An individual identifies a strongly held educational belief, describes it in writing, and then thinks deeply about how it developed. Educational beliefs are shaped by past experiences with parents, mentors, and other role models. Through the reflective process, it is possible to discover that actions are the results of beliefs-some that are examined and some that are not. The above authors suggest that one of most powerful ways that school leaders can change adult relationships is by modeling reflective practice. Organizations, like reflective practitioners, must be continuously involved in examination of beliefs, practice, beliefs about actions, and plans for future action.
Reflective institutions promote continuous learning and growth for all.
They become true learning organizations as defined by Senge. The administrative portfolio can be used to encourage reflection for improvement, assist in career advancement, and assess performance. Reflective practice can also be seen as a reflection process for developing administrators' expertise in problem solving, decision making , and complex thinking. The learning process in reflective practice begins with the examination of an individual's own actions and contrasting the actions to the ideal of the practice. The book explores the rationale for reflective practice, a professional development strategy aimed at behavioral change and explains how reflective practice facilitates both individual and organizational change.