In an effort to support my teachers in reflecting more deeply on their practice I’ve been using this teacher self-assessment tool since September. It is based on our provinces Teacher Quality Standard (TQS), which applies to teacher certification, professional development, supervision and evaluation, and which is supported by descriptors of selected knowledge, skills and attributes (KSAs) appropriate to teachers at different stages of their careers. We believe the tool is an excellent reference point for teachers to self-assess, reflect on, and engage in a professional conversation about their practice. So we set time aside in our monthly staff meetings to do just that. In small groups, the month’s KSA and it’s elements are discussed and in doing so strengths and areas for growth are identified. As part of our school improvement plan, teams of teachers are then offered release time to complete capacity building projects and improve current practice.
We focus on one KSA at a time, as to not make the process overwhelming for our teachers. I’m acutely aware of the many important responsibilities competing for their attention each and every day. But this is important. If teachers are going to be expected to keep pace with the ever-changing education landscape, they must be given the time to review, discuss, and reflect on their current practice. Reflection, in my opinion, is underrated; and when combined with safe, respectful professional conversation with peers, is the single most important activity in support of continual growth.
![digital_literacy[1]](http://principalgregmiller.files.wordpress.com/2013/03/digital_literacy1.jpg)
Looking at the TQS you will notice that the KSAs relate to competencies that have always been important in teaching. Things like the ability to plan effectively, an understanding of curriculum, solid classroom management, and relationship building. And, of course these will continue to be important in the future. What appears to be missing, unfortunately, is that whole area of digital literacy. The TQS, which guides teacher practice, has yet to be updated to include digital literacy.
So for the month of February our teachers have been reflecting on digital literacy and to what degree it’s been present in their daily practice. The tool below (click on it to see the entire tool) has been guiding their reflection. At next weeks staff meeting, when we come together for our monthly professional conversation, I hope my teachers identify the need to place a great deal of emphasis on this going forward.
CLICK TO SEE COMPLETE TOOL
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Hi Greg, thanks for sharing your evaluation tools. I can see that you put lots of work into them (wow). Your staff meetings must be interesting!
I just spent a few minutes going through the 21c tool for myself and see that I am doing many things, and that there are areas where I want to work on. I am wondering though about how you put worded the questions in terms of what the students can do, rather than my teaching practice. Is that on purpose?
For example, you ask “do your students gather information from a variety of sources”. This has been a particular focus for me this last month, as we work on finding and evaluating websites based on the criteria of “relevance and readability”. We have also started talking about “recognized, sources and appearance”.
As I do the self-evaluation (self-reflection?) I would say that I have been working with my students so that they CAN gather information from a variety of sources, but at this point many of them are still not able to do this. They will need more support from me, more practice, and more time to mature. An emphasis on my teaching practice worded “do you provide your students with opportunities to use a variety of sources” would clearly allow me to say yes to the self-evaluation. I am unsure about how it is worded now?
At any rate, it is an excellent tool to promote self-reflection, and highlights many important aspects of digital literacy that are not articulated in the current program of studies, but that are nevertheless very important.
Thanks for your comment, Kirsten. The tool itself was a Twitter find that I tweaked to meet our needs. I really liked how it worded the reflection questions in a way that allows my teachers to think about what their students are doing in class. It is my hope, that during the peer discussion at our staff meeting, my “early adopters” will share with others what their students are doing and encourage them to join in giving it a try. I don’t think the wording of the reflection questions matter all that much. The important thing is that we allow teachers the opportunity to reflect on their current practice and envision ways to better engage their students. Every little step forward is an important one. Perhaps you can share the tool with other teachers in your school.
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Greg, I would like to use your tool in a project I am doing for one of my M. Ed courses at the University of Alberta. It is a group project on transliteracy, and I’d like to add your reflection tool to our recommended reading page. I would of course provide full credit and a link to your blog. May I have your permission?
Hi Cynthia. I am happy to share anything and everything I include in my blogs and tweets. I would only ask that you do the same once you complete your project. The tool has provided my teachers with much to consider and I hope to see them trying some new things as a result. The recent AISI announcement concerns me though, because that funding has been allowing us to experiment with 21st century approaches. We will have to be creative in finding ways to continue next year. Good luck with your project.
Thanks, Greg.
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