Reflective Practice for Renewing Schools: An Action Guide for Educators
Publication Year: 2016
Renew your teaching and your passion with this updated bestseller! The teaching life can be hectic, complex, and even lonely. That’s why so many educators turn to reflective practice to reenergize their commitment to students—and to themselves. Reflective practice counteracts the effects of professional isolation and instills a personal and communal sense of meaning, renewal, and empowerment. This best-selling book offers research-based and practical ideas and strategies for using reflective practice individually, with colleagues, schoolwide, and even district-wide. Features of the newest edition include: • Updated strategies for engaging adults and students and using reflective practices to create equitable outcomes • New examples of reflective practice in action • A new chapter on the core leadership practices for growing reflective practice • A new companion ...
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Reflective Practice for Renewing Schools
- Chapter 2: Fundamentals for Reflective Practice
- Chapter 3: Leading Reflective Practice
- Chapter 4: Individual Reflective Practice
- Chapter 5: Reflective Practice With Partners
- Chapter 6: Reflective Practice in Small Groups and Teams
- Chapter 7: Schoolwide Reflective Practice
- Chapter 8: Moving Forward With Reflective Practice . . . in Hope and Possibility
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We wish to dedicate this book
To our parents and grandparents—they were our first teachers
To the teachers who supported us learning during our formative years in school
To our educator colleagues who have been gracious enough to invite us to learn alongside them now
And to our children, all of whom are now grown-ups who continue to inspire us by how they show up in the world
List of Figures, Tables, and Practice Examples[Page xi]List of Figures
- Figure 1.1 Reflective Practice Cycle 10
- Figure 1.2 Nested Levels of the Reflective Practice Spiral 17
- Figure 1.3 Visual Representation of the Relationship Web Among Staff Members, Strengthened by Reflective Practices 25
- Figure 1.4 Learning by Reflection on Experience 29
- Figure 2.1 Reflective Practice Cycle 32
- Figure 2.2 A Framework for Growing Reflective Practice Communities 39
- Figure 2.3 Suspension: An Internal Skill of Dialogue 42
- Figure 2.4 Blocks to Listening 44
- Figure 2.5 Tabletop Collaborative Norms 48
- Figure 2.6 Illustrated Comparison Between the Processes of Dialogue and Discussion 51
- Figure 2.7a Group Considering the Perspective of Just Two Members 53
- Figure 2.7b Group Considering the Perspectives of All Members 53
- Figure 2.8 Quilt Blocks as Dialogue 54
- Figure 2.9 Trust Activity 67
- Figure 2.10 Sample of Districtwide Changes to Cascade Equitable Outcomes 73
- Figure 2.11 Cascading Equitable Outcomes Through Strategic Professional Development 74
- Figure 2.12 Chapter Reflection Page 81
- Figure 3.1 Visual Depiction of a Heath and Heath (2010) Change Metaphor: A Person Riding an Elephant Along a Path 92
- Figure 3.2 An Image From Nature About the Power of Culture 93[Page xii]
- Figure 3.3 Hierarchal Representation of Leading and Learning Layers Within Schools Systems 95
- Figure 3.4 Growing Understanding, Ownership, and Commitment to Practice 102
- Figure 3.5 Leading Reflective Practice: Structure and Nurture . . . From Here to There . . . Around an Organizing Force 105
- Figure 3.6 Chapter Reflection Page 109
- Figure 4.1 Personal Inventory of Reflective Practice 126
- Figure 4.2 Reflection Directions 130
- Figure 4.3 Sample Reflection Map Used to Plan and Reflect 142
- Figure 4.4 Chapter Reflection Page 149
- Figure 5.1a Learning Conversations—Reflecting Forward 167
- Figure 5.1b Learning Conversations—Reflecting Back 168
- Figure 5.2 Questions to Prepare for Being Coached 179
- Figure 5.3 Continuum of Conversations 194
- Figure 5.4 Chapter Reflection Page 201
- Figure 6.1 Reflective Practice Cycle 208
- Figure 6.2 Learning Structures and Processes at a Glance 211
- Figure 6.3 Considerations for Reflective Practice in Small Groups and Teams 212
- Figure 6.4 Phases of Group Development 213
- Figure 6.5 Visual Representation of the Relationship Web Among Staff Members, Strengthened by Reflective Practices 219
- Figure 6.6 Reflective Practice Facilitator Position Description 222
- Figure 6.7 Symbolism of the Circle From the Perspective of a Sioux Elder 226
- Figure 6.8 Tabletop Norms of Collaborative Work 229
- Figure 6.9 Sample of Closing Reflection Worksheets 231
- Figure 6.10 Differentiated and Flexible Reading Groups Across First Grade, Assisted by a Promethean Board 234
- Figure 6.11 Sample Inquiry Group Agenda 240
- Figure 6.12 Chapter Reflection Page 262
- Figure 7.1 Staff Learning Structures 274
- Figure 7.2 Wall Calendar 277
- Figure 7.3 Harding High School Learning Design 280
- Figure 7.4 Reflective Practice Planning Framework 283
- Figure 7.5 Chapter Reflection Page 290
- Figure 8.1 Theory of Action as Catalyst for Asking More Questions 294[Page xiii]
- Figure 8.2 Reflective Practice Mnemonic: Lessons Learned 299
- Figure 8.3 Paradox of Reflective Practice 304
- Figure 8.4 Strategies for Hope, Possibility, and Renewal 306
- Figure 8.5 Chapter Reflection Page 312
List of Tables
- Table 1.1 School Culture Observation Tool: Casual Observation of Teaching and Learning in School 3
- Table 1.2 An Example of the Reflective Practice Cycle in Action 13
- Table 1.3 The Impact of Missing Elements of the Reflective Practice Cycle 15
- Table 2.1 Saint Paul Public School District Demographics (2015) 71
- Table 2.2 Perspectives on Designing and Facilitating Reflective Practice 79
- Table 3.1 Student and Staff Demographics for This Middle School 97
- Table 3.2 Guidelines for Leading Reflective Practice 107
- Table 4.1 Special Considerations for Individual Reflective Practice 115
- Table 4.2 Personal Reflection Model for Professional Practice With Sample Responses 118
- Table 4.3 4-Step Process for Guiding Reflection-on-Action 128
- Table 4.4 The ID-PRISM Reflection Tool for Web-Enhanced Learning 139
- Table 5.1 Considerations for Reflective Practice With Partners 154
- Table 5.2 Characteristics to Consider for a Reflective Practice Partner 158
- Table 5.3 Thoughts About Suspension and Listening in Dialogue 160
- Table 5.4 Demographic Composition of Students at Farnsworth School (2014–2015) 173
- Table 5.5 Sample Mini-Inquiry for Teacher Interns 184
- Table 5.6 Sample Topics for Online Directed Journaling by Advanced Nursing Students 186
- Table 6.1 Potential Advantages and Disadvantages of Internal Versus External Facilitators 224[Page xiv]
- Table 6.2 Time for Reflection and Learning: Strategies and Examples 247
- Table 6.3 Reflective Planning Framework for Differentiating Instruction 253
- Table 6.4 Protocol for Collaboratively Examining Student Work 254
- Table 7.1 2015–2016 Instructional Target Page for Phalen Lake Hmong Studies Magnet School 275
- Table 8.1 A Story of Hope and Possibility 309
List of Practice Examples
- Practice Example 2.1 Cascading Equitable Practices in an Urban District 70
- Practice Example 3.1 Boundary Spanning Increases Learning by Central Office Learning Leaders About Middle School Literacy Practices 96
- Practice Example 3.2 Growing Schoolwide Cooperative Routines at Phalen Lake Hmong Studies Magnet School, Saint Paul Public Schools, Minnesota 103
- Practice Example 5.1 Learning Conversations at Phalen Lake Hmong Studies Magnet School 166
- Practice Example 5.2 Co-Teaching: General Education, English Language, and Special Education at Farnsworth Aerospace 5–8 Campus 173
- Practice Example 6.1 Collaborative Data Cycles Increase Teacher Learning, Tailored Instruction, and Student Learning 233
- Practice Example 6.2 Four Little Questions Guide Powerful Learning Design in High School 239
- Practice Example 6.3 PLCs Are Good for Administrators Too! 243
- Practice Example 6.4 Middle School Teachers Facilitate Learning With Peers 244
- Practice Example 6.5 Time for Team-Learning Task Force at Plains Elementary 245[Page xv]
- Practice Example 6.6 Space Allocation at Newbury High School 250
- Practice Example 7.1 Focus, Coherence, and Reflective Conversations Boost Student Learning 272
- Practice Example 7.2 Keeping the Learning Opportunities Visible 277
- Practice Example 7.3 Embedding Literacy Practice Schoolwide at Harding High School 278
Making meaning is not a spectator sport. It is an engagement of the mind that transforms the mind. The brain’s capacity and inclination to find patterns of meaning are keys of brain-based learning. Human beings are active, dynamic, self-organizing systems integrating the mind, body, and spirit. Their natural tendency is to organize experiences into greater levels of complexity and diversity. We never really understand something until we can create a model or metaphor derived from our unique personal world. The reality we perceive, feel, see, and hear is influenced by the constructivist processes of reflection. Humans don’t get ideas, they make ideas.
Furthermore, making meaning is not just an individual operation. The individual interacts collaboratively with others to construct shared knowledge. There is a cycle of internalization of what is socially constructed as shared meaning. Constructive learning, therefore, is viewed as a reciprocal process in that the individual influences the group, and the group influences the individual.
Children come fully equipped with an insatiable drive to explore, to experiment, and to inquire. Toddlers are in a constant state of exploring everything that they can detect with their hands, eyes, and lips. They live in a state of continuous discovery: dismayed by anomaly, attracted to novelty, compelled to mastery, intrigued by mystery, curious about discrepancy. They derive personal and concrete feedback from their sensory adventures. Their brains are actually being transformed with each new experience.
Unfortunately, the educational process often is oriented toward controlling rather than learning, rewarding individuals for performing for others rather than cultivating their natural curiosity and impulse to learn. From an early age, a fragmented, compartmentalized curriculum may teach competitiveness and reactiveness. We may be trained to believe that deep learning means knowing accepted truths rather than developing capacities for effective and thoughtful action; acquiring knowledge is for passing tests rather than accumulating wisdom and personal meaning. We may be taught to value certainty rather than doubt, to give quick answers rather than to inquire, and to know which choice is correct rather than to [Page xviii]reflect on alternatives. Learning may be perceived to have little or no relevant application beyond the school to everyday living, further inquiry, or knowledge production.
Schools and classrooms today are busy, active places where students and teachers are pressured to learn more, to learn faster to be more rigorous and to be held accountable for demonstrating to others their achievement of specified standards and mastery of content. For that reason, classrooms are much more present and future oriented than they are past oriented, and it is often easier to discard what has happened and simply move on. Thus children, whose natural tendency is to create personal meaning, may be gradually habituated to think that they are incapable of reflecting and constructing meaning on their own. Eventually, students may become convinced that knowledge is accumulated bits of information and that learning has little to do with their capacity for effective action, their sense of self, and how they exist in their world. Later, as they mature, they may confront learning opportunities with fear rather than mystery and wonder. They seem to feel better when they know rather than when they learn. They defend their biases, beliefs, and storehouses of knowledge rather than inviting the unknown, the creative, and the inspirational into their meaning making. Being certain and closed provides comfort whereas being doubtful, ambiguous, and open causes fear. Life experiences and actions are viewed as separate, unrelated, and isolated events rather than as opportunities for continuous learning. Psychologists refer to this syndrome as an episodic grasp of reality.
Schools’ and districts’ improvement efforts may also signal an episodic approach. Proudly striving to keep abreast of educational improvement practices, some schools adopt an array of innovations (project-based learning, flipped classrooms, instructional technology, interdisciplinary instruction, STEM/STEAM, mentoring, Common Core State Standards, Personalized Learning, and so forth). Whereas a great deal of time may be spent in planning, limited time is spent in reflecting. As a result, teachers and administrators soon become impervious to integrating all the disparate pieces. In such an intellectually barren school climate, some teachers and administrators understandably grow depressed. Their vivid imagination, altruism, creativity, and intellectual prowess soon succumb to the humdrum, daily routines of unruly students, irrelevant curriculum, impersonal surroundings, and equally disillusioned coworkers. In such an environment, the likelihood that staff members would value reflectivity would be marginal.
The authors of this richly documented and valuable book provide a brighter vision. They believe that the organization that does not take time to reflect does not have time to improve and that reflective organizations view school improvement from a broader perspective, as a process of revealing and emancipating human and organizational resourcefulness. They make a strong case for the less is more principle and believe that to take the time, to set the tone, and to provide the [Page xix]opportunities for group and individual reflection prove beneficial not only for students but also for entire faculties. The time and effort invested in reflection yield a harvest of greater student learning, higher teacher morale, enhanced feelings of efficacy, and a more collaborative professional community.
The authors propose that a major, but often overlooked, goal of education should be habitual reflection on one’s actions so as to maximize the autonomous, continual, and lifelong construction of meaning from those experiences. They offer compelling evidence that
- Reflecting on one’s own work enhances meaning
- Constructing meaning from experiences enhances the applicability of that knowledge beyond the situation in which it was learned
- Reflecting on one’s experiences results in insights and complex learning
- Reflecting on experiences is amplified when done with partners and in group settings
- Reflecting by individuals is signaled and encouraged when reflection is implicit in the organization’s values, policies, and practices
Maximizing meaning from life’s experiences requires enhancing and amplifying the human capacities for reflection. To be reflective means to mentally wander through where you have been and try to make some sense out of it. Reflection involves such habits or dispositions as
- Thinking about thinking or metacognition and conducting an internal dialogue before, during, and after an event
- Connecting information to previous learning
- Drawing forth cognitive and emotional information from several sources, such as visual, auditory, kinesthetic, tactile
- Acting on and processing the information—synthesizing, evaluating, self-modifying, goal setting
- Applying insights to contexts beyond the one in which they were learned
As individuals, staffs, and organizations reflect on their learning, they gain important information about how they perceive the efficacy of their planning, experimenting, data gathering, assessment, and self-modification. These experiences provide opportunities to practice the habit of continuous growth through reflection. The authors refer to this as the “reflective practice spiral.” Individuals, groups, and schools begin to learn how to become a continuously growing and learning professional community by seizing opportunities to reflect individually, in partnerships, and in group situations within an atmosphere of trust.
Reflection is not just kid stuff. The authors make a strong case for habitual reflection throughout the learning community—in students, teachers, administrators, and parents—as well as for integrating reflectivity [Page xx]in organizational practices. Because imitation is the most basic form of learning, impressionable students often need to see adults—parents, teachers, and administrators—reflect on their practice. Adults are not only facilitators of meaning making, but also models of reflection. Their role is to help learners approach an event in a thoughtful and strategic way, to help monitor their progress during the experience, and to construct meaning from the content learned as well as from the process of learning it, and then to modify one’s actions and apply those learnings to other contexts and settings. Educators in reflective schools and classrooms seek to ensure that all the inhabitants are fully engaged in the making of meaning, organizing experiences and activities so that stakeholders are the producers of knowledge rather than just the consumers of knowledge.
If the goal is to engage in deep reflection on one’s work so as to make life experiences meaningful and to acquire the humility of continuous learning, then potent strategies must be employed in all quarters of the organization—for students, teachers, and administrators—and at all levels of the school community—in the classroom, in the school, in the school district, and in the community. Developing habits of continuous growth requires not only the capacity to be self-reflective; time also must be regularly scheduled to reflect on learning. Opportunities must be seized; strategies must be experimented with and evaluated for their productivity. And that is what this book so abundantly furnishes: clear directions for engaging in reflection individually, with partners, and in small and large groups; creative techniques for engaging in meaning making, clever ways to find the time, and practical strategies for deliberately setting an organizational tone of reflectivity.
We must vow to serve and maintain this natural tendency of humans to inquire and experience, and then, through reflection, find patterns, integrate meaning, and seek additional opportunities to satisfy the human propensity for learning. A goal of education, therefore, should be to recapture, sustain, and liberate the natural, self-organizing, learning tendencies inherent in all human beings: curiosity and wonderment, mystery and adventure, humor and playfulness, connection finding, inventiveness and creativity, continual inquiry, and insatiable learning through reflection.
The school that commits its resources of time, energy, and talent to reflection makes a clear statement of its valuing of the continuous intellectual growth for all its inhabitants and its desire to make the world a more thoughtful place.Granite Bay, California
We begin this third edition with a new title, Reflective Practice for Renewing Schools. We substituted renewing for improving. We were searching for a more energetic and empowering term. We were also inspired by John Goodlad who prefers the term renewal to reform. He explains,
[Reform suggests] somebody is trying to do something to somebody else who it thought to be wrong and who will be reformed if he or she follows these directions. By contrast, in renewal, [insiders] want to change and to do so in the light of knowledge, in the light of inquiry into what is needed. It’s the difference between digging up a garden to replace all the plants with something else and nurturing the garden. (Ferrace, 2002, p. 31)
As with the first two editions, we are drawn to images of nature, nurture, and growth . . . and bristle from images of fixing inadequacies or remediating deficiencies. Learning environments differ from machines with interchangeable components. Authentic and lasting change is motivated internally and continues to grow in creative workplaces. This book is about tapping internal hopes and desires that inspire continuous learning by educators who, in turn, inspire and nurture continuous learning by today’s young people in schools.
In the fifteen years since our first edition was published there has been an increasing stream of literature on the topic of reflective practice. Still dominant is literature about reflection in preservice teacher education and ongoing learning improvement for experienced professionals. Adding to this core is literature from the fields of nursing, adult education, and professional development for practicing educators. Emergent emphases include use of technology to support reflection, engaging students in reflective practice, and using reflection to foster cultural proficiency. Further, there are even more accounts of meaningful, ongoing, and collaborative reflective practice among educators in the context of instructional teams, observed schoolwide, among schools, and both districtwide and across districts. Importantly, there is a sharper focus on reflection as a means for advancing teaching and learning practices with the explicit [Page xxii]intent of increasing student achievement. We view the expanding literature base on reflective practice, including research on its effectiveness, as a sign of hope and encouragement that more reflection and learning is and can be happening in the lives of educators to the ultimate benefit of students.
At its core, we believe that reflective practice is about tapping into things deeply human: the desire to learn, to grow, to be in community with others, to contribute, to serve, and to make sense of our time on earth. We believe the vast majority of educators have chosen this most noble of professions in hopes of making a positive difference in the lives and development of young people, consequently making a difference in societal life for years to come. We know this work is enormously challenging given complex contexts of practice, the wide variety of individuals and communities with whom educators engage, and the unrelenting pressure to perform and to be accountable. We believe that effective teaching involves both the hard focus on standards, instruction, and outcomes and the softer focus of relationships, intuition, and emotion. Students remind us that both caring and competence are necessary teacher attributes. Without care, there is no connection to the competence. Without competence, there is no respect.
We are concerned when structures and cultures in schools impede our natural tendencies to learn, to connect, to create, and to contribute. Working in schools can feel like living in a container, limiting space, time, and access to nutrients. Plants in such environments eventually wither and die. People who work in isolating cultures and who are cut off from essential nutrients also can lose energy and wither. It is way too hard to go it alone as educators. Edward Deming asserted many years ago that much of the reason for moving away from the work and not doing work as well, lies in the culture and the structure of the environment. Fortunately, much has been learned about how to initiate and sustain the process of re-creating culture, structure, expectations, and support such that educators are renewed in their development work with children. We are grateful for the work of Peter Block and Edgar Schein who continue to provide renewed thinking about our cultures and community.
Reflective practice is at the root of renewed life and energy in schools. Trust is at the root of collaborative cultures that sustain growth. Reflective practice is the vital and largely untapped resource for significant and sustained effectiveness. Experience by itself is not enough. Reflection on experience with subsequent action is the pathway to renewal and continuous improvement. Reflection is a means for examining beliefs, assumptions, and practices. It can lead to encouraging insights about instructional effectiveness. It can also result in the discovery of incongruities between espoused beliefs and actual actions. Either way, the self-awareness gained through reflection can motivate individuals to initiate changes in practice to enhance student learning. Effective implementation of reflective practices requires continuous development of both individual and organizational learning capacities. The hectic pace and rigid structures in many schools makes it difficult to take time out to reflect and learn. The learning demands, however, continue to escalate for both students and staff.
[Page xxiii]For readers of this book, our desired outcomes are to understand the positive potential, and perhaps even the necessity of reflective practice to improve teaching and learning in schools; to initiate or extend individual commitments to reflective practice as a way to continuously learn and improve educational practice; and to support implementation of individual and collaborative reflective practices within schools. Implied is the assumption that in order for students to learn well in school, so, too, must the community of educators who encircle them. In the words of Art Costa, who wrote the foreword for all three editions of this book and who is renowned for his work in cognitive coaching, “If we don’t provide intellectually stimulating environments for teachers, why do we think they will provide that for students?”
This book offers a framework, strategies, and practice examples for thinking and doing as reflective educators. It is organized into eight chapters. In Chapter 1, we define reflective practice, provide a rationale for its potential to improve schools, describe characteristics of reflective educators, and present the reflective practice spiral as the organizing framework for the book. This framework asserts that the place to begin implementation of reflective practices is with oneself. From that base, reflective practice can expand to include colleagues throughout the school and organization. In Chapter 2, we identify and describe fundamental considerations for the design and development of conversations in which reflective practices are embedded. The learning, as always, is in the conversation. Skilled facilitators of reflective practice have learned ways to tailor learning structures, processes, and practices to both invite, and sometimes compel, community members to listen, speak, and learn together. Chapter 2 offers principles of adult learning, including findings from brain research that inform the design of conversational space. Also identified in Chapter 2 are practices for listening, thinking, promoting trust, along with conversational norms that when enacted result in every voice being heard. Chapter 2 closes with a new practice example that offers the short version of a five-year process of growing a more interdependent community of diverse practitioners with the focus of improving equitable opportunities for students who are traditionally at risk for being removed from general education. Chapter 3 is new to the book and specifically focuses on leadership understandings and practices aimed at growing more reflective communities of practice.
In Chapters 4 through 7, we offer strategies and examples for supporting reflective practices for individuals (Chapter 4), for partners (Chapter 5), for small groups and teams (Chapter 6), and school- and districtwide (Chapter 7). Finally, in Chapter 8, we share lessons learned from our experiences working with educators and schools to implement reflective practices. We also offer ideas and strategies for remaining hopeful about possibilities in our work. At the end of every chapter we include a reflection page for you to write down your own reflection with an aim toward application.
New to this third edition are greater attention to reflection for fostering equity and cultural competence and for being more mindful about ways our brains work to either be open to learning or to shut down. There are [Page xxiv]more strategies for individual reflection as a means of continually clarifying, grounding, and refining both purpose and practice. There are new and more robust practice examples, including more administrator and schoolwide examples. And, as mentioned above, there is more attention to ways to lead this work. In the accompanying website at http://resources.corwin.com/YorkBarrReflective, there are numerous resources that can be easily accessed and printed for use to design and guide reflective practices.
As with the first two editions, the primary audiences for this book are teacher leaders, staff development specialists, program coordinators, site administrators, and other educators who assume responsibility for renewal, improvement, and staff development in their school communities. Faculty involved in preservice, in-service, and ongoing service in the development of teachers and administrators should also find this book a useful resource as it offers foundations, strategies, and examples for continuous learning and development of the professional educator. To this list, we add “positive deviants” as an intended audience. Since the first edition, when we introduced the concept of positive deviance (grounded in the work of the late Jerry Sternin, an international development specialist for Save Our Children), the term has taken root in some educational circles (described more in Chapter 1). Briefly, positive deviants are individuals who thrive in situations that others do not, and situations where individuals would not necessarily be expected to thrive. In the context of education, positive deviants are those individuals who “Just do it!,” to borrow Nike’s slogan, mindfully and with a deep understanding of context and culture. They are the seemingly innate reflective practitioners. They just continue to reflect and learn and grow, despite what seem to be constraining forces and conditions around them. We intend this book for the positive deviants among us who we hope will feel affirmed and supported in extending their enviable and attainable propensity for growth and renewal. Maybe this book can serve as a boost for those who continue to see possibilities and who do their part, every day, striving to create positive futures. We believe that now more than ever before, educators must continuously and meaningfully reflect on their practice—by themselves, and with their colleagues. We look forward to more learning about reflective practice and the results on learning for years to come. We are convinced of the extraordinary talent, good intentions, and steadfast commitments demonstrated by the vast majority of practicing educators in K–12 schools. We are equally convinced that without significant advances in opportunity and the capacity of individuals and schools to foster continuous renewal and improvement, the demands on educators will exceed their capacity to promote high levels of learning for all students. We offer this book as encouragement and reference for individual and collective efforts to create schools where both students and adults continually learn. We cannot be like the Nike slogan and do it alone. We must go together. A commitment to reflective practice is a journey toward realizing our potential as educators to move beyond humans just doing to become humans being.
All works with intention to benefit and serve a broader community are grounded in a web of relationships inclusive of the many and varied humans who have touched our lives and shown us, through modeling, what matters most and how to strive to be our best selves at home, in our communities, and through our work with young people and educators whose work both humbles and grounds us. As we all know about ourselves, some days we manage to show up well, other days not so much. We are blessed to have family, colleagues, and friends who encourage us along and love us anyway.
Family first. Our parents, Jim and Barbara, Bill and Frances, Howard and Kathy, Len and Carol, were our first teachers. And even though not all of them continue to walk with us on earth, their teachings and memories stay with us and guide us still. They taught us to care about our communities and the variety of people within. We are forever grateful for the enduring love and support of our spouses, Dean, Dave, in spirit, and Carl. Our children, Jason, Justin, Sam, Temple, Perry, Erin, Aaron, Chris, Alex, Shannon, Emma, and Amelia . . . they remind us what matters in life and also in the lives of younger people: creating their own lives, contributing their energy and talent to our world, and growing within communities of neighbors, friends, and colleagues. Each of them contributing in his or her own beautiful way.
This book would not have been possible without the invaluable insights, learning, and examples provided by our friends and colleagues: Barb, Jane, Jenny, Catherine, Shelly, Sharon, Laurie, Donna, Doug, Jeff, Jim, Lisa, Ty, Kari, Tom, Mary, Tim, Jim, Dick, Ron, Jill, Elizabeth, Jennifer, Taylor, Matt, Diane, Skip, and Marney. Without you, there would have been very little authentic learning in practice. We are grateful that you have trusted us enough to enter your community of practice as partners in learning and creating. To Art Costa, we offer our heartfelt thanks for your enduring support of our work and extraordinary insights and modeling of what it means to be a lifelong reflective leader. We extend our appreciation to Pat Wolfe for teaching us about the implications of brain research on learning and how modifying the learning context supports reflective practice. Recognizing that many of the practice examples in this third edition are [Page xxvi]from within the Saint Paul Public Schools, we wish to acknowledge Superintendent Valeria Silva for her leadership and innovation on behalf of students. Without a doubt, each of you are among the best humans ever, who care about young people more than words can fully express.
Finally, we could not be more grateful to our Corwin colleagues, Dan, Melanie, Kim, Katie, Janet, and undoubtedly others, who have stood with us and continued to cheer us on, despite some significant challenges that slowed our momentum for this third edition. Each of you is a caring, collaborative, competent partner in every way. We are your fans for life!Publisher’s Acknowledgments
Corwin gratefully acknowledges the contributions of the following reviewers:
- Michele R. Dean, EdD
- Coordinator, Ventura County Indian Education Consortium
- Ventura Unified School District
- Ventura, CA
- Cindy Harrison
- Independent Consultant
- Broomfield, CO
- Pat Roy
- Educational Consultant
- Learning Forward
- Madison, VA
- Donnan Stoicovy
- Park Forest Elementary School
- State College, PA
About the Authors
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