It’s New Year’s Eve and needless to say many people are reflecting on their previous year. It has given us a lot to think about. Maybe you are setting goals for the forthcoming year or maybe you just don’t do that. Either way reflection is on a lot of people’s minds.
I’ve been stressing the importance of being reflective practitioners a lot in school over the past two years and to stop it becoming a new buzz word or just something people say to appease me I’ve learnt a lot on my journey to embedding the practice. We have by no way got it spot on, but we are evolving and seeing it more as part of our role as professionals to consistently self evaluate. Below are some of the things we have tried:
Build in time – Time is the most sought after and precious thing you can give a teacher. If you are expecting staff to self reflect, you have to build in the time. Here’s some examples of how we did it.None of them are perfect but we’re giving them a go!
Build it into the 1265 – We reduced the number of twilights we have each year but extended the time to build in reflection and action time. For instance asking staff to record part of their lesson, reflect, cover the topic of the twilight session and then replan a lesson whilst they are with us using what we have discuused.
Building in time through conversations – Any lesson visit or observation feedback (we don’t really tend to do these) must must must build in time for the teacher to reflect on the lesson. The number of times I have seen members of staff in a rush to give feedback. You wouldn’t just give a monologue of knowledge in your lessons and then call it learnig would you?
Building in faculty time – I honestly think this is the best time to reflect, with peers who teach a similar subject. Often teachers will share lessons and conversations on how they have worked with different groups and why, and ow they an e amended are golden.
Using lesson study – We have been using lesson study for 4 years now and I would say it’s finally at the stage where we are happy and confident with the process (despite covid). If you want lesson study to be effective it has to be self reflective, again this is built into our school meetings timetable.
Use line management – Each year our staff go through the teaching standards with their line manager and what they would like to focus on as an area of development, this is then built in with lesson study and discussed regularly.
There is a lot in a name and it has to mean something – This year we switched faculty reviews to self-evaluation cycles.
Practically this meant we expected Heads of Departments and Faculties to take ownership, to reflect on what they felt their departments were doing well and where they needed more collaboration, guidance or to see how other schools do things. As a leadership team we would then help them, this would also mean asking other schools for help or moderation. We also discuss the development of every member of staff and lesson study. All book looks are done with departments, so all feedback is transparent.
Creating a safe space – None of this works if you don’t have trust and safety
Maslow said it years ago, our primary need is to feel safe. Creating a safe space often involves some key tenets, some of the ones I tend to use are:
Praise – praise your staff every opportunity you get. Don’t forget the quiet ones who often get overlooked but actually keep the school moving forward. In fact if you can encourage staff to praise and thank each other! We started something called I heard a Wispa this year where staff thank each other in the weekly bulletin and the recipient gets a Wispa bar in their pigeon hole.
Honesty – Whether it’s bad or good, difficult to deliver or not, speak the truth with kindness.
Show your truth – I make mistakes all the time, everyone does, on Inset day this year I shared a story of the most horrific lesson observation I ever had, I cannot tell you how many people came up to me afterwards laughing and sharing some of their fears/stories. This isn’t about listing your faults so you come across as incompetent, it’s about using your examples carefully to build trust. I used the example to emphasise the value of self evaluation and value of lesson visits as opposed to observations, because no one should be judged on a random 15 minutes (especially not after a wet lunchtime! Speaking from experience here ;))
Showing everyone what is looks like
This has probably been the biggest game changer for me this year. It has been lovely to have some wonderful people join our T&L group and they agreed to be filmed for 5 minutes and then self reflect on their lesson in staff briefings. This has been wonderful and sparked conversations between staff about activities, sharing resources, sharing when things haven’t worked, asking each other for advice. And that’s what self reflection is isn’t it? Knowing that none of us have all the answers but teaching is just one possibility after the next and being flexible enough to try things that are beyond our comfort zone.
Self reflection doesn’t happen by accident. If you are goal setting today or tomorrow the chances are you’ll get yourself some paper or your laptop, make a brew and find somewhere quiet to do it. So in order to help our staff become self reflective practitioners we must create the right conditions too.