Reflection from a GEARS Perspective

Goals: How have I demonstrated that I have a long-term approach to leading all students toward a clear learning destination?

___Often and well (4 pts)
___Often but not well (2 pts)
___Well but not often (2 pts)
___Neither often nor well (0 pts)

Exploration: How have I demonstrated that I flexibly use a wide range of strategies, use a process of inquiry about my students, and am open to exploring ways to engage students to lead them into high levels of understanding?

___Often and well (4 pts)
___Often but not well (2 pts)
___Well but not often (2 pts)
___Neither often nor well (0 pts)

Access to Understanding: How have I demonstrated that I proactively plan for and respond to learning barriers that can impede student progress?

___Often and well (4 pts)
___Often but not well (2 pts)
___Well but not often (2 pts)
___Neither often nor well (0 pts)

Response to Instruction: How have I demonstrated that I understand student progress in a multitude of dimensions and factor in affective aspects while operationalizing effective instruction?

___Often and well (4 pts)
___Often but not well (2 pts)
___Well but not often (2 pts)
___Neither often nor well (0 pts)

Strategies: How have I equipped students with strategies for “learning how to learn” to increase independence, student self-efficacy, and understanding?
___Often and well (4 pts)
___Often but not well (2 pts)
___Well but not often (2 pts)
___Neither often nor well (0 pts)

Note: This rating scale is provided for initial reflection as well as ongoing reflection across time. It would also be an interesting comparison activity to have all students in your class complete to provide feedback to you. Likewise, it would be helpful for students to provide this kind of feedback across time to help reflect growth in your teaching approach – from their perspective.