The best aspect of mathematics is the unchanging nature of its truths. I have no need to plan for changes in content, since the square of the hypotenuse in a right triangle will always equal the sum of the squares of its sides. New developments and discoveries in mathematics are well beyond my comprehension, and likely even further beyond that of my students. Similarly, most of the topics and concepts covered in high school mathematics courses have been well-known for as many as two thousand years. Therefore, any curricular modification plan in mathematics will avoid issues of keeping content current. Such a plan would instead concern selection of topics and updating of teaching methods. The selection of mathematical topics is typically covered by national or statewide standards. Currently, the Common Core Standards provide an excellent baseline of topics, as well as recommendations for their sequencing and integration. I am currently familiar with all of these topics, but it is conceivable that in the future there will be a math standard that incorporates an element of computer science or digital logic. In such a case, it is my responsibility to acquaint myself with the new standards, and address any gaps in my own knowledge so that I am able to effectively teach to the new standards. The more complicated aspect of updating lesson plans involves keeping up with what are considered best practices. Often, new recommendations for best practice are theoretically grounded; even those which are backed by evidence may not be relevant to my style of teaching or the students in my district. It is my responsibility as an educator not only to stay abreast of what is considered best practice, but also to evaluate these practices and their potential relevance to my lesson plans. It may be the case that I am already adhering to new best practices, or it may be the case that my lesson plans are in need of changes. I aspire to be a self-aware educator who is both confident in my own practices and flexible in adapting to new possibilities. My personal plan for keeping my methods and topics current involves a system of continuous self-reflection. My main vehicle for this self-reflection will be a journal in which I record brief thoughts on the successes or failures of lessons. I am concerned about finding time during the day to record these thoughts, but I will only need as many as fifteen seconds to record simple observations to be synthesized later. For organizational purposes, I would keep this journal electronically. It will be both a valuable personal artifact as well as a valuable tool for professional development planning and educator effectiveness evaluations.