Emerging Advanced

1. Understand the The teacher may see value in documentation and/or reflection The teacher understands that knowing when, what and how to
of learning, but doesnt draw a connection to the role this document and reflect on ones learning is an important skill set
importance of partnership plays in student learning, or how this practice when helping to cultivate future ready learners.
documentation and helps students be future ready in todays world. The teacher further understands that, in order to be effective and
reflection in inform learning over time, the practice of documentation and
cultivating future reflection must be ongoing and process-centered.
The teacher advocates for student growth of these skill sets.
ready learners

2. Grow a culture of
documenting and
reflecting
Teacher models The teacher may share his or her efforts to document products The teacher consistently models personal documentation and
of learning and/or efforts of reflection at the close of an activity, reflection strategies at multiple points in a project or assignment,
documenting and
but does not share documentation or reflection efforts before and discusses the impact of these efforts on the quality of his or
reflecting or during their learning process. her work and the level of his or her learning.

The teacher connects his or her own efforts and strategies for
documentation and reflection to those of his or her students.

Emerging Advanced

Instruction is flexible to Time for documentation of and/or reflection on learning during Students are invited, encouraged and expected to document and
a lesson is determined by teacher created schedule and not by reflect on their thinking at multiple points in their learning process
allow for natural
the needs of the students. for the purpose of informing progress, learning, and next steps.
student documentation
and reflection Opportunities to document and reflect on learning are identified
by teacher, class and individual students, and may not always be
done in whole group. Class discussions center around the
increasing range of documentation, both in frequency and
method, as it relates to individual student and collaborative
learning.

There are routines and strategies for documenting and reflecting

on the learning process and these are revisited, revised and
developed by individual students and the class
 Emerging Advanced

3. Supports student
development of
documenting and
reflecting skills:

Students document Students use text to document their learning process and Students document their learning in different media and
their learning by make their thinking visible. understand the affordances and constraints of using images,
making their thinking voice and sound when working to make their thinking visible.
visible in a variety of
ways

Students interpret their Students review their thinking and learning at the time of Students reflect on their documentation in an effort to increase
documentation by documentation. the quality of their learning, including identifying connections,
reflecting patterns of thinking, evidence of learning and growth toward
goals, and to inform next steps.

Students use their Students may leverage their reflections to inform next steps, Students make effective and explicit use of current and previous
reflections to inform but are not yet fluent in extending their connections to reflections to inform their next steps, broaden their perspective,
enhance learning practice, broaden their perspective, highlight highlight habits of practice and question existing assumptions,
their learning, make habits of practice or question existing assumptions, ideas and
improvements, or solve ideas and strategies for increasing the quality of the learning
strategies for increasing the quality of the learning experience.
a problem experience.

Students are able to articulate thoughts and ideas for actions and
strategies for problem solving, prompted by their reflections.

Students share their Students share learning products and include limited reflection Students openly share their strategies for documentation and
documentation and about any connections to their learning. reflection with others, including peers, teacher and parents.
reflection
Students discuss their interpretation of collected artifacts and its
role in informing perspective, highlight habits of practice and
questioning existing assumptions, ideas and strategies for
increasing the quality of their learning experience.
 Emerging Advanced

4. Encourage
students to think,
reflect, and deepen
their understanding
Teacher observes The teacher makes unsolicited observations of students who The teacher consistently steps back to observe student
students with a sense consistently call for their attention and responds to conditions interactions and learning, remaining open to the unexpected and
of purpose and with efforts and strategies specific to those individuals and the challenging any assumptions about unanticipated moments.
curiosity quality of their learning experience.
The teacher realizes this practice of open observation is critical in
identifying key indicators of the quality of student learning
experiences, and capitalizes on their observations to recognize
and respond to conditions in the classroom and the roles students
play, in more informed, focused and effective ways.

Teacher documents The teacher documents the final product of student work as The teacher makes the practice of observing and collecting
student learning in a evidence of their learning. tangible evidence of students learning experiences a priority, and
variety of ways The teacher may include anecdotal notes as part of their uses a wide range of strategies and media to collect artifacts of
documentation efforts. students and class work at multiple points in the learning process.

Teacher interprets The teacher reviews their behaviors and thinking at the time of The teacher makes effective and explicit use of documentation
documentation and documentation and make adjustments intended for immediate and reflection efforts at multiple points and as evidence to inform
impact on instruction. instruction, broaden perspective, highlight habits of practice and
reflection to inform question existing assumptions, ideas and strategies for increasing
instruction the quality of the learning experience.

Teacher shares The teacher shares learning products created by students and The teacher openly shares their strategies for documentation and
documentation and includes limited or surface reflections about the implications of reflection with the class, colleagues and administrators.
reflection student work on their practice.
The teacher models and/or invites discussion around their
interpretation of collected artifacts as valuable data to inform
perspective, highlight habits of practice and question existing
assumptions, ideas and strategies for increasing the quality of the
learning experience.