The reflection conversation plays an important role in the observation/teaching/ professional learning process. In this reflection conversation, we will see Sophia Dubreuil, the teacher, and Michelle Pogliano, the Director of Early Childhood Programs/Principal, immersed in an opportunity for BOTH educators to learn and grow through CELEBRATIONS/ CONCENTRATIONS of teaching and student learning. The teacher and principal first brainstorm on sticky notes “noticings” from the lesson and then collaboratively share/link what they both saw/heard. These “noticings” than provide linkages and future discussion for Sophia to determine specific CONCENTRATIONS with aligned NEXT STEPS and RESOURCES of SUPPORT.
Pay special attention to how Michelle uses invitational thinking throughout the reflection conversation to facilitate and extend Sophia’s reflection. Specific examples of invitational language include: “Tell me more about…”, “What are you most excited about…?”, “What did you learn about one student…”, and “Anything else that you would like to add to…”. All feedback can be aligned to The Framework for Teaching Clusters and The Framework for Teaching Components and the teacher’s specific areas of interest. (Component 4a: Reflection on Teaching’s The teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness; Distinguished AND Cluster 5-Successful Learning For All; In reflecting on the lesson, the teacher has specific ideas about how the lesson could be improved. The teacher cites student assessment data take will be taken into account in future planning; Distinguished)