62 21 DOMAIN 4: Professional Responsibilities COMPONENT 4A: Reflecting on Teaching The student teacher utilizes self-reflection and input from the educational community to assess teaching effectiveness in order to inform future practice. Exemplary • The student teacher makes a thoughtful and accurate assessment of the extent to which lessons have achieved instructional outcomes for all PK-12 students, citing many specific examples from the lesson and weighing the relative strengths of each one. • The student teacher utilizes multiple sources of information to determine revisions to instructional practice. • The student teacher draws upon an extensive repertoire of skills, offering specific alternative actions and interventions, complete with the probable success of different courses of action. Expected • The student teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. • The student teacher utilizes at least one external source of information to augment self-reflection in determining revisions to instructional practice. • The student teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Emergent • The student teacher has a general impression of a lesson’s effectiveness and the extent to which instructional outcomes were met. • The student teacher offers few suggestions about how a lesson can be improved. Unsatisfactory • The student teacher does not know whether a lesson was effective or achieved its instructional outcomes, or profoundly misjudges the success of a lesson. • The student teacher has no suggestions for how a lesson could be improved. Not Observed Discussion Prompts: • How do you self-assess the effectiveness of planned instructional activities? • Describe the process you use to improve upon lessons. Evidence of Practice: • Lesson reflections • Peer review and observation of instructional strategies 21
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