An important aspect of good teaching practice is that of teacher reflection. There are two levels of teacher self-evaluation: reflection on day-to-day classroom instruction by the teacher and reflection that is done through peer coaching. In their arts education programs, teachers should assess their strengths and identify areas for improvement. They can ask themselves the following questions:

• To what extent am I familiar with the Dance 10, 20, 30 curriculum requirements, philosophy, foundational objectives, activities, and instructional approaches? (This is what is meant by the intended curriculum.)
• To what extent do the actual experiences which I provide (the taught curriculum) match the intended curriculum?
• How am I structuring my observations of students to ensure that foundational objectives are being met?
• What changes could be made to my system of observing and recordkeeping to provide accurate and complete information to students and parents?
• To what extent is student learning being fostered as a result of the experiences I provide?
• How have I adapted these guidelines to meet individual needs?
• How have I incorporated opportunities for independent exploration and learning?
• To what extent do I understand the relationships between the Common Essential Learnings and the Dance 10, 20, 30 curriculum requirements?
• Am I attending to the Common Essential Learnings in my lesson planning process?

It is important for teachers, as professionals, to engage in reflection. Teachers should take stock of their professional capabilities, set improvement targets, and participate in professional development activities. Teachers can address their professional growth by: reflecting on their arts education programs and their own teaching practice; reading professional documents (for example, articles, journals, and books); attending workshops, professional conferences, and courses; and developing personal and professional networks with others in their field, and interactive electronic support and resource networks via the Internet.

During peer coaching sessions, criteria for assessment of the lesson or series of lessons should focus upon the intended curriculum and its objectives, recommended content, types of activities, instructional methods, and learning resources. Questions to be asked could include the following:

• What were the foundational objectives for this module?
• What were the objectives for this lesson?
• What activities were planned to meet the objectives?
• How well do these objectives and activities reflect the philosophy and content of the dance curriculum?
• To what extent does the teacher's instruction encourage enthusiasm about the dance program and the lesson?
• To what extent does the teacher's instruction involve students in creating and reflecting upon content and processes of Dance 10, 20, 30?
• To what extent were objectives achieved?
• How well was Resource-based Learning supported through the use of a variety of resources based on diversity of student need?

Supporting the Dance Program

When reflecting on the types of support available for the Dance 10, 20, 30 program, teachers could ask the following questions:

• In what ways can I further my professional development in dance?
• Am I an advocate for the Dance 10, 20, 30 program?
• Are sufficient resources of sufficient variety available to teach the program as intended?
• Has an in-school or school system network been established to support delivery of this program through idea exchanges and peer coaching?
• Have I taken steps to make administrators and parents aware of the program and its objectives?
• In what ways am I utilizing community and educational resources, such as guest artists and other resource people, interactive electronic resource networks, universities, and arts organizations?