6 c.

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c. Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment

It is important to find various methods to stop and reflect on how my learning, my explorations in the classroom, and my facilitation of professional learning have gone. What has worked? What hasn’t? What could I improve upon?

Peer Coaching

Essentials to Peer Coaching

My work as a peer coach led me to do a lot of reflection, which I shared in a number of blog posts. In my post, Exploring What it Means to Be a Peer Coach, I considered how to engage in the role of peer coach. My experience in peer coaching ultimately focused on my work with a new teacher. I had to consider the nuances of how this relationship was different from other peer coaching partnerships, which I shared in my post, Coaching Relationship with New Teachers: Implementing Inquiry Over Advocacy. Finally, in my culminating post on the topic, Reflecting on Peer Coaching: Experiences and Essentials, I considered what I had learned in order to improve.

Danielson Framework Evaluation

Over the past three years I have engaged in a district initiated evaluation process based on the Danielson Framework. This endeavor has asked me to reflect on my teaching and leadership practices over the course of the past three school years. After observations, I reflected on what went well, what I could have changed and gained insightful feedback from my administrators that I brought back to the classroom.

ProTeach Portfolio

As part of my professional certification, I spent the past year and half completing my ProTeach Portfolio Assessment with the state of Washington. This practice propelled by evaluation of my teaching practices in three areas: effective teaching, professional development and professional contributions. My work to provide evidence of my practice pushed me to engage in a thorough reflection of my work as a teacher, my use of educational technology and my role as a leader.

Ed Tech Cafe

I am currently working to reflect on and evaluate how my facilitation of the Ed Tech Cafe, a professional learning opportunity I designed and facilitated at my school has gone. What worked this year? What didn’t? My co-facilitators and I have been on a constant cycle of reflection as this opportunity has taken different forms each month, not always fulfilling the vision we set out to achieve. We will be distributing a survey to participants in the next month to gain more feedback and make adjustments for improvement to next year’s iteration.


This blog has been the perfect opportunity to reflect on my practice as a teacher, a student, and an emerging and developing leader in education technology. By writing about professional topics in education technology, I have engaged in metacognitive thinking about my work and been able to truly explore not only my own practice but my ambitions for the future. I have had the chance to reflect even further on some of my work,  Digital Independence in the ClassroomStudent Autonomy in Assessment for Learning, and Yes! We Should Engage in the Practice of Social Media at School by tailoring some previous posts for a larger audience with the BAM Radio Blog Ed Words section. I hope to continue my contributions to this educational resource in the future as it forces me to consider some of my work in a new way.


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