H:\EDSHRD\Forms\SelfReflectionPaper_S2017.docx Updated 12/9/2016 - 12/23/2016
1
Self-Reflection Paper
(Completed at the end of each Field and Student Teaching experience)
The purpose of this assessment in your professional preparation is to help you develop the habit of mind
of reflecting on how your pedagogical practices impact student learning.
You will receive feedback on your self-reflection paper at the end of your field experience(s) and student teaching.
Substantive feedback is provided for you to improve your future pedagogical practices as well as your ability to
reflect on your teaching.
*The minimum rating on all criteria is "Adequate,” except for “Writing” where the minimum rating is “Proficient.”
If you earn less than the minimum rating on any criterion you must rewrite your self-reflection paper. At the Field
Experience level, you can rewrite your Self-Reflection paper twice. If on the third attempt you are still unable to
earn the minimum ratings, then you will be unable to continue in the program. At the Student Teaching, level you
can rewrite your Self-Reflection paper once. If on the second attempt you are still unable to earn the minimum
ratings, then you will not be recommended for licensure.
Referring to either the Program or Student Teaching Handbook, review the three OWU Teacher
Education Program themes (Content Knowledge, Teaching and Learning, and Character and
Professionalism) and corresponding learning outcomes. Then, type a four to five page, double-
spaced, paper that responds to the following reflective prompts. Please respond to each
prompt independently.
Briefly describe the class you worked with in your placement (e.g., the school, the grade, the subject
area(s) taught).
Analyze your teaching in regards to student learning. What do you feel good about? What do you
wish had gone better? Provide specific evidence/examples to support your statements.
What connections have you made between your teaching and the three OWU Themes, readings (from
this course and others), discussions and/or assignments?
After reflecting on this teaching experience, identify both short-term goals and long-term goals
that support your continued growth as a professional.
Criteria
Excellent – Exceeds
Expectations (4 points)
Proficient – Meets
Expectations (3 points)
Adequate – Partially
Meets Expectations
(2 points)
Unsatisfactory – Fails
to Meet Expectations
(1 point)
Focus of
Analysis
CAEP
1;InTASC
9(c), 9(g);
OSTP 7.3;
OWU 10
Focus is on students. Uses
assessment and
interactions with students
to interpret what and how
students are learning to
help them,
especially
concerned with
struggling
students.
Focus is on students.
Uses interactions with
students generally to
interpret what students
are learning.
Focus is on specific
teaching tasks such as
planning and
management, but
does not consider
connections between
these tasks and
student learning.
Focus is on self (i.e., how
does this affect me?) or
on issues that do not
involve a personal stake.
Primary concerns may
include control of the
students, time at school
and
workload, gaining
recognition for personal
successes (including
grades), and/or blaming
others
for failure.
