Competence Dossier 04

Me as a Professional

~15 min read3 STARR reflections · 6 evidence items

Competence Definition

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Placeholder. The teacher functions responsibly in the professional community: collaborates with colleagues, works research-informed, and develops their own practice systematically.

Development narrative

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Question 1

What knowledge and skills have you gained?

Placeholder. I learned to use practitioner research methods and feedback instruments to examine my own teaching rather than rely on impressions.

Question 2

How have you applied them, and how will you continue to?

Placeholder. I applied this in a small practitioner research project in my internship school and in structured collaboration with my team around shared classes.

Question 3

What has this brought you?

Placeholder. I now treat my own development as a project with data, cycles, and colleagues — not as something that happens to me.

STARR reflections (3)

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ProfessionalReflection 1 of 3Research

Practitioner research into lesson starts

Situation
Placeholder. My team debated lesson-start routines on opinions; nobody had data from our own classrooms.
Task
Placeholder. Run a small practitioner research cycle on the effect of a fixed start routine in my classes.
Action
Placeholder. I formulated a research question, collected baseline and post-intervention observations across several weeks, and analysed the results with a colleague.
Result
Placeholder. The data showed a measurable drop in start-up time; the team adopted elements of the routine schoolwide.
Reflection
Placeholder. Research in my own practice changed the team conversation from taste to evidence. In this example I show how I worked on research within my professional role.
Research plan and questionData summary and conclusionsTeam presentation slides
ProfessionalReflection 2 of 3Own Development

Working systematically on my own development

Situation
Placeholder. Feedback on my teaching arrived from many sides — coach, students, colleagues — but nothing connected it.
Task
Placeholder. Set up a systematic development cycle that turns scattered feedback into deliberate practice goals.
Action
Placeholder. I kept a development log, distilled recurring themes into two concrete goals per block, and reviewed them with my coach on a fixed rhythm.
Result
Placeholder. Lesson observations across the year show movement on both goals; the log made the progression visible.
Reflection
Placeholder. Systematic beats sincere: the rhythm, not the intention, produced the growth. This example shows how I worked systematically on my own development.
Feedback
Placeholder. Review feedback from my coach: the development log made progress discussable in concrete terms; keep the two-goals-per-block limit, which prevented the list from sprawling.
Development log excerptCoach review notes
ProfessionalReflection 3 of 3

Collaborating in the professional community

Situation
Placeholder. Shared classes with colleagues drifted apart in pacing and norms, confusing students.
Task
Placeholder. Align the shared classes without flattening each teacher's own style.
Action
Placeholder. I initiated short weekly alignment moments and a shared minimal set of agreements on pacing and assessment.
Result
Placeholder. Student confusion about expectations dropped and the alignment habit outlived the internship period.
Reflection
Placeholder. Professional community is built in minutes per week, not away-days per year. I would start the habit in week one next time.
Alignment agreements documentWatch fragment