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Many are asked to reflect and comment on their own performance as part of the evaluation process. It is important to note that the quality of the reflection is dependent on the teacher’s knowledge. To provide comprehensive thinking, it is good practice to have the teacher review the school’s model of instruction and compare each element with her thoughts about teaching and learning in her own classroom. Becoming a Reflective Teacher (Marzano, 2012) is a great guide for this process and includes reproducible pages to guide the reflection process. As with observation, the result is a list of elements and strategies that could benefit from improvement. It is easy, then, to have the teacher (with some strategic questioning from the coach) categorize or prioritize the list, which will help direct the choice of which change to focus on. A teacher reflection worksheet that coaches can provide during this stage appears in the appendix (page 110). Additional material for reflection can be found in The New Art and Science of Teaching (Marzano, 2017) and the Marzano Compendium of Instructional Strategies (Marzano Resources, 2016b).
As always, there are pros and cons of reflection as a method of determining what to coach.
| Pros | Cons |
| • Teachers have full knowledge of the totality of their performance over time. They can think critically about a particular class, type of student, or area of curriculum with which they struggle. • Teachers have comprehensive knowledge of students’ backgrounds, abilities, motivations, social skills, and so on. They may know about families, student work outside of school, and other factors that affect student behavior and learning. • Using a model of instruction as a guide, teachers can reflect comprehensively. They can think about each element and strategy, when they use or don’t use it, and how successful it is with their students. • Teachers can take time to fully review all aspects of their teaching prior to meeting with their coaches. Good, honest reflection takes time. • Reflection increases teachers’ buy-in by centering their own thinking. Most teachers come to good conclusions about what changes will enhance student learning. | • Teachers may be biased about their work or unaware of some attributes of their teaching. • Teachers may be unaware of some of the things students are doing during instruction (which itself may be an opportunity for coaching and improvement). • Teachers may misinterpret cause and effect. For example, students may be acting out due to frustration or boredom with instruction, but the teacher may write them off as inherently “bad kids.” |
Teacher reflection, while it has its limitations, is a powerful strategy that gives the teacher more agency in the coaching process.
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