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 website with resources and reflection protocols
When you make reflective practice part of your journey as an educator, your insights benefit everyone—and ensure enhanced learning and development for students.
‘This book is one of the best in the field. It lends itself to practical solutions if the reader remembers that the gifts of time and relationships are at the center of this work. The book takes a lot of theory and melts it down to hands-on pieces doable in a school or district setting.’
—Michele R. Dean, Coordinator, Ventura County Indian Education Consortium
Ventura Unified School District, CA
‘The book has broken down reflection into its component parts, cycles, characteristics, and capacities. I applaud the insights and experiences of the authors.’
—Pat Roy, Senior Consultant
Learning Forward
Cuprins
List of Figures, Tables, and Practice Examples
Foreword by Arthur L. Costa
Preface
Acknowledgments
About the Authors
Chapter 1. Reflective Practice for Renewing Schools
The Potential of Reflective Practice to Renew Schools
Core Components of the Reflective Practice Cycle
Who Is a Reflective Educator?
Closing
Chapter 2. Fundamentals for Reflective Practice
What Are Some Ways Brain Research and Adult Learning Principles Inform Reflective Practice?
A Framework for Growing Reflective Practice Communities
Closing
Chapter 3. Leading Reflective Practice
Guidelines for Leading Reflective Practice Communities
Closing
Chapter 4. Individual Reflective Practice
Special Considerations for Individual Reflective Practice
Individual Reflective Practice: Practice Examples
Individual Reflective Practice: More Ideas to Consider
Getting Started With Individual Reflective Practice
Chapter 5. Reflective Practice With Partners
Special Considerations for Reflective Practice With Partners
Reflective Practice With Partners: Practice Examples
Reflective Practice With Partners: More Ideas to Consider
Getting Started With Reflective Practice Partners
Finally, What Do You Do When Nothing Seems to Work?
Chapter 6. Reflective Practice in Small Groups and Teams
Special Considerations for Reflective Practice in Small Groups and Teams
Reflective Practice in Small Groups and Teams: Practice Examples
Reflective Practice in Small Groups and Teams: More Ideas to Consider
Getting Started With Reflective Practice in Small Groups and Teams
Chapter 7. Schoolwide Reflective Practice
Special Considerations for Schoolwide Reflective Practices
Practice Examples of Schoolwide Reflective Practice
Getting Started With Schoolwide Reflective Practice
Closing
Chapter 8. Moving Forward With Reflective Practice . . . in Hope and Possibility
Revisiting the Reflective Practice Cycle
Lessons Learned About Reflective Practice
Fostering Hope and Renewal
Closing
References
Index
Despre autor
Jo Montie Jo received her MA in Educational Psychology from the University of Minnesota (1996) and a BS in Behavioral Disabilities from the University of WI-Madison (1984) when she started her work in schools as a special education teacher. She has been teaching at the University of St. Thomas since 2003 where she also contributes leadership in the areas of teacher education program development and online teaching and learning. Jo’s over 25 years of teaching and work in schools continues to stress the need for more collaboration, reflective practice and greater access and equity for all learners.
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