Reflect. Refine. Improve: Tips for Rubric A-6 of the EPiC™ Key Assessment

Without reflection, teaching stays the same. With it, everything changes. Rubric A‑6: Reflecting on Teaching in the EPiC™ Key Assessment Implementation series pushes teacher candidates to move beyond simply noting what happened and instead dig into why it happened. This rubric goes further than observation—it calls for actionable insights, research-informed adjustments, and deliberate connections to trusted theory that drive meaningful change.

To succeed on this rubric, candidates apply focused, practical strategies that strengthen future instruction.

📽️ Watch: Tips for Rubric A-6 – Reflecting on Teaching

✓ Reflect in Detail Using Concrete Evidence

Tip: Begin with a thorough review of instructional materials, including teaching videos, lesson plans, and assessments.

Example: Use timestamps from the recorded lesson to highlight effective moments—such as student engagement or clear explanations—as well as opportunities for improvement, such as limited student participation or confusion around directions.

This evidence forms the basis for meaningful reflection.

✓ Propose Actionable Changes

Tip: Outline specific, relevant changes that directly address the needs identified through the reflection process.

Example: If students appeared to struggle during independent practice, the proposed change might include integrating a guided example before release.

Each change should be clearly connected to whole group, small group, or individual student needs and focused on improving instructional effectiveness or student learning outcomes.

✓ Ground Changes in Research and Theory

Tip: Support each proposed instructional change with appropriate educational research or theoretical frameworks

.Examples:

• For differentiated instruction: Carol Ann Tomlinson

• For developing complex thinking: Socratic Method or Vygotsky’s Zone of Proximal Development

• For promoting academic discourse: Robin Alexander or Jerome Bruner

The selected source should align closely with the nature of the instructional shift being proposed.

✓ Explain the Rationale for Research and Theory

Tip: Provide a clear explanation of how the selected theory or research supports the proposed change.

Example: If peer modeling is introduced as a strategy, referencing Vygotsky’s work on scaffolding can clarify the rationale behind the change.

This connection helps evaluators understand how theory is applied within the classroom context and reinforces the intentionality of the instructional decision.

✓ Collecting Strong Evidence

When preparing evidence for Rubric A-6, consider the following:

• Include timestamps from lesson videos that illustrate both strengths and areas needing improvement

• Clearly describe the instructional changes being made and to whom they apply

• Reference research or theory that supports the change, and explain the rationale

• Ensure all proposed modifications are connected to improving student learning outcomes

By applying these strategies, teacher candidates demonstrate a thoughtful, evidence-based approach to reflection. Rubric A-6 emphasizes the importance of not only identifying areas for improvement in practice, but also articulating how and why change will occur—with a clear foundation in research and instructional theory.

Next Up: Rubric B-1: Designing Evaluation Criteria to Assess Student Learning