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VOYAWith federal legislation driving most school improvement, educators are being held more accountable than ever for the performance of their students and the quality of their teaching. This volume in the Series on School Reform contains both tales and tools that will assist educators at all levels to critically reflect on their practice as professionals and on the work they ask their students to do. The authors, all practitioners, came together in a 1994 project called Educators Writing for Change, which is linked to the Coalition of Essential Schools and the Annenberg Institute for School Reform. The early chapters address building reflective practice with students, and subsequent chapters are narratives about professionals working together in groups using structured discussions to examine what they do in the classroom. Educators unfamiliar with Critical Friends Groups should start with Peggy Silva's chapter because most of the other authors reference CFGs and their protocols. Each chapter contains the actual tools used for reflection, such as the tuning protocol, which creates a step-by-step structured process through which a group examines an issue or piece of work and gives feedback. The importance of creating an environment that is safe for risk-taking and the need to directly teach reflective process steps to either students or colleagues are embedded in each chapter. Educators wishing to expand their repertoire of reflective tools will find much of value throughout the text, including many different reflection models that address quality practice and increased student achievement. 2003, Teachers College Press, 207p.; Index. Charts. Biblio. Further Reading., pb. Ages 17 to Adult.