Critical Reflection: How we Improve Practice

Engaging in Self-reflection 

Michelle Ball

Inclusion Support Coordinator 

Many of the Glen Kindergartens have recently undertaken the process of Rating and Assessment through the Department of Education. The Assessment process includes an online meeting component, a visit to the service and review of the service’s Quality Improvement Plan (QIP). Glen Murrumbeena Kindergarten was one such services. As a new team working together for the first time, all of which were also new to the service, was a challenge they embarked on with willingness and openness.

Though the existing QIP was substantial, it needed to reflect the practices of the current teaching team.  It needed to identity areas of improvement, while also reflecting on areas of strength and exceeding pedagogical practices/examples.  This process required a great deal of reflection; both as a teaching team, as individuals and as part of the kindergarten at large. Critical self-reflection can be both challenging and rewarding.  Though it opens one up to question what one does, and the intent behind doing so, it can offer a fundamental learning experience and opportunity for growth and change.   

Our role as Leaders was to prompt the team, to encourage their thinking of the intention behind their practices and routines.  It certainly was not to tell them what is right or wrong, but to have rich conversations that challenged their thinking and approaches to their practices and teaching.  This encouraged the team to view what they do from varying perspectives and consider adopting different approaches, reflecting on their effectiveness afterwards.  As a result, changes were made to better meet the needs of the children, both individually and together as a whole.

Self-assessment, improvement and critical reflection is most productive when the team works collaboratively and individuals feel comfortable, appreciated and free to be honest in their perceptions and thoughts. It’s success lies in the ability to hear one another, without judgement, and in allowing everyone to have a voice. Everyone brings differing perspectives and opinions, and each has something unique to offer.  For example, during one such meeting with the Glen Murrumbeena team, we took a moment to identify and highlight the range of strengths and skills each member brought to the table.  The diversity in language and culture, for example, was a particular strength to be recognised and identified in the QIP.  We further discussed how each teacher/educator could incorporate their strengths as part of the educational program and include it to be an organic learning aspect offered by the team.

Being open and reflective with one another, gently suggesting and prompting to consider alternatives along the way, allowed for issues and strengths to be identified. Sharing our teaching experiences with one another and what we have learnt along the way, was an aspect of the self-reflection process we guided one another through.  Though the Leadership Team guided and prompted the teachers and educators, the practical part was undertaken in a collaboratively and shared manner.  For example, during rich and quality conversations about expectations of outdoor play in wet weather conditions, the team came to the realisation that children can be provided with the choice of wet weather gear (including raincoats and gumboots) and have agency in their choice of play environment rather than being restricted to the indoors.

Through meetings and discussions, the sharing of insights and perspectives, thoughts and ideas, we strived to motivate and empower the teaching team to not only reflect on, but to consider how they could document this process in their QIP.  Critical reflection (including self-reflection) is an ingrained part of the planning process; something that will continue well beyond the day of Assessment and Rating.