Self-Reflection Paper, Summaries of Technical English

Download Self-Reflection Paper and more Summaries Technical English in PDF only on Docsity! H:\EDSHRD\Forms\SelfReflectionPaper_S2017.docx Updated 12/9/2016 - 12/23/2016 1 Self-Reflection Paper (Completed at the end of each Field and Student Teaching experience) The purpose of this assessment in your professional preparation is to help you develop the habit of mind of reflecting on how your pedagogical practices impact student learning. You will receive feedback on your self-reflection paper at the end of your field experience(s) and student teaching. Substantive feedback is provided for you to improve your future pedagogical practices as well as your ability to reflect on your teaching. *The minimum rating on all criteria is "Adequate,” except for “Writing” where the minimum rating is “Proficient.” If you earn less than the minimum rating on any criterion you must rewrite your self-reflection paper. At the Field Experience level, you can rewrite your Self-Reflection paper twice. If on the third attempt you are still unable to earn the minimum ratings, then you will be unable to continue in the program. At the Student Teaching, level you can rewrite your Self-Reflection paper once. If on the second attempt you are still unable to earn the minimum ratings, then you will not be recommended for licensure. Referring to either the Program or Student Teaching Handbook, review the three OWU Teacher Education Program themes (Content Knowledge, Teaching and Learning, and Character and Professionalism) and corresponding learning outcomes. Then, type a four to five page, double- spaced, paper that responds to the following reflective prompts. Please respond to each prompt independently.  Briefly describe the class you worked with in your placement (e.g., the school, the grade, the subject area(s) taught).  Analyze your teaching in regards to student learning. What do you feel good about? What do you wish had gone better? Provide specific evidence/examples to support your statements.  What connections have you made between your teaching and the three OWU Themes, readings (from this course and others), discussions and/or assignments?  After reflecting on this teaching experience, identify both short-term goals and long-term goals that support your continued growth as a professional. Criteria Excellent – Exceeds Expectations (4 points) Proficient – Meets Expectations (3 points) Adequate – Partially Meets Expectations (2 points) Unsatisfactory – Fails to Meet Expectations (1 point) Focus of Analysis CAEP 1;InTASC 9(c), 9(g); OSTP 7.3; OWU 10 Focus is on students. Uses assessment and interactions with students to interpret what and how students are learning to help them, especially concerned with struggling students. Focus is on students. Uses interactions with students generally to interpret what students are learning. Focus is on specific teaching tasks such as planning and management, but does not consider connections between these tasks and student learning. Focus is on self (i.e., how does this affect me?) or on issues that do not involve a personal stake. Primary concerns may include control of the students, time at school and workload, gaining recognition for personal successes (including grades), and/or blaming others for failure.