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EDU 6528 End of Course Reflection

Looking at the course objectives for EDU 6529, I feel successful in accomplishing those goals over the course of the quarter.  After re-reading my initial course reflection on the Danielson Framework, I can pinpoint the areas that I have improved over the past couple months, and also list some resources that can help me with continuing to improve on the goals I set for myself.  So much of this growth came with the focus on reflection, another one of our course objectives.  Finally, I feel as though I am headed in the right direction for being able to promote continuous learning to other teachers through coaching techniques.
              The very first aspect of the course was taking a look at our own practice compared to our school’s framework for evaluation.  Using the Danielson Framework, I identified Domain 1 as a strength and Domain 3 as an area I can work on, specifically in engagement techniques in instruction and in differentiation or personalized learning (Danielson, 2013).  One tool that I started using more often at the beginning of this school year is learning through video.  After reading about how effective math PD can be when watching videos of other teacher’s teach or even just observing other teachers while teaching instead of just hearing about it at a PD, I wanted to connect this to my own learning as well (Borco, 2006).  I started reflecting through recording videos of myself teaching, but I also starting seeking out videos of other teachers teaching to help further my practice.  After reading the article, “growing professionally through reflective practice”, it emphasized how important reflective practice is and made me glad that I was starting this habit early (Corcoran, 2003).  Starting these habits has helped tremendously with improving in the Domain idea goals I set for myself. 
              One specific area for growth during this quarter was when I recorded myself teaching and then posted the video and reflected on it through the lens of an evaluator.  Not only did this help with my self-reflection skills, but it allowed me to switch gears and practice effective coaching techniques.  Some of the areas that I feel more confident in trying after this course are paraphrasing and questioning techniques.  Initially, paraphrasing was a challenge for me.  I felt as though I was not actually helping the person with the problem, and often I would find that the problem kept looping back to the forefront of our conversations.  With some more practice with summarizing, asking clarifying statements, and using the time to acknowledge others' feelings (Jackson, 2015), I seemed to catch on.  It especially seemed to get easier when questioning techniques were added on.  I began to feel successful when I could allow the other person to feel as though their problem was being acknowledged and then ask them a question that might probe them in a direction of helping them solve the problem on their own.
  I found it amazing how many daily “coaching” opportunities I actually have in the day.  Looking back, its humorous how many times I “practiced” these techniques on colleagues, friends, and even my husband (he's a teacher too) without them even knowing!  I specifically find paraphrasing helpful when another teacher or team member seems to need to vent about something.  I know they are not coming to me for advice, but just need another person to talk to.  I now often find myself re-phrasing the statement and clarifying what is being said when other teachers come to me with a problem or are venting in a group. 
Another aspect of this course that I was initially unsure about was beginning action research.  Action research is when teachers engage in an area that they are passionate about, and work to collect information and data to improve that area (Sagor, 2000).  I was worried that with the current demands in my classroom that I wouldn’t be able to collect sufficient data.  I was also worried (especially since I chose something that I am passionate about) that the efforts I put forth wouldn’t show any improvement.  After beginning the process and starting to plan how I will implement my strategies for next quarter, my fears have been left behind and I am now just excited to get started on it. 
Though my main question has changed a couple times from the beginning (and may change again), I plan on researching how I can produce an increased math dialogue between my students in hopes to increase math communication between child and parent.  Since I already use digital portfolios through class dojo, I plan on using that as one of the tools throughout this process.  I look forward to seeing how this process progresses and working with my students on something that I am so passionate about. 


Borco, H. (2006). Video as a Tool for Fostering Productive Discussions in Mathematical Professional Development. Teaching and Teacher Education, 24, 416-436. Retrieved September 29, 2017, from sciencedirect.com.

Sagor (2000). Chapter 1. What Is Action Research? Retrieved December 02, 2017, from http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research%C2%A2.aspx'

Corcoran, C. A., & Leahy, R. (2003). Growing Professionally through Reflective Practice. Kappa Delta Pi Record, 40(1), 30-33. doi:10.1080/00228958.2003.10516411

Danielson Group » The Framework. (n.d.). Retrieved from https://www.danielsongroup.org/framework/


Jackson, P. W. (n.d.). Coaching for Educators. Retrieved December 02, 2017, from http://msuk12connect.org/articles/coaching-for-educators/254-paraphrasing-an-essential-skill-of-the-educational-coach
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