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Dropping the ‘critical’ in ‘critical reflection’: developing the Rate, Reflect and Refine toolkit for early career teachers in Wales

By Peter Ryder (KS1 teacher) and James Griffiths (EYFS teacher), Ysgol Nantgwyn
March 2025

It’s fair to say that teachers are by nature caring, analytical and reflective. It’s also fair to say teachers are often overly self-critical. Post lesson reflections tend to immediately focus on the negatives. What didn’t go well, which learners couldn’t grasp of the concepts being taught and of course behaviour management. This common trait was explored during a research and enquiry project consisting of early career teachers with support from The Open University. Through conversations, as part of the study, it was widely acknowledged that there is a need to move away from lengthy, onerous and negative laden self-reflections. We wanted to create something that is quick, easy and above all effective in aiding early career teachers to continue reflecting as they had during their PGCE but in a more economical fashion. 

Why? Well, let’s be honest, it’s a question of time versus perceived benefit. Early career teachers are constantly managing an ever-increasing workload during the first years of teaching. The teacher’s workload never actually improves but more experienced practitioners are better able to manage this. As a result, taking the time to self-reflect is often way down the early career teachers’ to do list. Therefore, the need for a self-reflection toolkit that allows early career teachers to reflect on a lesson in under five minutes was proposed. A toolkit that is quick to complete and provides purposeful next steps for improvement was the aim. The time has come to drop the ‘critical’ in critical reflection.

The toolkit’s features

Descriptors: Education for Wales has provided guidance, through ‘descriptors for learning’, which offer direction on how educators should progress through the continuum of teaching and learning. Within our reflection toolkit, developing practice is encouraged through each descriptor selected using the randomiser button.

Randomiser button: The purpose of the randomiser button is to challenge teaching practice and to encourage purposeful planning, and not towards one descriptor only. The aim is to broaden a practitioner’s planning process to encompass all, or as many descriptors as possible.

Rating your lessons (Rate): Once the random descriptor has been selected, the practitioner rates their lesson. For example, if ‘Differentiation’ was chosen, the NQT reflects on their lesson and rates using the following 5-point scale (1 = Working towards descriptor, 3 = On target to meet descriptor, 5 = Descriptor met).

WWW and EBI (Reflect): As humans, we sometimes focus on the negatives more than the positives but, the aim of this toolkit is to be positive and use this as a helpful aid to develop practice. Our toolkit enables newly qualified teachers to reflect and self-generate purposeful next steps. Practitioners do not have to type three what went well (WWW) and even better if (EBI) points.

Line graph (Refine): Once the practitioner has rated and reflected on their lessons, they are able to visit the line graphs presented to show their progression over time. Here, they may identify an area for development. For example, rating their ‘Assessment’ descriptor as 1 out of 5, they can revisit this lesson reflection tab and read their WWW and EBI notes to help refine their practice moving forward.

Next steps

We aim for this toolkit to be trialled amongst teaching practitioners with the feedback contributing to improvements. Ultimately, the development and distribution of a functional toolkit to aid in quicker, more friendly and purposeful reflections in order to develop practice is the end goal.
 

Past blogs

Education in a Changing World – reflections from the 2024 BERA/WERA Conference

By Nerys Defis, OU Curriculum Tutor, September 2024

Timetable organisers are worth their weight in gold and for those of us who attended the 2024 BERA-WERA conference the timetablers should really be held in awe. A conference running over five days, with over 470 sessions, and over 2,000 delegates in attendance from all across the globe...read more

Rooted in Dialogue: Cultivating Professional Conversations

By Angela Thomas, Practice Tutor, September 2024

I write this blog with a vista of my well-tended garden at the end of a productive summer. The hydrangea are still in full bloom, the apple tree bountiful, and the pansies reluctant to drop their purple, velvety petals. It is rather satisfying to observe and it provokes a period of reflection on the passing season and the new one ahead...read more

Reflections on the partnership’s video technology research project

By Trudi Rees-Davies, Practice Tutor (Pen Rhos Primary School, Llanelli) June 2024

In recent years my roles with the Open University Partnership have ranged from Mentor and School Coordinator to my current position as a Practice Tutor, a role I have cherished for the past two years. This role has been particularly fulfilling as it allows me to witness the growth and development of both young pupils and student teachers...read more