Week 1: Why Critical Reflection Matters
This week kicks off the series by exploring why critical reflection is essential for growth, perspective, and intentional decision-making in the classroom.
What does it really mean to grow as a teacher? I think it often has to start with looking inward, by examining the decisions we make in the classroom, the values we bring to our work, and the ways we understand our students. I’ve written about reflection before - from supporting students in reflecting on their own growth to strategies for systematic post-class reflection to the role self-reflection plays in our continuing professional development - and I’m excited to put the ideas into practice in more concrete ways over the summer.
This first week invites us to lay the groundwork for a sustained reflective practice by returning to the foundations of our teaching identity. The three sections below are designed to guide you through a structured progression: beginning with inquiry, engaging in reflective action, and connecting through shared stories. There’s also a bonus prompt for faculty developers. As you move through each part, consider how this initial work might shape your approach to the weeks ahead.
🔎 INQUIRE
Start with a question to ground your week in reflection.
Use this prompt to pause, notice, and get curious. These questions are designed to surface assumptions, revisit your values, or bring fresh attention to your everyday teaching practice. You can jot down your thoughts or just reflect quietly—whatever helps you slow down and pay attention.
When was the last time you felt proud of your teaching? What made it meaningful?
What do you hope your students experience in your classroom—beyond content?
In what ways has your teaching changed over time, and why?
As you move from reflection to action, consider how your responses above might inform your approach to this week’s practice. The activity below invites you to articulate and examine the formative experiences and core values that shape your teaching. Engaging with this task will help you begin to link personal insight to professional practice.
✏️ APPLY
Engage in a short reflective practice to explore this week’s theme.
This is your core reflective activity for the week, and it’s meant to be practical and doable—something you can write or think through in about 10–15 minutes. It might involve a bit of writing, a focused observation, or revisiting a moment from your teaching.
To begin your reflective teaching journey, take time to write your “teaching origin story.” In just a paragraph or two, describe what brought you to teaching in the first place—what moments or motivations shaped that choice? Then, think of one memorable moment from your teaching experience (it can be positive or challenging) that has stuck with you. Describe that moment in writing and reflect on what made it so impactful and memorable. Use these descriptions to help you identify two core values that you believe are central to your work as an educator. Write these down and keep them visible for the rest of the series.
Once you’ve spent some time reflecting on your own story, consider taking the next step: connecting with someone else. Reflection doesn’t have to be a solitary act—sharing what shaped you, or hearing what shaped others, can open up new insights and deepen your sense of meaning in the work.
💬 CONNECT
Take a moment to share and listen: reflection becomes richer when it’s shared.
This week, reach out to a colleague and invite them into a conversation about how they came to teaching. Ask: What drew you to this work? What keeps you here? You might be surprised by what surfaces. Alternatively, share your own teaching origin story with a colleague, mentor, or friend, or share in a comment on this post. Listening to others—and being heard—can deepen your own sense of purpose and connection.
As you conclude this week’s reflection, take note of what surfaced—insights, questions, or even discomfort. These are signals that reflection is doing its work. Whether you took five minutes or fifteen, I hope something here sparked a new insight or reminded you why this work matters.
🧩 SCALE
Bonus for faculty developers: Adapt this week’s theme for your work with faculty.
If you support other educators, this prompt invites you to connect the week’s theme to your faculty development work. Use it to reflect on your own practice, design a quick activity, or spark a conversation with colleagues. It’s an invitation to scale reflection into your campus culture.
Write your “developer origin story.” Why did you enter educational development, and what experiences shaped your philosophy of supporting faculty? Then, consider: How do you talk about the value of reflection with faculty? Draft a brief description or elevator pitch you might use to introduce reflection as a core part of teaching development.
Next week, we’ll shift our focus to surfacing assumptions—those quiet beliefs that shape how we teach, often without us realizing it. Feel free to return to your origin stories or values throughout the series—they can serve as throughlines for your continued development as an educator and faculty leader. If you found this useful, feel free to share it with a colleague or jot down your origin story somewhere you’ll return to. Reflection deepens over time—and this is just the beginning.
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Thanks, as always, for reading!
