Using Reflection to Promote Instructional Coherence

Teachers often struggle to make sense of inconsistent and sometimes contradictory messages and directives that come from a wide array of sources. When teachers are unable to make sense of conflicting messages and directives, they cease to be thoughtful about their practice as they try to find time to meet the demands placed upon them. This reaction leads to inconsistent educational experiences for students and can result in low student achievement.

However, administrators can begin to address this situation by changing the school environment from a reactive atmosphere to a reflective one. This type of environment supports the teachers' personal growth by encouraging them to engage in a thoughtful investigation of curriculum, instruction, and assessment in relation to the learning that occurs in the classroom. It is through this process of reflection that they can reclaim their vision as teachers.

SEDL has published several publications about Promoting Instructional Coherence:

• A Flashlight and a Compass: A Collection of Tools to Promote Instructional Coherence
• Annotated Bibliography of Resources for Educational Reform, Coherent Teaching Practice, and Improved Student Learning
• Instructional Coherence: The Changing Role of the Teacher
• Promoting Teacher Inquiry: A Study Group Approach
• Restoring Meaning to Teaching (companion video)
• Using Reflection to Promote Instructional Coherence