• IV-A-1: Reflective Practice
    Unsatisfactory
    Needs Improvement
    Proficient
    Exemplary
    Demonstrates limited reflection on practice and/or use of insights gained to improve practice. May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.
    Coming Soon
    What instructional practices should be observed? What student impacts should be expected?
    For TEACHERS this may look like.

    1. Teacher rarely reflects on the effectiveness of learning activities and interactions with students.

    1. Teacher may occasionally reflect on the effectiveness of learning activities and interactions with students, however, reflections are done individually or are often inaccurate.

    1. Teacher, individually and with colleagues, accurately reflects on the effectiveness of learning activities and interactions with students.

    1. Teacher establishes and implements a plan to accurately reflect on the effectiveness of learning activities and interactions with students with colleagues.

    1. Teacher rarely uses reflections to inform or improve practice or student learning.

    1. Teacher may reflect on the effective aspects of lessons, units, and interactions with students, however reflections are often vague and are rarely used to inform practice or student learning.

    1. Teacher, individually and with colleagues, identifies effective aspects of lessons, units, and interactions with students and uses these insights to inform practice and student learning.

    1. Teacher establishes and implements a plan to regularly identify effective aspects of lessons, units, and interactions with students with colleagues and uses these insights to inform practice and student learning.
     

    1. Teacher may reflect on less effective, lessons, units, and interactions with students, however reflections are often vague and are rarely used to improve practice or student learning.

    1. Teacher, individually and with colleagues, identifies aspects of lessons, units, and interactions with students that were less effective, and uses this information to refine practice and improve student learning.

    1. Teacher establishes and implements a plan to regularly identify aspects of lessons, units, and interactions with students that were less effective with colleagues and uses this information to refine practice and improve student learning.
     

    1. Teacher maintains a limited record of progress on his/her professional practice goal.

    1. Teacher maintains a record of progress on his/her professional practice goal.

    1. Teacher keeps a thorough, up-to-date record of progress on his/her professional practice goal.
       

    1. Teacher participates in activities to improve practice, including but not limited to: soliciting feedback on practice from colleagues, attending professional development, or reading relevant literature.

    1. Teacher actively seeks out, and may organize for colleagues, opportunities to improve practice, including but not limited to: soliciting feedback on practice from colleagues, attending professional development, or reading relevant literature.
    Coming Soon
    Coming Soon
    Resource Name Description Type
    new! PMT Artifact Workshop + EQL To develop an understanding of appropriate artifacts that demonstrate knowledge and skill of particular rubric standards and to produce artifacts that are reflective of EQL-centered instruction that will support ALL learners. BPS Slide Deck
    Reflective Teaching: Exploring Our Own Classroom Practice Describe what reflective practice is and why it is important for teachers. Also offers practical tips for teachers to become more reflective. Website
    Do you have a resource that you want to recommend for this element? Email us at eval@bostonpublicschools.org with the subject line "Interactive Rubric Resource Recommendation" in the email