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Focus on Reflective Practice: Leveraging EPiC™ for Enhanced Instructional Effectiveness

Reflective practice involves a cyclical process of self-observation, self-evaluation, and self-improvement that is a cornerstone of effective teaching. It allows educators to critically examine their instructional methods, evaluate their impact, and implement research-based improvements to better meet the diverse needs of their learners. By engaging in reflective practice, teachers can better understand their instructional impact on the whole group, specific groups of learners, and individual students. This ongoing process of reflection and adaptation is crucial for fostering an inclusive and effective learning environment.



The sixth rubric of the EPiC™ Key Assessment, Rubric A-6: Reflecting on Teaching, is designed to assess teacher candidates' proficiency with reflecting on their instructional effectiveness—identifying both their strengths and areas in need of improvement—as well as with utilizing modern pedagogical research to inform and support their evidence-based recommendations for improvement. By connecting reflective practice with theoretical insights from experts like Bloom, Piaget, and Gagné, Rubric A-6 ensures that aspiring educators are equipped to make informed decisions that enhance their instructional effectiveness and better meet learner needs.


Utilizing the EPiC™ Part A Scoring Tool, Educator Preparation Providers (EPPs) gain invaluable insights into candidates' reflective abilities and their use of current pedagogical research to enhance their practice. Below are sample evidence markers for section A-6.2 Pedagogical Research/Theories Analysis.



To support their candidates, EPPs may suggest a variety of self-reflection resources and strategies. These might include incorporating reflective journals, facilitating peer review sessions, and offering workshops on self-assessment techniques. Additionally, EPPs can introduce candidates to key educational theories and help them make connections between the theoretical knowledge and its practical classroom application. By creating an environment that encourages ongoing reflection and professional growth, EPPs ensure that their teacher candidates are well-prepared to adapt and excel in their teaching careers.


EPPs play a pivotal role in fostering reflective practice among teacher candidates. By incorporating resources that explore pedagogical theories, EPPs can provide a theoretical foundation that informs reflective practice, as well as offer practical tools and strategies for self-assessment and improvement.

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