Marie Levey-Pabst
Month Day, Year
I. "MY SYNTHESIS PRODUCT SHOWS THAT..."
A. I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose).
a) I shifted the tone and content of my synthesis paper to match a more specific audience of teachers.
b) I still struggle sometimes to read my own work as an “outside” reader
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.
a) During the synthesis course I had to research what other types of “teacher voice” literature existed, which helped me not only see what was done before, but also provided some models and inspiration for the work I was about to do.
b) I want to make sure that I take this same step with future projects, rather than just starting only with what I know.
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.
a) with prodding from all of my teachers, throughout the entire CCT program as well as my synthesis, I have thought through numerous possibilities and perspectives related to the issues I have studied and have thought more critically about choices and decisions I make around these issues.
b) as I continue as a CCT alumnus I need to make sure I stay open to these perspectives in my decision making
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.
a) When I investigated different problem-solving methods for my synthesis I found two opposing notions of convergent and divergent thinking
b) I need to make sure in my future thinking and research to not limit my research to findings that simply agree with my ideas
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.
a) I have met deadlines through the program, including my synthesis work
b) I need to keep making time and developing the habits of a reflective practitioner – especially the reflective parts
F. I have gained direct information, models, and experience not readily available from other sources.
a) Throughout my courses I used citations from class readings to do additional readings
b) In my synthesis I did not do enough of this – I should have read some of the primary sources that were cited in the other sources I used.
G. I have clarified the overall progression or argument underlying my research and the written reports.
a) Through my work with the others in the synthesis seminar, I found myself revising and revising my argument to make is more clear in my synthesis
b) I still find that my thinking is changing up until I produce a final product, which sometimes makes it hard to “conclude” something
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.
a) with my synthesis I moved through this progression by starting with an anecdote and organizing chapters in a logical manner.
b) I needed a lot of support with this during the synthesis seminar and need to become more independent.
I. I have facilitated new avenues of classroom, workplace, and public participation.
a) through my synthesis work I have new contacts and networks to access, as well as new ways to think about my own development as a teacher.
b) I need to continue this openness even when I move out of the CCT program.
J. To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing.
a) I have gotten better at this through the CCT program, as evidenced by the way I adjusted my thinking and methods of writing after having to write my synthesis in a new environment (when I became a mom)
b) Again, this is a way of thinking that I need to keep when I don't have the amazing people in the CCT program pushing me.
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.
a) I have definitely integrated far more creative thinking into my work as a teacher.
b) I still struggle to apply this same creative thinking to my personal life
2. I have also integrated into my own inquiry and engagement the processes, experiences, and struggles of previous courses.
a) during the research and engagement course I struggled to get buy-in from other staff members in my school, which then helped me alter my approach next time I tried to promote a tool for collaborative engagement
b) I found that, until my synthesis, I had not gone back and read through the many tools and readings from previous courses that I can now read from a different perspective and with more ways to understand them
3. I have developed efficient ways to organize my time, research materials, computer access, bibliographies, etc.
a) I was able to complete my synthesis in the same semester that I had a baby.
b) I now have to find new ways to do these things – with a baby.
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.
a) During the reflective practice course (693) I used new tools like a KAQ chart that I would not have used on my own.
b) I want to push myself to find tools like these outside of the CCT program
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.
a) When I got frustrated with my synthesis, I tried to look at the frustrating criticisms as ways to push my thinking rather than “things to fix”
b) I still get frustrated when things don't go as planned, which makes it hard for me to turn obstacles into opportunities
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.
a) My peers' support and responses during my synthesis was invaluable and shaped how I wrote.
b) I was not as supportive and as helpful as I could have been to my synthesis buddy
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.
a) I went to my advisor and reader for advice, but pushed myself figure out what I needed to do on my own first so that I could ask them questions without waiting for them to direct me.
b) I did put off giving them work because I was afraid I wasn't good enough
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).
a) I got over the negative feelings I had about my advisors first comments, and was able to use them to develop my own ideas and reflective inquiry about how complex teacher development really is.
b) I still saw some later comments as things that I didn't want to think too much about because I just wanted to be done.
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.
a) for each course I took I decided that I didn't care about the grade, but instead wanted to develop thinking skills and strategies that applied to me and my teaching. This led me to spend more time on certain readings or certain aspects of the class than others.
b) I could have thought of ways to shape certain assignments to push myself more.
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.
a) I have tried to be honest and specific in all evaluations, especially mid-course ones.
b) I sometimes held off providing criticism during a course, even when I found the way it was run difficult to learn from