Creating a Culture of Reflective Practice: Building Capacity for Schoolwide Success

by Pete Hall

The capacity-building model we propose is based on the idea that individuals who are self-reflective will exhibit these characteristics: They will think about their thinking, developing metacognitive awareness and "critical thinking" skills (Costa, 2001; Costa & Kallick, 2008; Dewey, 1933; Schön, 1983). They will demonstrate a growth mindset (Dweck, 2006). They will be more discerning, analytic, and insightful about their practice (Danielson, 2007). They will have more heightened sensitivity to their students' moods, engagement, understanding, and confusion (Medina, 2008). They will have an increased awareness of personal strengths and weaknesses, becoming more effective and efficient as professionals (Dewey, 1933; Kolb, 1984). They will be increasingly intentional in their instruction—they will know what they are doing and why they are doing it (Perry, 1998; Schön, 1983). They will better integrate new knowledge and information in order to make sound decisions when confronted with unfamiliar situations (Marzano, 2012). They will demonstrate more sensitivity to how their instruction affects their students (McCarthy, 1996; Schön, 1983; Wolcott & Lynch, 1997). They will be more open to mandated changes from within their building, district, and state (Dewey, 1933; Furlong & Maynard, 1995; Reeves, 2009). They will be more collaborative and actively participate in professional learning communities (Eyler, Giles, & Schmeide, 1996; Guskin, 1994; Reeves, 2010). They will be intrin...