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Written Assignment Unit 7
University of the People
EDUC 5440- Assessment and Evaluation
Dr. Ismail Yuksel
January 1, 2025
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Teacher Reflective Practice
Reflective practice is an important part of good teaching. It involves critically reflecting
on one's teaching strategies, methods, and interactions with students to improve the quality of
instruction and learning outcomes. Through reflection of their teaching practices, educators are
able to find out what works, what doesn't, and why, which enables continuous professional
growth and adaptability in an ever-changing educational landscape.
Value of Reflecting on Teaching Practices
Reflection allows teachers to engage in a process of self-assessment and improvement. It
helps in identifying strengths and areas for development, leading to more informed decisions
about instructional strategies. For instance, reflecting on student assessment results can reveal
gaps in understanding that may require adjustments to teaching methods or curriculum pacing
(Brookhart, 2017). Furthermore, reflective practice encourages teachers to connect theory with
practice, ensuring that pedagogical approaches are both research-based and contextually relevant
(Schön, 1983).
The second vital value of reflective practice is a growth mindset. The regular reflection
by the teachers is most likely to change challenges into learning opportunities rather than
barriers. This helps in building resilience and innovation in the class (Dweck, 2006). On the
other hand, reflection helps in connecting teaching practices with the different needs of students
to promote inclusion and equity in education (Gay, 2018).
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Advantages of PLC membership
A PLC member enjoys several benefits. A PLC provides a systematic environment in
which teachers can share experiences, resources, and best practices. For instance, in case the
PLC focused on using student assessment in enhancing teaching, then teachers would come
together to analyze data, derive insights, and then develop evidence-based interventions (DuFour
et al., 2010).
One of the most significant benefits of a PLC is collegial learning. Meaningful dialogue
with peers can encourage the sharing of diverse perspectives, which may enrich one's
understanding of teaching and learning. PLCs are also a source of support; they help teachers
navigate challenges and celebrate successes together. Moreover, the collaborative nature of PLCs
fosters a sense of accountability and commitment to professional growth as members work
toward shared goals.
Starting a PLC: A Personal Experience
Starting one PLC, if the school does not have one in place, could be a turning point for
any individual teacher or the institution in general. For myself as a teacher, I would like to start
and be part of a PLC; preferably one with reflective practice in its core with the use of student
assessments as a basis to inform instruction. The establishment of a PLC ensures continuous
dialogue in shared learning with a professional support that is always within reach.
A successful PLC needs to establish a clear purpose and goals, which should be related to
the needs of the teaching community. Volunteer participation and a feeling of a nonjudgmental
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environment maintained for the success of the PLC are a requirement as well. Leverage on
resources that are already available, such as time for professional development and virtual
collaboration tools, can contribute to the establishment and maintenance of a PLC.
Conclusion
In today's fast-changing environment, reflective practice is the lifeblood of a teacher
seeking improvement in instructional effectiveness and outcomes for students. A PLC
membership seeks to expand on the power of reflection through the collaborative model
provided for professional growth. Whether it is joining an existing PLC or forming one's own,
their depth of practice can be increased and support school-wide culture improvements.
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References:
Brookhart, S. M. (2017). How to use grading to improve learning. ASCD.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for
professional learning communities at work. Solution Tree Press.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.).
Teachers College Press.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
