Component A in Domain 4 of the Danielson Framework revolves around a teacher's response to their experiences in teaching. Through reflection, teachers can determine what aspects of a lesson can be improved, and are able to recognize what teaching practices are especially effective for conveying information. There are many ways that this reflective process can be engaged, such as through conversations with colleagues or students, private reflections in a journal, or discussions within professional learning networks. Danielson remarks that these reflections should be done with "accuracy, specificity, and the ability to use what is learned in future teaching" which is a "learned skill." To be accurate, a reflecting teacher should be willing to admit failure and acknowledge areas that need improvement as well as what has worked exceptionally well. To be specific, reflection should not be derived from overgeneralized questions. To avoid this, it helps to come up with questions about the effectiveness of a specific tactic while looking for markers like student engagement and achievement. Finally, reflection is useless unless it leads to adaptations in future teaching - reflection is profound thought followed by timely action.
References:
The Danielson Group. The Framework. Retrieved from http://www.danielsongroup.org/framework/
References:
The Danielson Group. The Framework. Retrieved from http://www.danielsongroup.org/framework/