1. Summative as Formative: Reflective Practices from Pre- Service to In-Service through Teaching Performance Assessments through Teaching Performance Assessments Stephanie Demaree, EdD Vaughn, PhD Notre Dame de Namur University Stephanie Demaree, EdD Kelly Vaughn, PhD Notre Dame de Namur University

2.   Total 7 case studies   Content Analysis   Coding themes on interconnectedness between three data sets: PACT Daily Reflections, PACT Task 5 Reflection Commentary/Essay, Alumni Survey/ Interview Research Methodology

3. Context: Comparison of Average PACT Reflection Rubric Scores 2008-2013

4. Surveys/Interviews PACT Reflection Commentary PACT Daily Reflections Reflect-on-action Reflect-in-action Snapshots of Reflective Practices as a Development Continuum

5.  I had to decide how I was going to proceed on the spot.”  Ana: “I had to decide how I was going to proceed on the spot.”   Barbara: “we were doing a jigsaw activity...”   Curtis: “the first time I have used the stations activity for this class.”   Diane: “At first, my students all had trouble with their personal KWL chart. None of my students had ever done one before. “   Evette: “Then we moved on to the groups for the poster making. Oh my, what a mess. “   Fran: “Not telling them about the one word that was on the list...”   Georgia: “Pairing with partners...opens up a window to someone else’s thinking process “ Theme 1: PACT as a Formative Context for Taking Risks

6. Theme 2: Reflection on Risk Taking and the Development Continuum

7. Theme 3: Development as a Teacher from Pre-Service to In-Service through Reflection

8.   TPA as a formative assessment tool to improve our programmatic support for students.   Value of reflection as part of their development continuum.   Other reflective assessment experiences as benchmarks along a teacher’s career Discussion and Implications