Running Head: PLC REFLECTION 1

PLC Reflection

University of Saint Mary

Analisa Shinn
REFLECTION 2

Through my time in this course, I have been required to take a deeper look into the

functionality of my team. While I felt very strong about my team and its members upon entering

the course, I was made aware of some issues, though relatively small, that need to be improved

upon. Overall, I do feel that my team functions effectively, and our shared purpose is evident in

everything that we do. Our primary goal is to provide our students with the best art education

possible, and we all strive to work together to make that possible.

In analyzing our strengths and weaknesses, I feel that most of the things we currently do

are definite assets in adding to the success of our team and school. While there are no large

obstacles or weaknesses that I feel we need to tackle, there is of course always room for

improvement. My first goal in strengthening my team would be to create a dedicated planning

time, both for common courses and for alignment between levels of courses. For this planning

time, I would like my team to meet twice a month before school. This common time will serve

first as a time of reflection to find where our current weaknesses might be, then as a planning

time to decide how to improve upon those weak areas in order to strengthen ourselves further.

We will then begin immediate implementation of our plans, and again reflect at our next meeting.

I feel that, in being more aware of what characteristics are needed for functional teams or

PLCs, I am better able to understand my role in the various teams I am a part of. I feel that I

have become a stronger leader within my own team of art teachers, but also that I understand

how I can better contribute to my other PLCs, even though I am not the leader of them. Through

the remainder of my time in my Teacher Leadership coursework, I hope to continue to clarify my

knowledge and understanding of the inner workings of teams, and learn to become a better leader

because of it.
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My implementation plan closely follows the USM Knowledge in Action Conceptual

Framework by remaining an example of cyclical research. I have clarified and improved upon

my Area of Focus Statement, will begin to collect and triangulate my artifacts and data, and will

be reflecting upon my findings so that I may improve upon and redefine my plan as necessary,

before again implementing it into my other classes. I fully intend to continue said process long

past my time in the Master of Arts in Education program, because I believe that generations of

students are ever changing; therefore, what works for my classes this year most likely will not

have the same results after a decade. I believe that my plan also shows a commitment to the

National Board for Professional Teaching Standards Five Core Propositions by: showing a

commitment to students and their learning; knowing my subjects and how to teach them to my

students; properly managing and monitoring student learning; learning from my teaching

experience; and being an active member of the learning community by furthering my own

education in my subjects (1989). In my developing role as a teacher leader, I plan to further

apply the Conceptual Framework by encouraging my team teachers to also be reflective in their

teaching practices in order to improve, not only as individuals, but also as our larger art team.

Additionally, through my Area of Focus Statement, I directly addressed the following

USM Graduate Program Outcomes: drawing from my knowledge and research of education

theory; demonstrating understanding of diverse learners and creating educational opportunities to

meet the needs of all students; critically reflecting on ethical and moral implications; applying

my knowledge of curriculum content to support construction of knowledge; implementing

appropriate strategies to enhance student learning; utilizing evaluation accurately to monitor

learning; applying principles of leadership to improve the learning community; and

REFLECTION 4

demonstrating the ability to identify a problem, examine research, advocate a plan, and evaluate

outcomes (2013).

References

Kusurkar, R. A., Croiset, G., & Ten Cate, T. J. (2011). Twelve tips to stimulate intrinsic
motivation in students through autonomy-supportive classroom teaching derived from
Self-Determination Theory. Medical Teacher, 33(12), 978-982.
doi:10.3109/0142159X.2011.599896

National Board for Professional Teaching Standards (1989). Five core propositions. What
Teachers Should Know and Be Able to Do, 3-4.

Tanaka, M., Mizuno, K., Fukuda, S., Tajima, S., & Watanabe, Y. (2009). Personality traits
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associated with intrinsic academic motivation in medical students. Medical

Education, 43(4), 384-387. doi:10.1111/j.1365-2923.2008.03279.x

University of Saint Mary Conceptual Model (2011). Knowledge in action: defining problem-
based inquiry.

University of Saint Mary Graduate Program Outcomes (2013). Retrieved from: Action
Research in Effective Classroom Environments Syllabus.