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of the teacher evaluation program. provide teachers an external lens into and increased motivation. The
Those who elect to participate in their practice as well as a medium for opportunity to approach the evaluation
this program engage in a year long lesson reflection. Written reflections, process through an initiative of
process of research, practice, and prior framing, guided conferencing, professional growth and self-guided
reflection. The process begins with and the opportunity for individual inquiry has offered a paradigm shift
establishing an area of instructional or collaborative reflection are all in the nature of teacher evaluation.
focus and a research question. components of this process. The use of video as the medium for
Educators engage in a review of The results of this opportunity have lesson reflection has the potential to
research, theory, and best-practice demonstrated a positive impact on evolve classroom observation from
aligned to their area of focus. Video- teacher learning and development. evaluative to professional learning
taped lessons are utilized in order to Teachers report greater self-efficacy and development.

References

Bugg, E. G., & Dewey, J. (1934). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative
Process. (H. Regnery, Ed.), The American Journal of Psychology (Vol. 46). Chicago. https://doi.org/10.2307/1415632
Fives, H., & Buehl, M. M. (2014). Exploring Differences in Practicing Teachers’ Valuing of Pedagogical Knowledge Based
on Teaching Ability Beliefs. Journal of Teacher Education, 65(5), 435-448. doi:10.1177/0022487114541813
Freeman, D. (2002). The Hidden Side of the Work: Teacher Knowledge and Learning to Teach. A Perspective From North
American Educational Research on Teacher Education in English Language Teaching. Language Teaching, 35(1), 1–13.
https://doi.org/10.1017/S0261444801001720
Osipova, A., Prichard, B., Boardman, A. G., Kiely, M. T., & Carroll, P. E. (2011). Refocusing the Lens: Enhancing
Elementary Special Education Reading Instruction Through Video Self-Reflection. Learning Disabilities Research AND
Practice, 26(3), 158–171. https://doi.org/10.1111/j.1540-5826.2011.00335.x
Reiman, A. J. (1999). The Evolution of the Social Roletaking and Guided Reflection Framework in Teacher Education:
Recent Theory and Quantitative Synthesis of Research. Teaching and Teacher Education, 15(6), 597–612. https://doi.org/
https://doi.org/10.1016/S0742-051X(99)00016-5
Tripp, T., & Rich, P. (2012). Using Video to Analyze One’s Own Teaching. British Journal of Educational Technology, 43(4),
678–704. https://doi.org/10.1111/j.1467-8535.2011.01234.x

About the Author

Douglas Walker is an Assistant Principal at Chatham High School. Areas of interest and research
include instructional leadership, professional learning, and instructional technology. Doug is a Ph.D.
student in teacher education and teacher development.

Visionary NJPSA Congratulates the Recipients of Its
Leadership 2017-2018 Visionary Leadership Awards
Awards • Dumar Burgess, principal of Hawthorne Park Elementary School in
2017-2018 Willingboro - Visionary Leader of the Year, Elementary Level Principal
• Matthew Jamison, Ed.D., principal of Ocean City High School -
Visionary Leader of the Year, Secondary Level Principal

• Tara Oliveira, assistant principal of Governor Livingston High School
in Berkeley Heights - Visionary Leader of the Year, Secondary Level
Assistant Principal
• Timothy Conway, director of school counseling and curriculum
coordinator for Lakeland Regional High School - Visionary Leader of
the Year, Supervisor/Director.
Each will receive his/her award at the NJPSA/FEA/NJASCD Fall
Conference at the Ocean Place Resort in Long Branch, NJ in October.

Educational Viewpoints -81- Spring 2018