Education reflection

Ling Zhang

EDT 500

Reflection of impacting student learning

Examining and reflecting on achievements of learning targets is crucial for students. Students regularly develop different individual goals and set specific steps needed to achieve the identified learning targets. Teachers are required to demonstrate how student learning has evolved both in the short-term and long-term. Based on my level of knowledge and skills relative to performance levels, there are two areas where I could improve my practice. The first area is consistently demonstrating a significant impact on student learning measured across units of study. Developing this skill may be challenging, and therefore, it requires the use of different strategies. A common challenge may be conflating evidence of student learning with evidence of teaching practices (Fisher et al., 2016). Therefore, it is critical to learn ways of differentiating the two aspects.

The second area is where I could improve my practice is when most students consistently meet challenging but achievable long-term goals transfer goals. Standardized tests are used to measure the progress of students toward annual goals. The value of education should be long-term since students should have the ability to remember what they have learned and use the knowledge where necessary. For instance, students should apply mathematical reasoning to solve challenges. However, there are various debates on using value-added measures, which makes it even harder to determine what portion of student’s knowledge can be attributed solely and directly to classroom learning.

On the rubric, I think I am on the level of students inconsistently meet long-term transfer goals, or the teacher doesn't set challenging but achievable goals. To move to the next level, I think effective teacher-student and colleague collaboration would be effective. Collaboration is an effective measure since it facilitates discussions that would result in positive results. For example, collaboration would help share ideas on different strategies used by other individuals to ensure understanding information and apply it for the short-term and long-term. Collaborative conversations are critical and effective in improving students' learning outcomes (Fisher et al., 2016). The second action that I would take to move up on the rubric is setting achievable personal goals. Personal goals would help in setting a specific direction to follow to be successful. Moreover, these personal goals should be aligned to learning standards, and they should be measurable.

The third action that I would need to take to move up at least one level on the rubric is doing regular self-assessments. One way to ensure this is successful is by completing personal tests regarding class readings. This may be weekly to assess the comprehension of weekly readings. However, this timeline could be changed depending on different factors. This self-assess should be regular. These consistent self-assessments would also help me recognize my strengths and weaknesses and address them accordingly. I can utilize the findings attained from the self-assessment to identify any growth opportunities. It is also imperative to avoid the negative perception that moving to the next level is difficult. By avoiding negative perceptions, it would be easier to focus on measures of being successful. The last action is getting a mentor. A mentor can provide important information through coaching on how to move up at least one level on the rubric. Additionally, coaching would help in improving the personal skills required to improve comprehension abilities.

Reference

Fisher, D., Frey, N. & Hite, S. (2016). Intentional and Targeted teaching : a framework for teacher growth and leadership. Alexandria, VA: ASCD.