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The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was

1. Copy the above code and paste into embed widget 'Other Html' box. 2. Put the source of your image where you see 'img src'. In the top photo I used an image in my own wikispace and in the second example I used an image from the internet. Remember to leave the space/showimage if you are using an image from wikispaces. 3. If you are making the second image map (the body) that links to images, you should upload the images you are going to use. 4. Enter your own links - either links to pages as in the first example or links to images as in the second. 5. You now need to enter the co-ordinates. The first example has 2 defined areas, and the second example has 5. You will see they start with 'area shape'. You can make as many as you wish. The co-ordinates are worked out as follows.

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To make an outstanding paper on chauvinism difficulties, observe the following tips: 1. At all times start data mining ahead of time2. Construct robust thesis statement and fixed verdict3. Back your viewpoints with facts (in addition to court cases where suitable)4. Draw on decent data resources only5. Keep flow of logic through the essay6. Refer to your materials exhaustively More: http://www.articledashboard.com/Article/Writing-An-Essay-On-Chauvinism/1980599

A Second Grade Class at our school is featured with their red umbrella art under the News Link on the left hand side of this web site.

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