Module 7501 Critical Reflection and Developing Practice

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Table of Content

SECTION 1: INTRODUCTION 6

SECTION 2: WHY IS CRITICAL REFLECTION IMPORTANT IN EDUCATION ? 7

SECTION 3: ANALYSING MY PRACTICE AND EXPERIENCES 8

SECTION 4: BENEFITS OF CRITICAL ANALYSIS 12

SECTION 5: F EATURES OF REFLECTION IN PRACTICE 13

SECTION 6: REFLECTING EFFECTIVELY AND ENSURING IT LEADS TO BETTER QUALITY OF

LEARNING 14

SECTION 7: TOOLS FOR REFLECTIVE PRACTICE 15

Section 8: Conclusion and Next Steps 16

Reference list 17

Appendix 1 18

Appendix 2 20

Appendix 3 21

Appendix 4 22

Appendix 5 23

Appendix 6 24

Appendix 7 25

Appendix 8 26

Appendix 9 27

Appendix 10 28

Appendix 11 27
SECTION 1: INTRODUCTION
This critical reflection will focus upon and explore the development of my practice and
the nature of my professional responsibilities as a subject leader. I aim to do this
through both current and previous leadership experiences within Physical Education
(PE) and through my involvements among supporting other educational areas. This
reflection should further showcase and critically analyse my previous teaching and
education experiences, across a number of different settings and educational
environments. I will have a specific emphasis on my personal understandings of
relevant teaching theories, learning theories, pedagogies and leadership approaches
that have helped me.

Additionally, this essay and professional portfolio, should provide an insight into how I
currently have such a vital part, in supporting the growth and professional development
of not just myself, but most importantly the teachers within my field. I will try to relate
to the appropriate references and academic journals, in hope that this will support and
showcase my critical approach to developing my own practice through leadership,
especially in current and uncertain times within education.

Reflective practices as a professional within education, are essential for further

development across all subject areas (Beere, 2002). PE, doesn’t just offer the physical
benefits for a lesson or learning setting, it offers much more. The subject benefits the
learning environment for both teachers and students and gives the opportunity to
engage and reflect, in a way, like no other subject. These specific openings come
through enhanced personal development prospects and opportunities, such as
leadership, team work and communication skills and as already stated above, no other
subject environment can facilitate this skill development in such a way. (Laker, 2002).

It is a fundamental for all subjects across education to have the necessary tried and
tested practices, leadership approaches and ideologies, to reach the much wanted
standard of ‘outstanding’ (Beere, 2002). Ofsted in the UK, claim that the components
above, are some of key ingredients for success in education and within lessons.
Ofsted, also elaborate on other elements such as, teachers having the knowledge and
understanding of behaviour management, differentiation and assessment for learning
to help create educational success (Beere, 2002). These areas, most definitely allow
for reflective actions and I will relate more to this in other sections, with regards to ‘in
action’ and ‘on action’.

To the above elements and from my experiences, I firmly agree with what inspection
bodies, such as Ofsted and Irtiqaa suggest as paramount elements. However, upon
reflection, I believe that one of the most forefront proficiencies that a teacher should
learn, is the ability to reflect upon and to be able to create an effective learning
environment. Boyes (2003) details that this capability of reflecting and creating the
right learning environment is “special” for teachers, both personally and professionally
for success.

SECTION 2: WHY IS CRITICAL REFLECTION IMPORTANT IN EDUCATION?

For me and what I have learned, there is a massive importance and emphasis of
reflective activity as an educator. In today’s mainstream education systems around the
world, this is largely done through directive procedures coming from others. For
example, lesson evaluations, reviews, key performance indicators (KPIs) and both
formal and informal observations. I have found that these current approaches certainly
offer a time of reflectivity and most positively develop practice (Cole and Knowles,
2000). However, the processes and approaches must be done correctly, with the right
intentions by those leading. These approaches should offer the time for individual
reflection, without pressure. In hand with this, practices will not only develop on an
individual front, but just as importantly, they will have an impact of an institutional front
too (Cole and Knowles, 2000).

From my current job perspective, I am the person who observes and gives the
feedback to teachers and other leads, with a strategic approach in mind. I believe that,
I have only got to this stage of my professional career, by being able to take in and
understand educational processes and procedures that are required. I have done this
through having a thoughtful and open mind to developing my own practice, which links
heavily to critical reflection within education.

I feel that I can relate strongly, to John Dewey’s (1933) theory, which communicates
the substantial need for having a thoughtful approach within education. He centres this
upon reflective activity of an individual and the fact that this can, then bring new
situations from present ones. Dewey’s five stages of reflection is one of the most
notable within education and I have given a brief of these stages below to show my
understanding;

1) Suggestion – A doubtful experience is understood to be problematic,

suggestions are considered as possible solutions.
2) Intellectualization - experiencing the problem directly what do we already
know that can help us?
3) Development of a hypothesis - building on the first suggestion and consider
what further evidence do we need?
4) Elaboration of hypothesis - Consider what might happen following the
reflection on past and present ideas?
5) Testing the hypothesis – Consider what do we need to do to test the idea, by
experiencing it or by imaginative actions?
According to Lyons (2010), Dewey links his approach and these stages to the larger
vision of education and that ‘reflective thinking’ is and must be, a big aim for education.
Lyons promotes and details how Dewey’s methods are refined and connected with
moral dispositions, aesthetic concerns and purposes of an individual. She further
documents on how this supports what Dewey believed in, by the fact that knowledge
of phases would not be enough to suffice.

I have experienced myself and now understand that from a leadership point of view,
knowledge is not enough. I have openly tried to lead other teachers to the benefit of
understanding that such approaches to reflection can help develop their practice
further. There are many educators and teachers that will be able accelerate their
practice by simply understanding and thinking about the Dewey’s five stage approach
and the importance of reflection.

Nonetheless, it is seen as a simplistic approach and one that required additional

theoretical underpinning with time. Schon (1984), went on and made several further
contributions to reflective practice. He goes into additional detail for the reflective
theory and he contributes massively to the identification of reflection in the terms of,
knowing ‘in action’, and ‘on action’ in separate activity. Both Dewey and Schon have
recognised models of reflection, as being vital and both can be seen through academic
literature to be hugely important, to the development of most practise’s. The reflection
process is something that in time, I have learned is not a step backwards, but a pivotal
step forward in personal development and something I actively manage with my team.

SECTION 3: ANALYSING MY PRACTICE AND EXPERIENCES

As part of my aims stated in the introduction, I wanted to document and outline
processes that have been relevant to my current and past experiences. With regards
to the reflectivity process, I can compare and link to what I expect and manage from
teachers on a daily basis. One of the most current and available ways of reflection that
I find in my job, are the procedures of maintaining electronic and professional teaching
portfolios.

I relate to this, to not only help outline the importance of my analysis within this piece,
but to support my understanding of the relevant and current literature used for
education. Current literature profoundly supports the need for the ‘professional
portfolios process’ in practice and reflection. The portfolio process, breaks down into
many different aspects (Barret 2000), and to support this, below I have given details
based upon the work covered by Charlotte Danielson. This is something that again, I
can definitely relate to within my current job, as I use Danielson’s frameworks with all
teachers and understand that this framework connects to what Dewey and Schon
theoretically underpinned.

The Portfolio Process;

1) Collection – is the primary activity of a working portfolio and its purpose.

2) Selection - is the phase where the portfolio developer inspects what has been
collated.
3) Reflection – this is when developers articulate their thinking through reflections.
4) Projection or direction – is the stage were developers can review their reflections,
taking opportunity to look ahead and set goals.
5) Presentation or Connection – Finally, this is the stage where the portfolio is
presented to appropriate audiences, coming a way long term development.

To critique this further, in other sections of this essay, I will show how Danielson’s
‘teaching framework’ and this portfolio process, are forefronts of my practice and that
they are one of the most notable tools for reflection. Adding reference to this, appendix
1 demonstrates how the portfolios are used and shared with me, by my teachers.

To further analyse what I have already specified, I can reflect and relate back to
situations from when I was a teacher, a coach and an educator, and how I have learned
and developed through various stages.

One of the first reflection points for me, as an education practitioner, came from the
transitional changes that I went through. I started my teaching journey over 7 years
ago, in a Further Education (FE) setting. I did this, transitioning from sports coaching
with young children, to then educating adults.

After that, I went into directing my own educational provision business, working with
all ages and delivering Continual Professional Development (CPD) for teachers,
through live PE delivery.

Having an understanding of the different teaching styles and approaches was vital and
something I could only do through professional reflection. In appendix 2, I have
attached an example and a copy of how I electronically used to update teacher
portfolios in the CPD process, on a week by week basis. This will show and connect
my pieces of evidence within the appendices and how my experiences have developed
my use of reflection in teaching and now leadership.

By identifying some of the issues that I have faced within my own teaching experiences
and from the transitions in different teaching scenarios, not only allows me the
awareness to critically analyse teachers that I currently work with, but it is massively
important knowledge for whole subject development (Cole and Knowles 2000). Being
able to recognise, acknowledge and reflect on what teachers actually go through, can
only be of value to my leadership skills (Horsford 2010).

I can again relate and link back to Schon (1984), as a leader of my subject and
elaborate on the association of his ‘in’ and ‘on’ reflective action theory. I can compare
such aspects as the portfolio process further and below I have created a table and
explained how each part is currently used within my practice and shows my
understanding from my working position in regards to teaching.
In action – Thinking and doing
things dynamically, relying upon,
knowledge, skills and judgement.
Following teacher expectations
and procedures
Behaviour management
Differentiation
Assessment
Curriculum content, aims and
objectives.
Things that might affect these factors
In an ideal world, all teachers follow expectations and
guidelines. However, education reflection should dynamically
link to child centred learning and this has to be considered in
any learning environment (Sripraska, 2012). If it is not right for
the child or puts them in danger of any sort, change must
dynamically happen.
PE can sometimes be fast paced and competitive (Capel and
Piotrowski, 2013). Occasionally these elements contribute and
lead to misbehaviour within classes and may even scupper
overall lesson objectives being met. How a teacher deals with
this should be again, in a dynamic way. However, with this
certain element is can also be a reflective ‘on’ action and can
be done afterwards.
A teacher, can of course plan differentiation within PE like any
other subject teacher, but no teacher will actually the level of
skill until the present moment. ‘In action’ reflection can take
place to differentiate the level for a child in physical and social
concepts of PE. Relating to my current line of work, the use of
the words “stretch and support” with all PE teachers and on all
lesson plans. I train all teachers to recognise that differentiating
on the spot, by what they visually see, is good practice.
According to Mawer (2014), assessment is the way in teachers
and pupils evaluate themselves or others. Assessment is an
essential part of PE and happens throughout every single
lesson, with Assessment For Learning (AFL). Outstanding
teachers will be able to swiftly reflect there and then, whilst
gauging their student’s abilities.
Sometimes as a PE teacher you will need to take a step back
and watch the lesson from different viewpoints. This way offers
an opportunity to really take in the learning that is taking place.
Occasionally the curriculum content might not be working with
a certain class or group. Reflecting fast and changing the
 content, aims or objectives of the lesson can ensure children
are fully engaged and stay on task of essentially learning.

On action – Consciously Things that might affect these factors

looking and considering actions
that have took place, and
reflecting upon practice.

Lesson evaluations
Lesson evaluations offer the best individual way for a teacher
to reflect. However, the reality of this, based upon a teacher’s
timeframe, is what I have experienced as being the most
difficult part. Teachers do not always get the time to evaluate
lessons and as a busy PE teacher, you already have so much
to do and to think about. Such as lesson planning, detailing
assessments, managing behaviours, creating school sports
competitions and much more. The reality can be, in the UAE,
that simple and effective reflecting, like a teacher should, is not
always an option. (Veal and Anderson, 2011).

Professional Development (PD) In my current job role, I offer teachers professional

development on a bi-weekly basis. I bring together all PE
teachers in clusters and share good practice. A key part is to
reflect on what may have been good and what could help
others. Now this isn’t always to a benefit, as reflecting on what
others do or are not able to do, can be very conflicting and
negative. This may lead on to have a damaging effect on a
teacher’s confidence or mind-set. For example, a teacher that
gets full support from a Principal and when offers a reflection in
PD, can highlight and boast about their outstanding learning
environment. Compared to a teacher that does not have the
support of a Principal, and has constant issues and battles
within their learning environment. This is not the aim of sharing
reflection or good practice, obviously the aim is to have
positive productions for those who are struggling, but
sometimes it could be costly to the production of a teacher that
is struggling.

Observations Observations are a big part of my job and this process is

simply down to the quality and assurance expectations of any
educational subject. Informal observations can offer a different
 viewpoint to an individual, on a reflective term and are
considered well taken by teachers. However, formal
observations apply pressure on teachers and sometimes when
given feedback and in deliberation can cause conflicts of
opinion. Nonetheless, this can be easily resolved if teachers
understand that their feedback and considered reflection,
allows them to develop areas for improvement.

Teacher Portfolio or folder Teaching folders or portfolios are part of my subject

management system. In today’s education, being able to
evidence and collate students work is a very useful tool and it
is something that I particularly look for. All PE teachers that I
manage, are expected to use a system to showcase their work,
ensuring that targets and key performance indicators are clear.
However, the upkeep of such documents are difficult, again
due to the timeframes in which fully loaded, scheduled
teachers face. This falls back on to the reality versus
expectations element of such a practice.

As a leader, I have a supportive approach based upon my considerations of what has

already been achieved or what can be achieved. For example, linking back again to
having professional portfolios allows for all documents to be collated and helps with
the ability for the teacher to reproduce. From both appendix 1 and 2, it is clear to see
how I have developed my personal approaches to reflectivity within education, whilst
showing my long lasting understanding for critical reflection in delivery. In appendix 3
and appendix 4 you will see how I currently manage the portfolio process.

SECTION 4: BENEFITS OF CRITICAL ANALYSIS

For me, the benefits of critical thinking are that it gives educators the chance to think
clearly, understanding the logical relationship between ideas. Hitchcock (2018), details
that this has continuously been a subject of logic and common sense. He specifies that
critical thought is a matter of much debate and that it has been, throughout the history
of educational philosophy. He also details that it is still a much needed and continued
subject of discussion in modern day education (Hitchcock 2018).

I would like to highlight and relay back to one of the most important theories that I can
remember, from my time studying my BA hons. Kolb’s experiential learning cycle
(1984), had such a positive effect on my practice. Not only does this theory relate
massively to other pedagogies already mentioned within this piece, but it something I
have taken with me, into all my roles within education. I was a huge believer in being
creative with my lessons and planning. With the after aim of going away and reflecting
on the experience within lessons.

The benefits of reflective practice on my own development has been massive. On

personal levels, I have established and progressed my social and cognitive skills. I
have a greater sense of self-awareness, whilst having the ability to cognitively
recognise what others need.

The interaction of critical and reflective thinking in Kolb’s experiential learning theory,
offers a framework to structure outcomes and objectives, which in hand, supplement
the learning experiences for students (Kolb 1984). As the example above, of me
always reflecting upon the experiences of lessons, this theory is clearly heavily
dependent on critical and reflective thinking, and as you will see from the points below,
I have given my own understanding of how this works;

- Concrete experience – learning actively experiments with concept and this

provides a foundation for the following;
- Reflective observation - concrete experience is revised and assessment of
understanding becomes necessary, which leads on to;
- Abstract conceptualisation – this is where new ideas are made from reflection
and analysis has taken place. Which then is finally followed by;
- Active experimentation – new learning is experienced and this then starts the
cycle again towards concrete experiences.

Further to this, in appendix 5 and appendix 6 I have provided different pieces of

evidence, that show how reflective and experiential learning is reciprocated in the PD
sessions that I currently deliver. Appendix 5, relates back to a PD session based upon
individual teacher reflection after lessons. Appendix 6 shows how a PD session was
delivered through teachers sharing reflective and successful practice in AFL.

SECTION 5: FEATURES OF REFLECTION IN PRACTICE

What I have learnt, is that teaching and educating is a complex process, and there are
so many factors that must be considered (Goodson 2013). Keeping the end goal and
objective in mind, whilst identifying the right strategies and approaches towards
educating children is a cyclical process. Education and schools can be identified as
part of the substantial cyclical process with several key stages, with critical reflection
for teachers being one of the main areas.

My organisation follows Charlotte Danielson teaching framework, this framework is

both comprehensive and aims to help teaching with all its complexities. Danielson
(2007, page 19) states the following;

“the framework for teaching embodies a number of features that ensure both
its validity and its applicability to wide range of instructional settings”
I agree, and from my experience, following this framework, it makes a difference to
teaching. Throughout the school year and as a subject, I focus heavily on teacher
reflection off the back of Danielson’s framework. Appendix 7, gives an example of a
formal observation that I have completed with a teacher. This shows the expectations
for every PE teacher and how I use the framework to not only assess, but to help
teachers to develop. Teachers can then add this to their electronic portfolio, giving
opportunity for constant review. To give another example of the features of teacher
reflection from my current role, you will see the strong connection of critical thinking
that is required professionally in appendix 8. This example shows how myself and one
of my new PE teachers have reflected and reviewed lesson plans. As part of a
supportive process, I have done this for the last the last 2 years, as he is new to
teaching. I have personally managed and monitored his portfolio, checking for
continuous reflection and professional development and constantly relating back to the
framework.

SECTION 6: REFLECTING EFFECTIVELY AND ENSURING IT LEADS TO BETTER

QUALITY OF LEARNING
The question to ask here is, how do I reflect effectively? In my current perspective as
the lead and something I had to experience myself when teaching, culminates in
setting and managing targets. An example of this can be seen in Appendix 11. Even
as a lead, I am set targets that I must fulfil, and these again, are part of thoughtful and
thorough process, set to ensure that PE is an outstanding practice. One of the biggest
aspects to my reflective practice right now, is following a quality assurance process.
From this process, I can see how the theories, approaches to teaching pedagogy and
frameworks that have been touched upon from my practice, are key to success and
all aspects have strong correlation to reflective activity. According to Blanchard (2013)
target setting, reflection and the ability to self-evaluate, are most definitely in the
interest of school improvement. It will not only help a school, but it improves the
standard of any subject practice.

SECTION 7: TOOLS FOR REFLECTIVE PRACTICE

The most notable platform tool for sharing reflective practice is how I use Microsoft
OneNote. OneNote gives the power to share any content in a structured and efficient
way. However, in theoretical purposes Danielson’s framework is the most notable tool
that I use through OneNote and is visually always available for teacher understanding.
This tool is not used just on an individual basis by certain teachers, but it is also
expected of all teachers and leads with my department. Profoundly using Danielson’s
framework as a tool to support and develop staff.

How can a teaching framework, help so much with reflection? It offers a structure and
a process for all to follow (Danielson, 2007).
If I consider the 4 domains from Danielson’s framework, I can see that each domain
has such specific relevance and importance to teaching and by the domain titles I can
also see that critical reflection is available in each area.

Domain 1: Planning and Preparation

Domain 2: The Classroom environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

(Danielson, 2007)

More notably in domain 4, there is a direct element of reflection. ‘4a’ has a whole focus,
called ‘Reflecting on teaching’.

As part of the ongoing leadership within my practice appendix 9 –shows the targets
that I have for one of my teachers based upon his performance and the what I believe
he is missing within his teaching, according to the framework. Appendix 1, shows how
he has gone away and evidenced targets within his portfolio and submitted the access
to me, from going away and understanding his framework.

Each of my previous jobs and experiences have been totally different and required a
huge amount of contemplation and thought. To look back at my tools of reflective
practice from working with young children, where success came from being able to get
to the different levels of the children (Jones 2006), was and is, completely different to
how you educate and get the best from adults. One of the best ways that I did this, is
that I had an awareness of my educational environment and I did this through SMART
target setting, which set objectives for me and allowed for reflection. As a teacher, this
has to be taken into account considerably and it was with future and previous lessons
in mind. This was one of the most important aspects of critical reflection for me in
teaching and is still the same within my leadership role. Especially when going through
such transitional stages.

With adults, safety became more of a perceptual factor, simply because they already
had the ability to review their own safety based upon their surroundings. The
responsibility of me as an educator or teacher within the learning environment, then
consisted of facilitating their learning requirements. There is no looking past the
pressures within education and that creating a ‘safe’ learning environment is an
enormous professional responsibility of teachers, educators, schools and institutions
(Fisher & Hawkins, 2013). Dealing with such pressures require both ‘in action’ and ‘on
action’ of reflective practice.

To justify this again, in my current role here in the UAE, Danielson’s framework is used
as a structured tool. Not only does this tool help recognise the importance of reflection,
but the thoughtfulness process required through individual and electronic subject
specific portfolios (Blanchard 2013). Appendices 3 and 4, again offer an example of
how I help teachers professionally and continuously maintain staff portfolios through
OneNote.

According to Hall (1992) there is very little doubt that the possible benefits of
professional development portfolios and structured tools of practice for individuals and
teachers are productive. Hall additionally claims, that professional portfolios are one
of the biggest advantages to reflective actions, and I can relate strongly again to the
already noted ‘portfolio process’.

“the most outstanding benefit identified was that of learning, to be a reflective

professional” (Hall, 18:2, 81-86).

Section 8: Conclusion and Next Steps

Through the whole of this assignment, I have shown my understanding of a number of
different models and using research and alternative approaches how reflection
contributes to each one’. I understand that if I keep trying to recognise reflection, it will
help me develop and progress my practice for the future. If I contemplate further on
what I have written, I can find myself conceptualising how much I have relied on critical
reflection in my own teaching and education experiences, even now in a leadership
aspect. I have always been encouraged to develop my personal reflections and I have
always tried to pass this on to my teachers. I am big believer, that in order to have
significant progress and development, people must look at the actual actions, with an
aim that improvement is always possible.

For the next stages in my development through this process, I am looking to

advance with further academic studies to gain a Master’s degree and consider PHD
research opportunities. I believe that I now need to start connecting my extensive of
experiences into academic credentials, which in hand will take me into even higher
leadership roles in the future. I am passionate about my profession and I feel that I
have constantly improved my insights into education through experience and in line
with Dewey (1933), through reflective actions. I initiate new situations and gain new
skills. I aim to continue my shared approach within my leadership methods, to help
improve all teachers, to the best of my ability.
Reference list
Capel, S. & Piotrowski, S. (2013) Issues of Physical Education. London: Routledge.
Mawer,M. (2014) Effective Teaching of Physical Education. London: Routledge.

Hitchcock, D (2018) Critical thinking: Stanford encyclopaedia of philosophy

https://plato.stanford.edu/entries/critical-thinking/

Goodson, I. (2013) School Subjects and Curriculum Change. London: Routledge.

Blanchard, J. (2013) Teaching and targets: Self-evaluation and school improvement.
London Routledge.
Malthouse, R. and Raffey – Barensten, J. (2013) Reflective practice in education and
training (2nd edition). London: Learning matters.
Horsford, S. (2010) New perspectives in Educational Leadership. NewYork: Peter
Lang Publishing.
Boyes, K. (2003) Creating an effective learning environment. Hawker Bronlow
Education.
Dewey, J. (1933) How we think. A reinstatement of reflection of reflective thinking to
the educative process. Boston: DC Health and Company.
Lyons, N. (2010) Reflection and reflective inquiry. New York: Springer.
Schon, D,A. (1984) The reflective practitioner. Basic Books.
Jones, R,L. (2006) The sports coach as educator. London; Routledge.
Fisher, R.L. and Hawkins, K., K. (2006) Creating safe and supportive learning
environment. New York: Routledge.
Hall, D. (1992) Professional development portfolios for teachers and lecturers. Journal
of in service education: 18:2, 81 – 86.
Beere, J. (2002) The perfect Ofsted Lesson – revised and updatd. Crown House
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Laker, A. (2002) Developing person, social and moral education through Physical
education. London: Routledge.
Danielson, C. (2007) Enhancing professional practices – A framework for teachers.
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http://electronicportfolios.com/portfolios/epdevprocess.HTML
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Appendix 1

Appendix 1 – shows and represents how different teacher portfolios are shared and
how Danielson’s framework is strongly linked.
Appendix 2

Appendix 2 – This shows evidence of how I personally and previously used

reflection through teacher portfolios and how I have developed currently.
Appendix 3

Appendix 3 – This evidence is an example of how I helped a new teacher manage

their practice. I assisted him in developing his own resources for the students and to
help benefit the quality of his lesson. We did this through a reflective process; and by
watching how lessons were going, I realised that Jack needed more resources within
his lessons.
Appendix 4

Appendix 4 – This screen shows how I gather evidence and maintain portfolios. All
staff including myself use Microsoft OneNote as a tool for reflection.
Appendix 5

Appendix 5 – This page show the type of lesson reflection I undertake with my
teachers. It indicates the steps of delivery taken during PD sessions with all staff.
Appendix 6

Appendix 6 – Evidence of the carousel that was created. The session was designed
and based upon on reflection for PD purposes, allowing staff to reflect and share
good practice.
Appendix 7

Appendix 7 – This
screen shows further
evidence of the
carousel that was
created. The session
was designed and
based upon on
reflection for PD
purposes, allowing
staff to reflect and
share good practice.
Appendix 8

Appendix 8 – Here you will see evidence of my strong relationship and the
leadership I have with one of my teachers. We sat down after the lessons to reflect
and adapt future lesson plans to suit class needs and teaching styles.
Appendix 9

Appendix 9 – This screen shows an example of how I set targets for teachers, by
using Danielson’s Framework

Appendix 10

Appendix 10 – This screen shows teachers sharing their evidence with me. I check
such posts on a regular basis and then discuss reflections with them.
Appendix 11

Appendix 11 – This screen is an example of the Key Performance Indicator (KPI)

that is set for me with my targets.