Reflective Practice in Instructional Rounds Dr Bonnie Boothroy

Reflective Practice in Instructional Rounds Dr. Bonnie Boothroy, ILA Director Slides adapted from “Coaching for Reflection” ppt by Dr. Anne Rodrigue, Ontario Coaching Institute, 2007 and Great Prairie AEA Superintendents’ Network Reflective Questions

“What is Reflective Practice? ”

The Definitions Barr, Sommers, Ghore & Montie It is a complex process that requires high levels of conscious thought as well as a commitment to making (2001, p. 4) changes based on new understanding of how to practice. Brubaches, Case & Regan (1994, p. 36) Reflective Practice provides a way to understand make sense of the world. Campbell-Jones and Campbell. Jones (2002, p. 134) Reflective Practice is inner dialogue with oneself whereby a person calls forth experiences, beliefs and perceptions.

The Definitions Clarke (1995) Costa & Gramston (1998) Reflective educators are decision makers who develop thoughtful plans to move new understandings into action so that meaningful improvements result for students. Halton & Smith (1995, p. 40) Deliberate thinking about action with a view to its improvement. Jay & Johnson (2002, p. 75) Reflection is a process, both individual and collaborative, involving experience and uncertainty. It is comprised of identifying questions and key elements of a matter that has emerged as significant, then taking one’s thoughts into dialogue with oneself and with others. Killian & Todnem (1991) Reflection-on-action, reflection-in-action and reflectionfor-action.

The Definitions Lasley (1992, p. 24) The capacity of a teacher to think creatively, imaginatively and in time, self-critically about classroom practice. Resko, Roskies and Vukelich (2002) Reflective Practice is the dialogue that should both inform and transform knowledge and action. Vaughan (1990, p. ix) Reflective Practice is as much a state of mind as it is a set of activities.

Three commonalities in most definitions: • Methodical processes • Inquiry orientation • Improvement as a goal

Collective Reflection contributes to: • enhanced educational practice; • greater awareness of collective practice; • increased recognition of professional dilemmas; • different ways of thinking about dilemmas; and • making adjustments in practice.

Collective Reflection contributes to: • increased student learning; • increased personal and collective capacity to learn and improve; • restored balance and perspective –a time out for reflection and change; • renewed clarity of self, personal, and professional growth; and • empowerment.