As a leader, do you engage in reflective thought for the purposes of learning?
Learning is the foundation of individual and organizational improvement. Learning requires reflection. From an individual perspective, "It can be argued that reflective practice...is the process which underlies all forms of high professional competence." From an organization perspective, reflective practice is a powerful norm that is required for continuous improvement of teaching and learning practices that results in high levels of student achievement. Reflective practice is the means by which learning, renewal, and growth continue throughout the development of career educators. ...
Most educators - both teachers and administrators - experience a continuously hectic pace in their daily and professional lives. Such a pace is not conducive to reflection and learning. The dominant culture in many schools is one of doing, with little or no time for reflection and learning. ...
Educators routinely juggle multiple tasks, process information on many levels, manage a continual stream of interruptions, and make on-the-spot decisions to meet the changing needs and demands in the teaching environment. ...
To change our practices, to change our beliefs, and to alter our own theories of change, we must slow down and have reflective conversations that allow us to think through possible changes. ... Shifting from a culture of doing to a culture of learning and doing, however, is not easily accomplished. ...
Reflective practice cannot be done in the fast lane. Although much of educational practice occurs in the fast lane, educators must locate a rest area to reflect on past practices and to determine adjustments for future practice.
...the seeds of reflective practice begin first within individuals and then, with continuous nurturing, spread and take root in the broader educational community.
From:
Reflective Practice to Improve Schools by Jennifer York-Barr, William A. Sommers, Gail S. Ghere, and Jo Montie
Published by: Corwin Press
