Citation

Reflective Practice in Educational Leadership: Implications for Improving Student Learning

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Abstract:

In this paper, the authors argue that reflection has become one of the most often mentioned ways of helping practitioners think about and revise their practices. Despite these claims, the real power of reflection as a means for affecting school leaders and teachers as they strive to improve student performance may not have been realized. We contend that reflection is a professional school learning tool that can help provide principals with the hindsight, insight, and foresight needed to assist teachers and students. Our purpose is to analyze and critique the value of reflection as a viable means for improved instructional leadership that impacts classroom practices. The paper begins by establishing the groundwork for reflective practice for school leaders by: (a) identifying contextual factors that are influencing the expectations of current and future school leaders, particularly the press for teacher improvement and student achievement and (b) summarizing research that supports the ways that school principals impact teaching and student learning. We then turn our attention to reflective leadership by examining key conceptualizations and models of reflection and their relevance for school leaders and student learning. To provide a backdrop of how reflection can become a more prominent aspect of school leadersÂ’ actions, we describe several national and international programs for aspiring school leaders and practicing principals aimed at developing reflective habits aimed at improving teaching practices and student achievement. The paper concludes by suggesting ways to design future research and implement professional development programs aimed at understanding how reflective practice can become a lynchpin for driving school improvement, teacher effectiveness, and student learning.
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Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p377988_index.html
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MLA Citation:

Barnett, Bruce. and O'Mahony, Gary. "Reflective Practice in Educational Leadership: Implications for Improving Student Learning" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p377988_index.html>

APA Citation:

Barnett, B. and O'Mahony, G. "Reflective Practice in Educational Leadership: Implications for Improving Student Learning" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p377988_index.html

Publication Type: Symposium Paper
Abstract: In this paper, the authors argue that reflection has become one of the most often mentioned ways of helping practitioners think about and revise their practices. Despite these claims, the real power of reflection as a means for affecting school leaders and teachers as they strive to improve student performance may not have been realized. We contend that reflection is a professional school learning tool that can help provide principals with the hindsight, insight, and foresight needed to assist teachers and students. Our purpose is to analyze and critique the value of reflection as a viable means for improved instructional leadership that impacts classroom practices. The paper begins by establishing the groundwork for reflective practice for school leaders by: (a) identifying contextual factors that are influencing the expectations of current and future school leaders, particularly the press for teacher improvement and student achievement and (b) summarizing research that supports the ways that school principals impact teaching and student learning. We then turn our attention to reflective leadership by examining key conceptualizations and models of reflection and their relevance for school leaders and student learning. To provide a backdrop of how reflection can become a more prominent aspect of school leadersÂ’ actions, we describe several national and international programs for aspiring school leaders and practicing principals aimed at developing reflective habits aimed at improving teaching practices and student achievement. The paper concludes by suggesting ways to design future research and implement professional development programs aimed at understanding how reflective practice can become a lynchpin for driving school improvement, teacher effectiveness, and student learning.


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