Reflection with Purpose

Photo by Olesya Grichina on Unsplash

Reflection is a topic that we discuss almost weekly as coaches.  For four years we have pushed the envelope to build capacity in our program and within our schools.  Some days our cups are full, reflection is plentiful, and are hearts happy.  Other days, we are exhausted, the cups are bone dry, and we face a multitude of obstacles as we try and build reflection within our school walls, and halls.  Now in year four, we know that there is always work to be done and we must continue to move into the Action and Refinement Stages of Reflection to have the greatest impact in our schools.

Weekly, our coaches gather to grow as coaches.  They dedicate two hours every Tuesday to focus on being better coaches and improve their craft.  This week we were inspired by the recent #LMPLC17 experience.  In pursuit of continue growth we started this week’s training by considering our WHY?  Why do we coach?  Why did we initially want to be coaches?  And if we know our WHY, how can we use that to give our WHAT greater impact with the teachers we work with.  The WHAT is our daily grind… so WHY are we doing those things?  Are they the RIGHT things?  DO they match our WHY?

All of these questions were a nice segue to our book study:  Creating a Community of Reflective Practice by Pete Hall and Alisa Simeral.  Using Graffiti Boards, coaches used illustrations, text, notes, ideas, anything that stuck out for them in the book.  In groups they discussed their key concepts and ideas and then created illustrations to share out with our whole group. 

Linn-Mar Teacher Leaders create Graffiti Boards to share out text to self connections from the text: 
Creating a Community of Reflective Practice by Hall/Simeral

It's no surprise what our reflections revealed.  Teaching is tough work.  It is important work, but still tough.  There are no rain check days.  The “A game” is a must and the “X factor is real.”  Teachers face overwhelming time constraints, mandates, expectations, laws, rules, criteria, etc.  Yet, they hold the power to make an amazing difference in their student’s educational experience, just by believing that their students can learn.(See Hattie’s work on Collective Teacher Efficacy 1.57 effect size)  Great teachers know they do have the power to create the best learning conditions for students, and they work tirelessly to accomplish it.  Great teachers know that reflection must be intentional,  planning must be deliberate, and that they don't have to do it alone, anymore.

Now more than ever, we need coaches and teachers collaborating.  We need coaches asking mediative questions that help our teachers specify their thinking and reflect on the specific teaching actions that produce the best results.  Thinking about thinking is no easy task, but in a community of reflective practice, you have a village supporting you and thinking with you.  Teaching IS a team sport.  If you are new to the trenches, or buried up to your neck with experience, fear not.  There is no time like the present to become part of a reflective community of practice.