inadequate reflections are those which merely describe what happened in a teaching and learning session. On its own, this is of no value. But it is a start."
Stage 2: Observation and analysis
Stage 3: Abstract re conceptualization
See Figure 1.2 below.
Stage 4: Active experimentation
Step 3 (What next) Share your next plan(s) regarding your future professional development or your future practice.
After being prompted by the Week 31: Indigenous Knowledge and Cultural Responsiveness task I have also began a Te Reo Level 2 Certificate to enhance my knowledge of Te Reo and tikanga Maori.
As I constantly strive to grow my professional practise I am left reflecting on the statement by Scales (2013)
"Finally, and most importantly, reflective practice is the key to improvement. If we don't think about, analyse and evaluate our professional practice we cannot improve."
Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators : professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.
Ministry of Education (nd). Our code, our standards. Retrieved from
Scales, P. (2013). Teaching in the lifelong learning sector. Maidenhead: McGraw-Hill/Open University Press.