Reflective Practice Reflective Practice for Veteran Teachers Veteran ...

Worcester State University Center for Effective Instruction
in conjunction with
Brunell & Cavanaugh Consulting
offers the course:
Reflective Practice for
Veteran Teachers
A once-monthly graduate course especially designed for
Teachers with 3+ years of experience
Veteran teachers have substantial teaching experience; therefore, course participants
are asked to look concretely at their teaching practices, especially as teaching and learning
are affected by a rapidly changing world.
This course encourages teachers to
• reflect on their own strengths as well as challenges.
• share materials willingly with their peers.
• talk specifically and concretely about the art of teaching.
• measure student achievement and set goals to improve it.
• identify their students as unique, individual people who can all learn.
In every session, teachers look at current issues and practices in education, hoping to
improve both instructional practices and student achievement. Among these are:
• CULTURE, ECONOMICS, and INSTITUTIONAL BIASES
• PRAISE and STUDENT GOAL SETTING
• INCLUSION and IEPs
• COOPERATIVE TEACHING and LEARNING MODELS
EARN
THREE
GRADUATE
CREDITS!
• TECHNOLOGICAL ADVANCES
• INSTRUCTIONAL PRACTICES THAT RAISE STUDENT ACHIEVEMENT
*Classes generally meet after school, once monthly for two hours from
September through April. Three Graduate Credits (67.5 PDPs in pedagogy) are
available from Worcester State University for a reduced fee.
All "assignments" are relatively brief and are classroom-based. There
are alternative assignments for the "specialists" (reading, SPED,
library, physical educators, art, music, therapists, etc.).
Professors at several area colleges, Art Brunell and Carol Cavanaugh have
over 50 years of combined classroom experience. They have worked with
veteran and beginning teachers in the local area, as well as nationally under
the auspices of Lesley University, Worcester State College, and Assumption
College.

Classes will meet once monthly (3:45-5:45) at a
central location to be determined by enrollment
Sept. 19; Oct. 24; Nov. 21; Dec. 19; Jan. 23; Feb.
27; Mar. 19; Apr. 23
Reduced fee tuition: $625, payable in 3
installments by check or by credit card. This
includes registration and all course materials.
This course qualifies for district reimbursement
where applicable.
Below are the comments from a recent Shrewsbury class:
“The feedback from the instructors and from classmates helped ease my anxiety in
certain situations and gave me great ideas and techniques to use in the classroom,
especially in difficult situations. The lessons were insightful and really made me think
and reflect on how I currently teach.”
“This forced me to take things that I’d heard about and actually use them. It was
especially good to be taking the class while I was teaching.”
“The monthly assignments were both practical and useful.”
“This course was awesome.”
“This caused a lot of reflection on my part. Things that I already did in my class were
improved and I learned new ideas as well.”
“This class made me think about how I can be a more effective teacher. Many times we
think it has to be a “big” idea but sometimes the littlest change can make you see your
class in a different way.”
“Both instructors were knowledgeable and helpful; very sensitive to our professional
responsibilities.”
“Each assignment had a duality to it; the assignments made me reflect and grow
simultaneously.”
“This class re-energized my teaching and made me realize where I needed improvement.”

“The laid back atmosphere was very inviting.”
“I definitely have been thinking about where my own experience meets research.”
“The instructors were outstanding. I appreciate how they understood we all had
responsibilities in all areas.”
“The class dynamics were comfortable, professional, and supporting. The course work
was relevant and translated to our everyday classroom.”
“Lots of bang for your buck…”
“I actually liked the homework assignments because I tried new lessons and pushed
myself to try different ideas within my classes.”
“It was a gift to have time to meet with colleagues to brainstorm about student issues,
inspire new lessons, and to just reflect on what teaching means together. We so rarely
have time like this and it is so essential!”
“The most important part of the course was the discussions that spanned kindergarten
through high school. Gaining perspective from other grade levels as well as disciplines
was enlightening.”
“This course forced me to look at my teaching in different ways and think about what I
have been doing. It made me aware of some areas I need to work on.”
“I found myself being more thoughtful/reflective of lesson designs.”
“I found that there was always something that I could take and use in my classroom.”
“On two or more occasions I specifically implemented concepts which were covered in
class with my students.”
“I love learning about “hot off the press” research that supports current practices and
pedagogy.”