Inquiry Question: How can I use reflection to self-assess my weakness as a teacher and improve upon them?

            As educators, we are expected to continually improve their practice and expand our knowledge and skills. The Teacher Regulation Branch standards for education, competence and professional conduct of educators in BC clearly outlines this expectation. Standard number seven states that, “Educators engage in career-long learning… understanding that a hallmark of professionalism is the concept of professional growth over time” (British Columbia Ministry of Education, 2017) Therefore, the profession demands that we become better teachers, each year after year.

            However, professional growth does not simply happen with time, rather it requires intention and action. Standard number seven of The Teacher Regulation Branch explains that a reflective practice and engaging in professional development are central to career-long learning (British Columbia Ministry of Education, 2017). Before we as teachers can take actions towards growth, we must first learn to identify our problem areas, so that we can effectively direct our professional learning (Peterson, Baker & McGaw, 2010). Thus, professional growth is a twofold process; educators must first identify their professional needs and then work to meet those needs individually and collaboratively (British Columbia Ministry of Education, 2017). Therefore, professional growth begins with self-assessment.