The process encourages reflective practice. Central to the idea of reflection is the identification of discrepancies between beliefs and actions. By reflecting on these discrepancies, supervisors can identify ways to improve the quality of their work. Interest in the reflective practice dates back to John Dewey. Deweyan science emphasizes the creative, human, self-corrective aspects of scientific inquiry.
Reflective practice involves examining beliefs.
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.