Reflective Practice Theory of Action

1. Reflective Practice Theory of Action

2. Reflective Practice Technology means using video and earbud technology to enhance professional practice • Review of professional practice is a key component of all teacher and leader support strategies • Reflective Practice Technology: • Deepens insight by connecting evidence and feedback to the moment in time when a skill is performed • Eases logistics associated with reviewing professional practice in real time • Gives educators a tool to take ownership of their professional growth

3. Review of professional practice is a critical activity within each tier of our teacher support framework SCS Teacher Support Flow Chart Review of practice occurs in each tier: 1. 2. 3. Evaluation Targeted Coaching Support Intensive Coaching Support

4. Reflective Practice Technology can enhance evaluation and targeted / intensive coaching support Tier 1: Evaluation Tier 2: Targeted Coaching Support Tier 3: Intensive Coaching Support How: How: How: • Teachers submit a video capture of a lesson in place of an in-person observation • Teachers can self-reflect in preparation for an observation • Teachers and peers can engage in no-fault coaching • Coaches guide teachers through targeted review of video footage in order to analyze areas of focus in their practice • Coaches may videotape teachers in order to capture specific actions, or teachers may videotape all or part of a lesson to share with their coach • Real-Time Coaches provide step-by-step instruction to teachers through earbud technology • Coaches observe teachers from within the classroom and prompt specific actions throughout a lesson • Coaches undergo extensive training to master the RTTC toolkit Result: Result: Result: • Research shows that video observation leads to higher inter-rater reliability • Observers provide more detailed written feedback and evidence • Video captures can be reviewed within the post-conference to connect feedback to specific moments in time during the lesson • Teachers learn to identify areas for refinement in their own practice, naturally driving coaching conversations toward solution strategies • The typical coaching cycle is accelerated; teachers receive feedback and make adjustments simultaneously • Teachers who are having trouble implementing new strategies receive intensive guidance while maintaining control of their classroom

5. Reflective Practice Technology can also be made accessible to Tier I teachers as an independent study tool • How: • Teachers videotape themselves and review captures of their professional practice independently • Teachers complete a structured self-assessment to identify areas for reinforcement and refinement (to be determined) • Example: Utilize the Plan - Do - Study - Act self reflection cycle • Result: • Video-enhanced reflection gives teachers a tool to take ownership of their professional growth and learning Sample Self-Assessment Framework: Teachscape Plan - Do – Study - Act

6. Reflective Practice Technology is at the center of two national research studies at MCS

7. Scaling Reflective Practice Technology across Tiers 1 – 3 of the teacher support framework requires implementation planning in primarily two areas Practice Implementation Logistics and Equipment • Equipment deployment and strategy for ongoing maintenance • Training for teachers and coaches on technology use • Day to day coordination of equipment use and troubleshooting • Process to monitor utilization at the school level to highlight capacity or other concerns • Training for teachers and coaches on reflection techniques • Process to monitor utilization at district level to ensure fidelity of implementation • Feedback mechanism for Talent Management Office to assess teacher effectiveness outcomes of Reflective Practice Technology use

8. Questions & Next Steps • Determine how Reflective Practice use fits our school goals • Create school-wide capture sign-up • Questions