Candidates engage in reflection on their own practice and lesson observations.   Reflective Journal  entries that focus on

Candidates engage in reflection on their own practice and lesson observations.
 
Reflective Journal 
entries that focus on the insights and puzzling questions on their own teaching practice. The journal (350-500 words) should be a record of your journey in the classroom and plans for continual improvement.

Remember, the point of the journal is to have a place to record ongoing thoughts/ideas and impressions that can also inform the final 

Looking Back/Planning Forward paper
.


The Reflective Journal entry will address the following questions:

1. Provide overview of your classroom context (
TCAP #1: Classroom Report) and Student Achievement Chart (
TCAP #4: Analysis of Student Work
)

2. Having reviewed the 

course learning outcomes


 Download course learning outcomes
  Professional Pedagogical Response, Reflective Journals Modules 2&4 (
TCAP #5. Reflection on Professional Feedback & 
6. Professional Development and Ethical Leadership Plan) 
tell us in which components of the five domains: 
Learner Centeredness
Discipline Knowledge and Skills
Professional Commitment to Action, Data Literacy and Research and Equity & Access you made a progress and hope to develop more by the end of this class and why? 
At least one component per domain should be used. 

3. What kind of instructional and behavioral strategies did you use and why?

4. How did you accommodate and modify your instruction to meet the needs of diverse learners?

5. How were 

diagnostic, formative, and summative assessmentsLinks to an external site.
 used to monitor student learning and/or to engage students in understanding/monitoring their own learning?

6. How did the assessments help guide instructional choices?

7. To what extent was overall learning demonstrated by the whole class?

8. To what extent did the outcomes match the goals of the lesson?

9. How did you create a student-centered learning environment that affirmed racial, linguistic and cultural identities in line with Touro CLO Equity and Access Indicators and the four principles of the NYSED 

Culturally Responsive-Sustaining Education FrameworkLinks to an external site.
?

10. What kind of academic and behavioral 

interventionLinks to an external site.
 strategies would you use if you were to 
reteach this lesson and why?

11. How will you collect and use data and 

progress monitoringLinks to an external site.
 to inform instruction moving forward?

12. What evidence from educational literature/research (provide references) can support your decision to use specific instructional and behavioral strategies?

Related Resources: 


Teacher Observation Critical Analysis

Download Teacher Observation Critical Analysis


TC GSE Candidate Learning Outcomes

Download TC GSE Candidate Learning Outcomes

    


Functional Behavior Assessment ProcessLinks to an external site.


Behavior Intervention Plan Fact SheetLinks to an external site.


The MTSS FrameworkLinks to an external site.


MTSS Tiers and MTSS Interventions 101Links to an external site.

  

  


A Guide to the Individualized Education Program (IEP)Links to an external site.

How to write an effective IEP

  

  

  

 
Related Resources: 

Checklist Reflective Journal (1) (1)

Checklist Reflective Journal (1) (1)

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeInquiry into Teaching and Learning: Content of Reflection

3 pts

Level 2

The journal entry includes the reflection on the lesson. The candidate goes beyond the description and explores the underpinning rationale for their decisions and strategies as well as students’ actions. The critical event in practice is considered from at least one of the perspectives (theoretical, pedagogical, ethical, cultural)

2.6 pts

Level 1

The journal entry includes the reflection on the lesson. And/or The candidate gives the reader just a general understanding of the critical event with limited rationale for teacher’s decisions and strategies as well as students’ actions. And/or The critical event in practice is considered from at least 1 perspectives (theoretical, pedagogical, ethical, cultural)

3 pts

This criterion is linked to a Learning OutcomeBuilding Your Reflexive Praxis: Process of Reflection and Questions to Self

3 pts

Level 2

The personal reflection is an in-depth analysis of the learning experience. Clear connections are made to personal values, beliefs, teaching philosophy and pedagogy. The candidate takes risks to explore personal beliefs and biases about teaching and learning as related to the critical event.

2.6 pts

Level 1

The personal reflection is an analysis of the learning experience. Some connections are made to personal values, beliefs, teaching philosophy and pedagogy. The candidate takes some risks to explore personal beliefs and biases about teaching and learning as related to the critical event.

3 pts

This criterion is linked to a Learning OutcomeVision of Practice

3 pts

Level 2

The vision for the future practice is included. The new areas for personal learning about teaching and student learning are identified. 2 questions for future learning are posed.

2.6 pts

Level 1

The vision for the future practice is included. The new areas for learning about teaching and student learning are identified but are unclear. 1 question for future learning are posed.

3 pts

This criterion is linked to a Learning OutcomeAPA Citations & References

3 pts

Level 2

All citations and references follow APA style.

2.6 pts

Level 1

Most citations and references follow APA style.

3 pts

This criterion is linked to a Learning OutcomeGrammar & Mechanics

3 pts

Level 2

Assignment contains 2 or fewer errors.

2.6 pts

Level 1

Assignment contains 3 – 5 errors.

3 pts

Total Points: 15


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