Developing as a Reflective Practitioner

Including Taking Initiatives in and Through Relationships

Goals

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


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


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


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.


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.


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.


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.


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).


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.


10. I have approached this course and the 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 in the course or program and to suggest directions for their further development.