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PLC Reflection
Analisa Shinn
REFLECTION 2
Through my time in this course, I have been required to take a deeper look into the
functionality of my team. While I felt very strong about my team and its members upon entering
the course, I was made aware of some issues, though relatively small, that need to be improved
upon. Overall, I do feel that my team functions effectively, and our shared purpose is evident in
everything that we do. Our primary goal is to provide our students with the best art education
In analyzing our strengths and weaknesses, I feel that most of the things we currently do
are definite assets in adding to the success of our team and school. While there are no large
obstacles or weaknesses that I feel we need to tackle, there is of course always room for
time, both for common courses and for alignment between levels of courses. For this planning
time, I would like my team to meet twice a month before school. This common time will serve
first as a time of reflection to find where our current weaknesses might be, then as a planning
time to decide how to improve upon those weak areas in order to strengthen ourselves further.
We will then begin immediate implementation of our plans, and again reflect at our next meeting.
I feel that, in being more aware of what characteristics are needed for functional teams or
PLCs, I am better able to understand my role in the various teams I am a part of. I feel that I
have become a stronger leader within my own team of art teachers, but also that I understand
how I can better contribute to my other PLCs, even though I am not the leader of them. Through
knowledge and understanding of the inner workings of teams, and learn to become a better leader
because of it.
REFLECTION 3
Framework by remaining an example of cyclical research. I have clarified and improved upon
my Area of Focus Statement, will begin to collect and triangulate my artifacts and data, and will
be reflecting upon my findings so that I may improve upon and redefine my plan as necessary,
before again implementing it into my other classes. I fully intend to continue said process long
past my time in the Master of Arts in Education program, because I believe that generations of
students are ever changing; therefore, what works for my classes this year most likely will not
have the same results after a decade. I believe that my plan also shows a commitment to the
National Board for Professional Teaching Standards Five Core Propositions by: showing a
commitment to students and their learning; knowing my subjects and how to teach them to my
students; properly managing and monitoring student learning; learning from my teaching
experience; and being an active member of the learning community by furthering my own
apply the Conceptual Framework by encouraging my team teachers to also be reflective in their
teaching practices in order to improve, not only as individuals, but also as our larger art team.
USM Graduate Program Outcomes: drawing from my knowledge and research of education
meet the needs of all students; critically reflecting on ethical and moral implications; applying
demonstrating the ability to identify a problem, examine research, advocate a plan, and evaluate
outcomes (2013).
References
Kusurkar, R. A., Croiset, G., & Ten Cate, T. J. (2011). Twelve tips to stimulate intrinsic
motivation in students through autonomy-supportive classroom teaching derived from
Self-Determination Theory. Medical Teacher, 33(12), 978-982.
doi:10.3109/0142159X.2011.599896
National Board for Professional Teaching Standards (1989). Five core propositions. What
Teachers Should Know and Be Able to Do, 3-4.
Tanaka, M., Mizuno, K., Fukuda, S., Tajima, S., & Watanabe, Y. (2009). Personality traits
REFLECTION 5
University of Saint Mary Conceptual Model (2011). Knowledge in action: defining problem-
based inquiry.
University of Saint Mary Graduate Program Outcomes (2013). Retrieved from: Action
Research in Effective Classroom Environments Syllabus.