Improving reflective practice: a documentation rubric for mentoring preservice and in-service teachers

Edwards, Carolyn Pope; Hamel, Erin; Miller, Jennifer Leeper; Ren, Lixin

doi:10.1080/10901027.2018.1463321

Cited by 9 publications

(9 citation statements)

References 9 publications

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“…It is important to note that all teachers who participated in the study were gathering data from more traditionally acknowledged assessment data sources, such as documented observations or standardized measures—assessments that are typically incorporated into policies regarding data use (Center on Standards & Assessment Implementation, 2016; Quality Compendium, 2020; K. Snow, 2011; U.S. Department of Education, 2011), recommended by the field (Edwards et al, 2020; Hall et al, 2010; Katz et al, 2014; NAEYC, 2009), and even aligned with their curriculum (i.e., GOLD). However, the data from these assessments did not seem to play a large role in teachers’ data practices; in a sense, this constituted another instance of doing assessment rather than using data to inform instruction.…”

Section: Discussionmentioning

confidence: 99%

“…This category of assessment is quite broad and encompasses a variety of data sources that are often considered integral components of preschool education. For example, the use of portfolios or visual documentations of children’s learning are hallmarks of early childhood education (Edwards, Hamel, Leeper Miller, & Ren, 2020; Hall et al, 2010; Katz, Chard, & Kogan, 2014; NAEYC, 2009). Sometimes, data gathered through informal assessments may not be formally documented but simply noted and remembered by the teacher.…”

Section: Language and Literacy Data Sources For Preschool Teachersmentioning

confidence: 99%

“…Snow, 2011;U.S. Department of Education, 2011), recommended by the field (Edwards et al, 2020;Hall et al, 2010;Katz et al, 2014;NAEYC, 2009), and even aligned with their curriculum (i.e., GOLD). However, the data from these assessments did not seem to play a large role in teachers' data practices; in a sense, this constituted another instance of doing assessment rather than using data to inform instruction.…”

Section: Teachers May Have Alternative Conceptualizations Of Data Sou...mentioning

confidence: 99%

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Doing Assessment: A Multicase Study of Preschool Teachers’ Language and Literacy Data Practices

Schachter

Piasta

2021

Reading Research Quarterly

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Early childhood research and policy have promoted the use of language and literacy assessment data to inform instruction. Yet, there is a limited understanding of preschool teachers' data practices and sensemaking, particularly when considered from the perspectives of practicing teachers. In this multicase study, we used a phenomenological approach to generate a theory about preschool teachers' data practices in relation to supporting children's language and literacy outcomes. Twenty preschool teachers participated in a series of three observations, planning interviews, and stimulated recall interviews designed to tap their pedagogical reasoning and data use practices. The framework that emerged through iterative within-and cross-case analyses comprised three major elements (what teachers knew, how they knew it, and the way they used the data) and suggested that teachers could be characterized into three data use profiles (data gatherers, in-the-moment data users, and integrated data users). Findings indicate (a) teachers may understand data differently than researchers or policymakers do, (b) teachers' understanding of data sources goes beyond traditional conceptualizations, (c) a continuum in teachers' data use practices, and (d) a need to better support teachers in moving from simply doing assessment to using data in ways that are meaningful for practice and children's language and literacy outcomes. Researchers have advocated for early childhood teachers to use language and literacy assessment data to inform instruction (e.g., Kincaid,

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Section: Discussionmentioning

confidence: 99%

Section: Language and Literacy Data Sources For Preschool Teachersmentioning

confidence: 99%

Section: Teachers May Have Alternative Conceptualizations Of Data Sou...mentioning

confidence: 99%

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Doing Assessment: A Multicase Study of Preschool Teachers’ Language and Literacy Data Practices

Schachter

Piasta

2021

Reading Research Quarterly

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“…Coaching as an approach to professional development translates to Montessori environments, but the content of that coaching differs because early-career Montessori teachers require guidance on mastering the unique role of teachers in Montessori classrooms (Damore & Rieckhoff, 2021;Saylor et al, 2018). Edwards et al (2020) faced a similar task with respect to the development of a rubric for reflective practices in preservice and in-service teachers inspired by the Reggio Emilia approach to documentation. They developed a rubric based on Reggio's pedagogical documentation dimensions as an approach to engage preservice and in-service teachers, who tended to be more accustomed to following standardized curricula, in reflective practices that were not adequately addressed within the conventional educational literature.…”

Section: Need For a Montessori-specific Coaching Rubricmentioning

confidence: 99%

Designing the Montessori Coaching Tool Elementary Rubric for Early-Career Professional Development

Murray

Daoust

Mallett

2021

JMR

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Becoming a competent Montessori Elementary guide is a complex process, so we are developing the Montessori Coaching Tool Elementary (MCT-EL) rubric to describe teaching-practice expectations for self-reflection and formative feedback during the critical early period in a teacher’s development. The purpose of this article is to share results from a small-scale, online survey collecting both qualitative and quantitative feedback on the rubric from experienced Montessori Elementary teacher educators. The rubric’s content was based on Maria Montessori’s writings and welldocumented Montessori practices, which we translated to specific teacher behaviors and developmental progressions. We wanted to gauge the MCT-EL rubric’s usefulness and appropriateness from the perspective of experts who have significant depth of experience mentoring new teachers. The rubric was not developed to be used for performance evaluation, promotion, or retention but rather for early-career Montessori teachers’ self-reflection. It provides a framework for coaching conversations between the early-career Montessori teacher and a Montessori mentor. Results from the study identified overall support for use of the MCT-EL rubric with developing teachers, along with specific recommendations for revisions, additions, and deletions. Using a thorough review of the data, we developed a refined MCT-EL rubric, which is provided in Appendix B and is available for use by interested practitioners in the field.

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“…As a strategy that supports reflective practice (Edwards et al, 2020) and collaborative inquiry (Bowne et al, 2010; Suarez, 2006), I was curious about the impact pedagogical documentation might have on preservice music teachers’ learning and transition into the profession during their student teaching semester. Although several researchers in education have studied the use of a formal documentation protocol with preservice teachers (e.g., Bowne et al, 2010; Suarez, 2006), at the time of study I was unable to locate similar work in the field of music education.…”

mentioning

confidence: 99%

Using Pedagogical Documentation With Preservice Music Teachers to Establish a Culture of Inquiry

Bond

2022

Journal of Music Teacher Education

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Reflective practice positively affects preservice teacher growth. Yet, in structures used to support student teachers, faculty often prioritize professionalism and logistics over pedagogical concerns. The purpose of this intrinsic case study was to describe the use of pedagogical documentation with preservice music teachers to establish a culture of inquiry and community of practice during their student teaching experience. Repositioning supervisor-preservice teacher meeting time as a nonhierarchical space of uncovering student learning may be a pathway to encourage a collective discourse about teaching and facilitate preservice music teachers’ transition to inservice practice.

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Improving reflective practice: a documentation rubric for mentoring preservice and in-service teachers

Cited by 9 publications

References 9 publications

Doing Assessment: A Multicase Study of Preschool Teachers’ Language and Literacy Data Practices

Doing Assessment: A Multicase Study of Preschool Teachers’ Language and Literacy Data Practices

Designing the Montessori Coaching Tool Elementary Rubric for Early-Career Professional Development

Using Pedagogical Documentation With Preservice Music Teachers to Establish a Culture of Inquiry

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