Quality teaching is the single most important factor in student learning. But what counts as quality teaching? This book explores one of the most fundamental characteristics of accomplished practice: teachers' reflection. By examining the role of reflection, we see how this vital aspect of teaching can be supported in teachers' professional lives-with significant results for student learning. Author Joelle Jay offers teacher leaders and school administrators concrete cases and recommendations for incorporating reflection into their schools.
Includes: * A reader-friendly review of the research on reflection * Real-life cases of teacher's reflective practice in a variety of settings * Summaries of the advantages and disadvantages of different approaches to supporting reflection * Suggestions for encouraging reflective practice among teachers * A synopsis of the elements of effective, reflective practice Readers will: * Understand the importance of reflection as an aspect of quality teaching * Understand the link between reflective teaching and student learning * Gain a nuanced understanding of reflection * Be able to compare both successful and unsuccessful applications of reflection * Understand elements needed to support reflection successfully Written primarily to support educational leaders, teacher leaders, and school administrators engaged in improving the effectiveness of teaching and learning.
Joelle K. Jay is an educational consultant at Pillar Consulting, LLC, and an adjunct professor at the University of Nevada, Reno.
Chapter 1 Acknowledgments Part 2 Section 1: Reflection as a Matter of Quality Teaching Chapter 3 1 Why Reflection Matters Chapter 4 2 Reflection in Teaching: Reviewing the Research Chapter 5 3 A Qualitative Case Study of Reflection: Research Methods Part 6 Section 2: Multiple Matters: Reflection in Schools Chapter 7 4 Reflecting in School: The Professional Context Chapter 8 5 Staff Meetings Chapter 9 6 Department Meetings Chapter 10 7 Informal Collegial Meetings Chapter 11 8 Teacher Evaluation Chapter 12 9 In the Context of Teaching Chapter 13 10 Reflection and the Conditions of Schools Part 14 Section 3: Mind over Matter: Reflection in Programs Chapter 15 11 Reflecting in Programs: The Programmatic Context Chapter 16 12 The NBPTS Certification Process Chapter 17 13 A Voluntary Program for Teacher Assessment Chapter 18 14 Mentoring Programs Chapter 19 15 Reflection and the Conditions of Programs Part 20 Section 4: The Heart of the Matter: Reflecting on One's Own Chapter 21 16 Reflecting on One's Own: The Personal Context Chapter 22 17 A Critical Friends Group Chapter 23 18 A Regional Conference Chapter 24 19 Quiet Spaces and Personal Places Chapter 25 20 The Conditions for Reflecting on One's Own Part 26 Section 5: Discussion: What Matters in Teachers' Reflection Chapter 27 21 Lessons Learned Across Contexts Chapter 28 22 The Heart of Quality Teaching Chapter 29 References Chapter 30 Index Chapter 31 About the Author