1. The Language of Reflection
Creating a reflective portfolio

2. Reflection is thinking deeply about your teaching practice, your development, your learners and your impact upon others. Reflection allows you to explore your own learning and your progress. It helps you to find out what works well and why and what could change and how. Reflection challenges thinking and assumptions. It influences your decisions and actions. It helps you to examine your role as a teacher and learner

4. When and Where do we reflect?
Reflection is continuous whether we know it or not and whether we like it or not. The value of reflection is in acknowledging the importance of doing it and paying attention with intention. You could describe it as mindful learning. We can choose to reflect anytime and anywhere.

5. How can we process and organise our reflections?

6. Critical Reflection:
This is more than just thinking randomly. It is about noticing, questioning, challenging, transforming, examining, looking back, looking inwards, looking forwards and noticing progress and change. It is about finding out, being aware, considering, analysing, being honest, being open, knowing. Let’s look at some reflective language: (P47, handbook)

7. Ways to Reflect:
You could use: images, mind maps, a journal/diary, reflective logs, photos, recordings, charts, diagrams, thought bubbles, poems, posters and more.

8. Your Own Portfolio: See your reflective portfolio as an extension and
Your own reflective portfolio is part of your CLPL requirements and may
help some of you to write your final reflective report (Year one teachers).
There is a space in your handbook (page 54) and you can add to this or
type it if you prefer.
You could add samples of pupil work, photos, thoughts about your CLPL
and mentor sessions, thoughts about anything you have read or tried.
Remember to include what this made you feel, think, do or notice.
What did you learn?
See your reflective portfolio as an extension and
representation of you and your learning in Scotland

9. Using the Standards for reflection and self-evaluation
The Standards for Hanban teachers (From page 19) are
supposed to be used as an integral and ongoing aspect
of reflection:
Select the Standards you wish to work towards
Have one separate reflection page for each of your choices
Discuss the Standards with your mentor
Make notes on the sheet as the year progresses and you work towards meeting the Standard

10. Consider: What am I doing to progress towards this Standard
Consider: What am I doing to progress towards this Standard? How am I doing it? Am I reading, discussing it, trying new things? What am I learning about myself by doing this? What do I still need to do? What evidence do I have for impact upon my learning, my learners or my colleagues? What are my next steps? Look at the example in the handbook, page 49

11. When selecting the Standards you will use:
Discuss with your mentor
Think about your own interests for development
Think about your context: your learners, your school, your community
Identify the steps you could take to working towards a particular Standard
Identify how often you will discuss, record and reflect upon your progress
Remember: reflection can be messy and organic

12. Growth , Discovery, Enjoyment
Take the time to enjoy your portfolio. By growing your portfolio through reflection, you are also growing your learning. You are taking your learning on a never ending, ever evolving journey and it’s yours!