Reflective Practice to Improve Schools: An Action Guide for Educators / Edition 2

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Overview

This reference tool for mastering reflective practice and initiating it in your school offers ideas for reflective practice alone, with partners, in small groups, and schoolwide.

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Editorial Reviews

Curriculum Connections
"A framework for reflective practice supported by specific illustrations of individual, paired, small group, and whole-school use. A first purchase for anyone interested in promoting professional growth through reflection."
Principal Navigator
"An easy read that has the power to endlessly renew your hope and potential. The book provides a practical framework that supports educators as they progress through the reflective practices spiral. The resultant web of professional relationships provides students with a safety net of resources that strengthens the school's intervention and instructional resources."
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Product Details

  • ISBN-13: 9781412917575
  • Publisher: SAGE Publications
  • Publication date: 12/28/2005
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 344
  • Sales rank: 357,403
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.80 (d)

Meet the Author

Jennifer York-Barr, Ph.D., is currently an Associate Professor in the Department of Educational Policy and Administration at the University of Minnesota, Minneapolis, where she coordinates and teaches teacher leadership, staff development, and educational administration.

William A. Sommers is currently the Learning Alternatives director and leadership coach for Spring Lake Park District 12 in Spring Lake Park, Minnesota, consultant, and author. He is the former director of leadership & organizational development for Manor ISD in Texas, the former executive director for secondary curriculum and professional learning for Minneapolis Public Schools, and a school administrator for over 30 years. He has also been a Senior Fellow for the Urban Leadership Academy at the University of Minnesota. Sommers also has served as an adjunct faculty member at Texas State University, Hamline University, University of St. Thomas, St. Mary's University, Union Institute, and Capella University.

Sommers was on the Board of Trustees for five years and past-president for the National Staff Development Council. He has been a presenter in preconferences and conference sessions for 12 consecutive years and continues to work as a senior consultant for NSDC.

Since 1990, he has been an associate trainer for the Center for Cognitive Coaching based in Denver, Colorado. He has been a program director for an adolescent chemical dependency treatment center and on the board of a halfway house for 20 years.

Sommers has co-authored seven books, Living on a Tightrope: A Survival Handbook for Principals, Becoming a Successful Principal: How to Ride the Wave of Change Without Drowning, Reflective Practice to Improve Schools, a Trainer’s Companion, Energizing Staff Development Using Video Clips, Leading Professional Learning Communities, and Principal’s Field Manual. He is currently workingon Trainer’s Companion for Habits of Mind (2009).

In addition to writing many articles regarding coaching, assessment, and reflective thinking, he also does training in reflective practice, leadership, organizational development, conflict management, poverty, thinking skills, brain research, and classroom management. From 1970 to the present, he has been in K-12 education as a teacher and principal in urban, suburban, and rural schools. Sommers is a practitioner who integrates theory into the learning opportunities he facilitates.

Gail Ghere received her M.A. in Special Education from the University of Minnesota, where she is a doctoral candidate in program evaluation with the Department of Educational Policy and Administration, and is the project coordinator for a federal grant that focuses on instructional team collaboration for students with disabilities in inclusionary schools.

Jo Montie has her M.A. in Educational Psychology. Her professional work has included serving as a special education teacher, school consultant, and staff development facilitator, and as project coordinator with the University of Minnesota’s Institute on Community Integration.

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Table of Contents

List of Tables and Figures
Foreword by Arthur L. Costa
Preface
Acknowledgments
About the Authors
1. Reflective Practice for Continuous Learning
2. Fundamentals for Reflective Practice
3. Individual Reflective Practice
4. Reflective Practice With Partners
5. Reflective Practice in Small Groups and Teams
6. Schoolwide Refective Practice
7. Moving Forward With Reflective Practice—in Hope and Possibility
Resource 1.A Theory of Action for Reflective Practice
Resource 1.B Reflective Practice Spiral
Resource 1.C Schoolwide Web of Relationships
Resource 1.D Framework for Closing Reflections
Resource 2.A Questions to Support Reframing
Resource 3.A Framework for Personal Reflections on Professional Purpose and Practice
Resource 3.B Personal Inventory of Reflective Practices
Resource 3.C A 4-Step Reflection Process
Resource 3.D Questions to Reflect on Meaning in Life
Resource 3.E Questions for Getting Started With Individual Reflective Practice
Resource 4.A Questions to Prompt Reflection On and For Instruction
Resource 4.B Questions to Prepare for Being Coached
Resource 4.C Questions for Getting Started With Partner Reflective Practice
Resource 5.A Selected Quotes About Reflective Practice
Resource 5.B Table Top Collaborative Group Norms
Resource 5.C Protocol for Meeting or Learning-Group Design
Resource 5.D Protocol for Planning Differentiated Instruction
Resource 5.E Protocol for Collaborative Examination of Student Work
Resource 5.F Questions for Getting Started With Reflective Practice in Small Groups or Teams
Resource 6.A Framework for Reflective Practice Planning and Design
Resource 6.B Questions for Getting Started With Schoolwide Reflective Practice
Resource 7.A R-E-F-L-E-C-T-I-O-N Mnemonic: Lessons Learned About Reflective Practice
References
Index

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