ABSTRACT
This chapter reviews the critical reflection of candidates as involving authentic, practical experiences in connection to their growing professional knowledge base. The Audit was intended to support candidates’ growing awareness surrounding the complex components of literacy instruction, as well as to foster deeper reflection on literacy instruction. A large portion of the Audit responses focused on candidates’ understandings of the importance of routines that led to student success during literacy instruction. Candidates across all areas of study reflected frequently about their developing understandings of academic language in the classroom. The Audit provided a space for observations and reflection on both examples of how they saw themselves focusing on academic language, as well as ways they would approach it differently. Many candidates showed evidence of reflection on the range of instructional strategies they observed to support students’ literacy learning. Some noted the strengths they saw with certain approaches, specifically pulling out how teachers’ actions supported students’ learning and language use.
