 Reflecting
on our work
Personal reflection is cited in professional development literature
as one of the most important ways we improve our practice. After
teachers teach a lesson or unit, experts encourage us to think about
the preparation, teaching methods and student responses. Considering
these factors, we reflect on ways to modify the lesson to be more
effective.
Even though the term “reflection” is in vogue, the
concept is not new. Educators have been reflecting on their work
as long as there have been teachers. We may not have called it reflection,
but we learned to do it almost instinctively.
Seasoned educators serve as role models. I still remember Mrs.
Gibson, the teacher who taught in the room next to me. In conversation
she would talk about the lessons she taught. She might say, “I’ll
never do that again....That worked beautifully....You know, I think
I’ll try this next time.” She taught me several things.
Even the best teachers find ways to improve their practice. We learn
by doing and should not be afraid to take risks.
I have tried to keep these concepts in mind during this first year
as president of Missouri NEA. I have learned a lot, and there are
many things I will do differently next year. However, this concept
of reflection also applies to the overall work of the Association.
MNEA has adopted a process called assessment, measurement and evaluation.
AME is the MNEA reflection process.
Even though we selected specific portions of our program to formally
reflect upon, we also learned that we should continually make adjustments
to meet the needs of our members. The MNEA Good Teaching Conference
is one example. This conference has been a longstanding part of
the MNEA program. Held in February near Lake of the Ozarks, it offered
members and non-members the latest on professional development topics.
It has always been a success, but we have decided to take a risk
and change it next year.
The Good Teaching Conference will move to St. Louis, and it will
be held in November. We will focus on priority schools. Priority
schools are those schools that face the greatest challenges. Some
have been identified by the Missouri Department of Elementary and
Secondary Education as academically deficient. Others are in provisionally
accredited districts. Still others are schools with great challenges
even though they are in fully accredited districts.
The location was chosen because many priority schools are located
in the St. Louis metropolitan area. This, however, does not preclude
members from other parts of the state from attending. By taking
the conference to St. Louis, we hope to improve our ability to meet
members’ needs.
There are numerous other examples of changes at MNEA as a result
of reflecting on our work. We are going to try new things and take
some risks. Some will work beautifully. Others we won’t try
again. We will make some mistakes on the way, but we won’t
stop learning.
By Greg Jung
Missouri NEA President |
