CHAPTER 2 - PROTOCOL 6

Teacher Self-Reflection

TIME20-30 minutes

OWNERTeacher, independently or with coach

ARTIFACTEvidence-based reflection + teacher-selected next step

SUCCESS CRITERIA

Reflection uses classroom and student evidence rather than general impressions.
The teacher identifies both effective practice and a learning edge.
Context and learner variability are considered.
The teacher selects the next step and evidence.

IMPLEMENTATION STEPS

Select evidence

Choose one lesson, one Look For, and evidence that represents teacher practice and student response.

Describe what happened

Record what the evidence shows without beginning with a rating.

Interpret the learning

Identify what worked, for whom, under what conditions, and where the practice weakened.

Choose the next test

Select one manageable adjustment and define the evidence to bring back.

WORKING ORGANIZER

Run the protocol.

Your responses save on this device. Use Print / Save PDF when you are ready to keep or share the artifact.

01Select evidenceChoose one lesson, one Look For, and evidence that represents teacher practice and student response.What evidence will help you study this Look For honestly?02Describe what happenedRecord what the evidence shows without beginning with a rating.What did you and the students actually say, do, or produce?03Interpret the learningIdentify what worked, for whom, under what conditions, and where the practice weakened.What does the evidence suggest about the practice and student learning?04Choose the next testSelect one manageable adjustment and define the evidence to bring back.What will you try next, and how will you know whether it helped?

Evidence to bring backReturn date

Your protocol can be complete here. Save or share the artifact and use it for the need in front of you.

REFLECTION PROMPTS

Which students experienced the intended practice most fully?
What evidence challenges my first impression?
What support or collaboration would strengthen my next attempt?

EQUITY GUARDRAILS

Teacher reflection should support learning, not become forced self-incrimination.
Allow multiple forms of evidence and professional expression.
Keep the teacher’s agency central when selecting the next step.