Running Head: REFLECTION POINT 5 1

ASTL Reflection Point

EDUC 615

Rachel Chadwick

George Mason University

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Reflection Point 5

When I first started my graduate work in the ASTL program, I had only two years of
teaching experience to glean from. As a relatively new teacher still, I desired to make more of a
difference in the education of my students, but needed to gain more knowledge and experience in
order to do so. Thus, my journey at George Mason began. From the very beginning, my eyes
were opened to a world of reflection in action, and the role teachers have to think critically about
their actions and beliefs in the classroom. Effective critical reflection takes into consideration the
viewpoints of others, and purposes to find meaning in it. In learning more about myself as a
teacher, as well as how best to meet students’ learning needs, I have become better equipped in
recognizing areas needing improvement and knowing how to account for diverse student needs
in my instruction.

Before this course, I felt comfortable advocating for change within my school and
working to ensure the best was being done for my students. From my knowledge gained through
other previous ASTL courses, I took on the practice of reflection in action, where my goal was to
constantly engage in thoughtful reflection about my teaching and the ways in which my
decisions contribute to the learning of my students. However, I had never had the opportunity to
reflect on and design change on a school-wide scale. EDUC 615, Educational Change, allowed
me to dig deeper into areas within my school that I had never thought about or explored during
my years teaching. I now feel that I am a more critical and reflective teacher leader, and am
looking forward to bringing change in order to achieve greater equity.

The PBL assessment for this course, being the Equity Audit, Policy Brief, and Action
Plan, was most beneficial in providing me the opportunity to explore what it means to become a
change agent. Throughout the equity audit, I took a look at data that highlighted different areas,
some of which I had not previously considered, including social class, race and ethnicity, English
Learners (ELs), disabilities, gender, sexual orientation, discipline, and other achievement data.
Although I was already aware of the achievement gaps that existed at my school, this audit led
me to consider other pieces of data that were disproportionate and represented areas of greater
inequity. The policy brief and action plan then challenged me to identify one chosen area of
inequity, and expand my research beyond the scope of my own school and county, to include the
state and national level. I was then able to create an action plan with a timeline of steps that I
would use to present information to my school and work to enact change. Although the specific
goals that I included are subject to the consideration of my principals and other staff members, I
feel more empowered to take a stand in my own sphere of influence that will lead to
improvement for students in underrepresented groups at our school. I also realize how powerful a
tool it is to consider ways in which understanding a school’s data can lead to greater advocacy
for students and their education.

While participating in this course and engaging with the readings, it is clear that multiple
ASTL learning outcomes connect to the time spent thinking about educational change. A few
that were especially relevant were Diversity and Change Agent. The Equity Study as a whole
was centered on the idea of bringing to light an area of diversity that was compelling enough to
explore further. Part of this assessment involved synthesizing policy and literature related to that
piece of data in order to develop an action plan that would address the inequity. This directly
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contributes to capitalizing on the diversity that exists within schools, and committing to attending
to the needs of culturally, linguistically, and cognitively diverse learners. The Equity Study also
prepared me to be a change agent, by using my leadership as a teacher to bring attention to areas
of need and propose a plan of action. This is perhaps the biggest takeaway from EDUC 615; the
responsibility I carry as a teacher to be actively informed regarding my school’s needs and areas
of equity. It is not enough to merely make a difference in my classroom of students. School-wide
change is a social endeavor, including the need for shared goals and a “systematic use of
evidence to inform decisions and solve problems” (Hargreaves & Fullan, 2012, pg. 145). In order
to bring about greater levels of equity and change, social capital is crucial. As Hargreaves and
Fullan state, the relations among people serve as a resource, and that “key variable determines
success in any innovation… Learning is the work, and social capital is the fuel” (2012, pg. 92). I
am ready to take the necessary steps needed to bring change to my school, but I now realize that
without the support of other teachers in the context of trusting relationships, no true
transformation will occur. Given that I work at a school where administration does not model
healthy leadership practices and morale continues to be low, my role necessitates bringing others
into a shared vision or goal. As a change agent, I will work to ensure that all those in my path
feel valued and a part of something bigger than their own classroom and small area of influence.
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Resources

Hargreaves, A., & Fullen, M. (2012). Professional capital: Transforming teaching in every
school. New York, NY: Teachers College Press.

Resources

Gonzalez, N., Moll, L. C., Floyd Tenery, M., Rivera, A., Rendon, P., Gonzalez, R., & Amanti, C.

(1995). Funds of knowledge for teaching in latino households. Urban Education. 29, 443-

470.
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Hollins, E. R. (2008). Culture in school learning: Revealing the deep meaning. (2nd ed.). New

York: Routledge.

Nieto, S. (1999). The light in their eyes. New York, NY: Teachers College Press.