Creating Reflective Practitioners

"Directors often lament how difficult it is to change teachers so that teaching practices are more developmentally appropriate and interactions with parents and other staff are more professional. The reason for the difficulty is that change efforts typically focus on increasing teachers' knowledge base... But knowledge is only part of the equation when it comes to helping teachers grow in professional competence. Directors must also help teachers become reflective practitioners. And reflection begins with an examination of one's own belief system," says Paula Jorde Bloom in a chapter she wrote in Art of Leadership: Developing People in Early Childhood Organizations.

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