SelfAssessFlaherty

Shawna Flaherty

Exit Self-Assessment

Describe for each goal
a) something that reflects what you have achieved well related to this goal, and
b) something you have struggled with/ need more help on/ want to work further on.

I. "MY SYNTHESIS PRODUCT SHOWS THAT..."
(adapted from the "Phases of research and engagement" in the Practicum course in the expectation that these are also relevant goals for students' work in moving towards the synthesis product)

A. I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose).

I feel confident that my synthesis product is clear in terms of subject, audience, and purpose. My goal was to explore the concept of using a pilot approach to introduce change, while highlighting that this can be used in multiple situations. My work included both the benefits and barriers to piloting, which helps the audience to determine if this can be something useful for them or not.

Something I think could use more development could be more research on attempts at using a pilot approach that was not successful. It is not often that work is publicized when it does not work. It would be interesting to dive deeper in ways to rectify a failed pilot.


B. I know what others have done before, either in the form of writing or action, that informs and connects with my project, and I know what others are doing now.

Interviewing others in my community who are currently implementing pilots programs, as well as literature reviews on using a pilot approach, allowed me to comfortable feel as though I knew what others had done before me and it connected to the work that I was doing in my own personal pilot projects.

I came across a great article that discussed that the pilot approach to change isn’t widely publicized and that it is difficult to find much research on the actual concept of piloting. I did find this to be difficult, as I mainly found research on pilot projects that had been implemented, instead of the theory and practice behind it. I am interested in learning more about others ideas on theory and practice.


C. I have teased out my vision, so as to expand my view of issues associated with the project, expose possible new directions, clarify direction/scope within the larger set of issues, and decide the most important direction.

Making connections between my CCT course work and using a pilot approach for change allowed me to expose new directions and develop a practice/theory that worked for me. This became clear after reflecting on each of the projects I have done in CCT courses.

One area that I am interested in working more on is having someone else use these concepts in their own pilot. In my peer support group, my partner was also doing a pilot and I gave her some ideas from the work I had been doing. I am interested to hear if this was successful or helpful to those considering trying this method.

D. I have identified the premises and propositions that my project depends on, and can state counter-propositions. I have taken stock of the thinking and research I need to do to counter those counter-propositions or to revise my own propositions.

This is an area that I feel as though I was able to meet, but could use further development. While I did identify areas in which a pilot approach would not be successful, I would like to learn more about unsuccessful piloting. Knowing mistakes of others would only help to build and strengthen future pilots.


E. I have clear objectives with respect to product, both written and practice, and process, including personal development as a reflective practitioner. I have arranged my work in a sequence (with realistic deadlines) to realize these objectives.

I was very pleased with the outcome of my work, as it pertain to my development as a reflective practitioner. I feel as though it clearly depicts my time in the CCT program, taking away tools and ideas that were meaningful and relevant to my professional and personal life.

At the beginning of CCT694, I did try to rush the process, as I was intimidated by the amount of work to be done. However, once I slowed down, I learned the value of doing my research, revising, editing, and working with my peer support group.

I would like to continue to work on being comfortable with slowing down and being thorough.

F. I have gained direct information, models, and experience not readily available from other sources.
Community resources have provided great insight on material that I was unable to find in my research and literature reviews. Going forward, I would like to continue to partner with programs in my community that are interested or currently are using a pilot approach.

G. I have clarified the overall progression or argument underlying my research and the written reports.

I feel as though my progression is clear in my work, as it highlights how my own theory of practice for piloting has come to fruition through my coursework in the CCT Program. I feel as though my written report flows in a way that allows readers to see how this knowledge built on experiences in each course.

Something I would like to continue to work on is creating a system for reflection and evaluation after a pilot has been turned into the change you wish to seek. Simply because the change is made, does not mean that we have to stop evaluating it progress and success. This allows the work to be more intentional and meaningful.

H. My writing and other products Grab the attention of the readers/audience, Orient them, move them along in Steps, so they appreciate the Position I've led them to.

My writing and presentation was able to grab the attention of the audience, as I feel exploring my own personal experiences allowed others to realize that using this approach is realistic and can be applied to their own work.

Something that I did struggle with at the beginning of my synthesis work was trying to determine how much information to provide the audience on the detail of the pilot. However, I felt as though it was important to explain the important skills that were embedded from my CCT coursework, to highlight how it elevated our work.

I. I have facilitated new avenues of classroom, workplace, and public participation.
I feel this a certainly a strong point of my work, as I have successfully implemented 3 different pilot programs throughout my 3 years in the CCT program. Using this type of approach, I hope to continue to make changes in the workplace that are meaningful, collaborative, and include both leadership and staff.

J. To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing.

This synthesis allowed me the space to reflect and share on my coursework and projects in CCT. This experience has given me the opportunity to asses and evaluate the design and implementation of my pilots, which is different from what I had been previously evaluating. Going forward, I have now identified that importance of the designing stage prior to any work occurring in a pilot approach, so that it is thorough and well thought out.
II. DEVELOPING AS A REFLECTIVE PRACTITIONER, INCLUDING TAKING INITIATIVE IN AND THROUGH RELATIONSHIPS

1. I have integrated knowledge and perspectives from CCT and other courses into my own inquiry and engagement in social and/or educational change.

My reflections in each of my CCT courses are really what drove my synthesis project. Each pilot project that was designed and implemented in my CCT courses was revisited and reflected on in terms of what I know now and what I would do differently.

2. I have also integrated into my own inquiry and engagement the processes, experiences, and struggles of previous courses.

Feedback has always been a struggle for me personally and professional, in regards to being able to accept it and adjust accordingly. I have learned through this program the value in the revision and feedback process and now feel much more comfortable and confident now only in just receiving feedback, but asking for it.

3. I have developed efficient ways to organize my time, research materials, computer access, bibliographies, etc.

Throughout my time in CCT, particularly in CCT692/CCT694 I have come to realize the importance of getting myself organized. I have developed a system that works for me, electronically. This system includes backing up my work once a week. I do feel as though this could ALWAYS be a work in progress, as I am always looking for new ways to keep myself organized.

4. I have experimented with new tools and experiences, even if not every one became part of my toolkit as a learner, teacher/facilitator of others, and reflective practitioner.

In my time in CCT, I have tried out various tools and techniques in not only my pilots, but work with the staff that I supervise. Our program has now invested in the process of reflective supervision for all staff.

When my time in the CCT program is over, I plan to continue to use the tools that have worked and introduce new tools as the situations present themselves in which it may be useful.

5. I have paid attention to the emotional dimensions of undertaking my own project but have found ways to clear away distractions from other sources (present & past) and not get blocked, turning apparent obstacles into opportunities to move into unfamiliar or uncomfortable territory.

I was certainly nervous to begin to explore pilots within my community, as well as researching the theory and practice, as I was a little scared to uncover that I had been doing something ‘wrong’ in my approach. As I continued to conduct both my research and interviews, I began to feel more comfortable with learning the different ways that people approached their pilot and ways that I could incorporate that into my revisions, reflections, and future work with piloting.

6. I have developed peer and other horizontal relationships. I have sought support and advice from peers, and have given support and advice to them when asked for.

Peer support has been absolutely amazing and necessary to my work in this course, as well as all other CCT courses. I have developed a strong network of intelligent and capable individuals who are always willing to lend a listening ear, offer advice, or review work. I have reached out to peers both in my courses and from previous courses and build lifelong relationships. Going forward, I am so hopeful that these relationships will continue past CCT.

7. I have taken the lead, not dragged my feet, in dialogue with my advisor and other readers. I didn't wait for the them to tell me how to solve an expository problem, what must be read and covered in a literature review, or what was meant by some comment I didn't understand. I didn't put off giving my writing to my advisor and other readers or avoid talking to them because I thought that they didn't see things the same way as I do.

I do feel as though I sometimes struggled to take the lead in dialogue with my advisor. Although sometimes I truly don’t really know what I am looking for in terms of feedback just yet, I do value the input of my advisor and always find myself just wanting to hear anything or everything. I would like to continue to get more comfortable with asking for specific feedback.

8. I have revised seriously, which involved responding to the comments of others. I came to see this not as bowing down to the views of others, but taking them in and working them into my own reflective inquiry until I could convey more powerfully to others what I'm about (which may have changed as a result of the reflective inquiry).

This has been a work in progress throughout my CCT career and I do feel that I am finally able to constructively take feedback and make revisions. Being in programs in which were typically all educators, I always assume that people can understand or relate to my work, so being able to really break things down so that everyone can relate or at least understand has been something I have worked on. Feedback and revision is now something I incorporate not only in my coursework, but my personal and professional life as well.

9. I have inquired and negotiated about formal standards, but gone on to develop and internalize my own criteria for doing work—criteria other than jumping through hoops set by the professor so I get a good grade.

I have gained confidence in my work throughout this synthesis course and other courses in CCT. The feedback process has never seemed judgmental, however, constructive. Peter, particularly, has always challenged me to think more about certain ideas, but never once tried to change my thinking or opinions.

10. I have approached the CCT synthesis course and the CCT program as works-in-progress, which means that, instead of harboring criticisms to submit after the fact, I have found opportunities to affirm what is working well and to suggest directions for further development.

I completely agree with this statement and feel as though this course and program allows for me to give my own input and opinions, as well as hearing from others. I feel comfortable and confident to express when I am feeling lost, confused, or just need help. I also feel as though the program as a whole, support their students in a way that I have never seen before. So empowering, encouraging, and uplifting.