By Brandy Sheneman, IU 9 PIIC Mentor

Prior to becoming a PIIC mentor, I taught secondary life skills for the local Intermediate Unit.  As a life skills teacher, I reflected upon the events and dynamics of my classroom almost daily.  I began keeping a journal because I could not leave the events of the day at school.  I would return to my one room apartment and worry about my students’ home-life, social-life, medical care, school behavior, bus behavior, and job placement.  I decided to record my worries into a journal, so I had a place to put my fears and then close the cover.  Initially, the journal offered me piece of mind and restful sleep.  The more I revisited entries, I began noticing patterns in students’ behaviors, and I was able to share those patterns with my co-teacher and instructional assistants.  After sharing the information, the staff began approaching situations and behaviors differently and more effectively.  Through reflection and learning, our classroom became a peaceful sanctuary for students who only knew chaos.  Our behavior management practices improved; therefore, our lessons and centers were more effective.

Reflecting upon lessons and units is required during semi-annual teacher evaluations in Indiana.  Deep, meaningful written reflection is required throughout a semester, and the reflections are randomly reviewed by department chairpersons and other administrators.  I reflected quite often on lessons and units because I was gathering data on the effectiveness of a new English 10 remediation class I was teaching.  At the end of the year I wanted to have data and student products to present to my principal and department chairperson as evidence to keep the class within the sophomore curriculum.  I noted which lessons were successful, which lessons I would expand upon, and which lessons I would completely change for the following year.  After reviewing and analyzing students’ ISTEP scores, I also noted which learning strategies I would like to incorporate into curriculum to improve students’ literacy skills.  I feel my notes and reflections were useful to the teacher who is now teaching my new English 10 remediation class.  He took my notes and redesigned the class to best fit his teaching style and his students’ needs. 

As a new IU PIIC Mentor, reflecting and journaling have allowed me to see my growth within this new role.  I can see the progressions I have made in building relationships with coaches and district administrators.  I also recognize where I need to improve.  Through reflection and journaling, I can also see the growth and progress of the coaches.   This process allows me to set attainable goals for both my coaches and myself.  I will continue monitor my progress as a mentor and the progress of my coaches through the content of my reflections and journals.