Promoting effective teacher reflection through collaboration
Written by: Tim Lissimore
7 min read
TIM LISSIMORE, SENIOR DEPUTY HEAD, WILSON’S SCHOOL, UK
Introduction
Develop as a professional, by reflecting on progress made, recognising strengths and weaknesses and identifying next steps for further improvement.
(DfE, 2019, p. 24)
Reflect systematically on the effectiveness of lessons and approaches to teaching.
(DfE, 2011, p. 11)
Creating opportunities for effective reflection is a challenge for leaders of professional learning in schools. It is widely accepted that the ability to reflect is a vital characteristic in effective teachers (reflection features prominently in the Early Career Framework (DfE, 2019) and Teachers’ Standards (DfE, 2011)), but it is not easy to find clear guidance about the best ways for a teacher to look back and learn systematically from their experiences. The term ‘reflection’ has long been used ‘rather loosely [in education] to embrace a wide range of concepts and strategies’ (Hatton and Smith, 1995, p. 33), failing to address diffic
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