Evidence confirms that self-reflection is a critical component of an evaluation process because it provides educators the opportunity to create a personalized continuum of professional growth (Airason & Gullickson, 2006; Tucker, Stronge, & Gareis, 2002). Through an honest and transparent examination of current practice, educators and administrators are able to develop a plan for professional learning that addresses specific and individual learning needs. The resulting professional learning becomes a deliberate process that occurs within the context of an educator's daily activities in the classroom/school environment and connects back to student learning (Marzano, 2003
Because these processes are critical to educator growth and effectiveness, self-reflection and professional growth planning are vital sources of evidence administrators consider in determining Professional Practice Ratings.
Self-reflection improves educator effectiveness through ongoing, careful consideration of the impact of professional practice on student growth and achievement. When educators use documented evidence to pinpoint what worked, what did not work, and what types of changes they might make to be more successful, self-reflection enhances the ability to adopt practical changes that improve practice.
Each year, the required self-reflection (704 KAR 3:370 Section 1(26)
) includes thinking about instruction and how it intersects with the Kentucky Framework for Teaching – Specialists Frameworks. Educators consider current strategies and practices in order to identify areas of potential growth and to inform the Professional Growth Plan.
Professional Growth Planning (PGP)
The annually required Professional Growth Plan (704 KAR 3:370 Section 1(23)
) begins with the development of a Professional Growth Goal (PGG) that is specific, measurable, attainable, realistic and time-bound (SMART), and based on the needs identified through self-reflection and collaboration between educators and administrators.