9
Competency 9
Commit to reflection and improving practice
Professional learning involves a commitment to setting goals and planning ways to improve practice. This ongoing process of reflection helps educators grow over time. Regular self-reflection means asking thoughtful questions about teaching or caregiving, noticing areas for improvement, setting goals, and choosing strategies to turn challenges into learning opportunities. This process may include looking closely at difficult situations, understanding what causes them, and deciding what actions to take as part of a professional learning plan. While professional learning can happen independently through reflection and experimentation, it is often stronger when educators work together in teams or learning communities and take part in coaching that supports discovery and intentional feedback.
Reflection questions
Ask yourself these as you read — there are no right answers.
- Are there ways you might set aside more time for regular reflection to consider ways to improve your practice?
- Are there any colleagues with whom you could collaborate, plan, and set goals?
- Because caring for children and families is important — and at times emotional — work, you need awareness of how your personal perspectives influence your work. Understanding why and how you make the choices you do happens through reflection. How do you reflect on your personal emotions (how a professional situation makes you feel) and your professional actions (how you choose to respond professionally in actions and/or words), and how they affect one another?
- What aspects of your practice would you like to improve? Who might help you?
The important thing is to never stop questioning.
What educators need to be effective
Things to Know
- The profession of early childhood and its distinctive history, knowledge base, and mission.
- The essential role of early childhood educators in society and the impact of high-quality early childhood education.
- The National Association for the Education of Young Children Code of Ethical Conduct, federal and state policies, and
- relevant laws such as reporting child abuse and neglect, health and safety practices, and the rights of children with developmental delays and disabilities.
Skills to Build
- Integrating knowledge of current issues, professional values and standards, and research findings to make and justify decisions.
- Networking to build a broad base of professional support.
- Using technology to access professional learning resources.
- Using reflective practices in self-study and in professional learning to enhance services for children and families.
Habits of Mind and Dispositions
- Expresses goodwill and kindness toward self and others.
- Acts ethically even in difficult situations.
- Takes responsibility for children’s development and learning.
Focus areas
9A
Professional Identity and Reflection
Take time to consider professional identity, relationships, and practice.
Level 1
- Reflects on their career goals, seeks support, and makes plans for continued career growth.
Level 2
- Takes time to reflect on their practice.
Level 3
- Clearly explains their professional identity and beliefs about caregiving or teaching.
Level 4
- Reflects on past experiences and current beliefs, attitudes, and biases to understand how these factors may influence judgment when observing children, using assessments, and interpreting children’s behavior, development, and learning.
- Reflects on their own feelings, thoughts, beliefs, and actions — including personal biases and expectations — to build stronger connections and partnerships with others.
9B
Ongoing Professional Learning
Engage in ongoing professional learning to improve practice.
Level 1
- Participates in high-quality professional learning to meet the training requirements for their role.
- Seeks out guidance and support from supervisors, colleagues, coaches, mentors, and/or career advisors.
Level 2
- Uses self-assessment tools to reflect on practice and identify areas for growth.
- With support from a supervisor, mentor, or coach, sets goals to improve their practice, plan professional development, and evaluate their progress.
- Engages in ongoing learning to keep current with the science of child development and learning and research on instructional, care, and other practices.
- Makes changes to their practice based on feedback and knowledge and skills gained from professional learning.
- Participates in reflective supervision (for center and school-based staff and group family child care providers).
Level 3
- Actively participates in peer learning experiences (e.g., communities of practice,
- professional learning communities, etc.) with colleagues to improve practice.
- Asks for and receives feedback from their supervisor, colleagues, or a consultant,
- coach, or mentor.
- Joins and participates in professional networks and communities to support their
- learning and broaden their professional network.
Level 4
- Provides mentorship to colleagues.
- Recognizes and addresses harmful teaching or caregiving practices, curriculum
- approaches, or materials that are not developmentally appropriate, or that show
- disrespect based on race, culture, religion, gender, sexual orientation, or family
- structure