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is deemed to influence accountability Reflective Practice Competence
and does not take into consideration Evaluation Protocol
the personal reflection and judgment According to self-determination theory,
of the teacher (Ball, 2016). In 2016 the New Jersey Department individuals strive to gain mastery and
In the era of new professionalism the of Education launched the Reflective learn varied things. It is when such
individuals believe they have the skills
role of teachers as individuals capable Practice Evaluation Protocol. This needed to be successful that they
of critical self-reflection and self-direct- initiative was part of the AchieveNJ will, in fact, take actions and grow
ed learning has been silenced. In this initiative that seeks to provide a (Deci & Ryan, 2000). When speaking
article, I will expose the components of framework for evaluating teacher with teachers who engaged in the
an autonomous, professional learning effectiveness. The Reflective Practice reflective practice protocol a theme of
initiative in an attempt to rethink ap- Protocol is available as an option for competence was uncovered. Teachers
proaches to professional development tenured teachers who have been rated shared, “I improved my ability to work
by recognizing teachers as profession- “highly effective” on their most recent with writing groups”, “I can better
als capable of reflection and action to summative rating. understand the social and emotional
improve practice. Teachers who elect to participate in this needs of my students; I know how to
evaluation protocol are provided agency.
Conceptual Framework In that, they select an area of focus for reach them better”, and “I now have
a better idea of what my students
In considering a reform model of their own professional learning. They understand”. Overall, it is the opportunity
teacher professional learning, I am determine this area of focus based on to relate the content of learning to your
proposing a conceptual framework critical reflection of practice. Through the own context and drive your learning
to serve as a lens for consideration. use of self-directed inquiry, videotaped progress that has impacted teacher
The first is reflective practice. Teacher lessons, student feedback, post- perceived competence.
learning is dependent upon the ability observation conferences and analysis
of the learner to take a reflective of assessments participants engage in Relatedness or Connection
stance regarding their practice and reflection of their practice as a result of Self Determination Theory states that
experiences. Dewey (1934) argues new learning. a feeling of relatedness or connection
that teacher reflection is careful and Autonomy is a requirement for intrinsic motivation
persistent consideration of practice. to sustain. In other words, individuals
He encourages educators to embrace A pillar of the self-determination require a sense of belonging or attach-
imagination and train “thinkers”. Ball theory is autonomy. I am defining ment. When relatedness is experienced
and Cohen (1999) argued for teachers autonomy as the ability to self- by individuals their motivation to perse-
to engage in the investigation of govern and regulate. It is the ability vere persists. In traditional, top-down,
practice. They called for an emphasis to act independently without imposed professional learning models partici-
on questioning, investigation, analysis, directive. Providing teachers the pants are in attendance by directive.
and criticism. The challenge that we opportunity, time, and space to self- This arrangement does not necessarily
face in education is to provide time, select their learning goals connected consider the needs of the individual
space, and the ability to facilitate this to their evaluation has the potential teacher. The community of learners,
type of reflective practice in order to to contribute to intrinsic motivation therefore, may be representative of
develop teachers. and growth by providing autonomy. reluctant participants who do not see the
The second lens to consider is teacher This professional learning model is an relevance to the learning. Professional
motivation. Self-determination theory empathetic approach to supporting learning programs designed around
(Ryan & Deci, 2000) explores intrinsic teachers. It recognizes the complexity self-directed learning allow teachers to
motivation, which is argued to be a of learners and is responsive to the not only select their own area of study,
result of interest, care, curiosity, and diverse needs of teachers. In my but can also allow teachers with similar
values. Deci & Ryan (2000) argue research with teachers engaged in this interests or topics to find each other
self-determination theory requires model of professional learning, I have organically by interest.
consideration of the human needs of uncovered common themes through
competence, autonomy, and related- qualitative inquiry. The ability to self- Conclusion
ness. “Comparisons between people direct learning, being empathetic As leaders of professional learning
whose motivation is authentic (literally to the demands teachers face, and opportunities, it is important that
self-authored or endorsed) and those recognizing teachers as professionals we create school cultures that
who are merely externally controlled with the capacity to facilitate their prioritize the individual differences
for an action typically reveal that the own growth and development of our teachers. By providing time,
former, relative to the latter, have more were common themes among the space, and resources for teachers
interest, excitement, and confidence, participants. to be reflective practitioners, we can
which in turn is manifest as enhanced uncover their intrinsic motivation to
performance, persistence, and creativ- grow and develop. The reflective
ity. (Deci & Ryan, 2000, p.69). practice observation protocol is a great
way to begin this process.

Educational Viewpoints -8- Spring 2020