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Reflective closure is not the activity one begins just before
the bell rings. Rather, it is an activity the learner takes
time to engage in after learning one concept and before proceeding
to the next. Likewise, the end of the year is not the only
time for a faculty to engage in evaluation and reflection.
Leaders need to be aware of and responsive to those moments
during the year when significant faculty learning, discovery,
or dissonance has occurred; those are the times for reflective
inquiry. Reflection can help bring communication as well as
build relationships at significant points in the change process.
It is an ongoing component of the learning process throughout
the year, and its effective application will contribute immeasurably
to the quality of the school improvement effort.
The activities in the following section will facilitate faculty
efforts to evaluate change over time. Four critical steps
in evaluating change for continuous improvement are:
- Engage the Faculty and
Staff in Reflective Inquiry throughout the School Year
- Devote Interview Time
for Reflecting on Professional Learning Plans
- Dedicate an Area of the
Library/Media Center for On-line Professional Learning
- Plan an Annual Celebration
of Faculty and Staff Learning
Next: 1.
Engage the Faculty and Staff in
Reflective Inquiry throughout the School Year
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