# data[].attributes.body
How are we using the reflective practice cycle in team meetings? p. 10  This would be something to model for teachers and they could transfer this structure to classroom practices.

# data[].attributes.headline
The power of a reflective school culture on student achievement.

# data[].attributes.subject
The power of a reflective school culture on student achievement.

# data[].attributes.headline
Reflective Practice in Small Groups and Teams

# data[].attributes.subject
Reflective Practice in Small Groups and Teams

# data[].attributes.body
While the potential impact of reflection increases as the number of people who are involved increases, so too does the personal risk.

# data[].attributes.body
"Go Slow to go Fast"pg. 7 Starting slow increases the likelihood of success because it is easier to design and sufficiently support the learning of new practices.

# data[].attributes.body
Air traffic controllers manage the greatest number of mental tasks and that teacher are number two in the regard. Things have NOT changed.

# data[].attributes.headline
Deliberate monitoring and attention to culture helps to identify what to celebrate and continue to grow, as well as what to intentionally work at removing. p 7 (Share with Principal

# data[].attributes.subject
Deliberate monitoring and attention to culture helps to identify what to celebrate and continue to grow, as well as what to intentionally work at removing. p 7 (Share with Principal

# data[].attributes.headline
Disruptions rupture the process of learning... p 4

# data[].attributes.subject
Disruptions rupture the process of learning... p 4

# data[].attributes.body
This looks like it would be a very good guide for our groups because it represents the reflective cycle. Good way to both plan for and check on our learning.

# data[].attributes.headline
Reflective Practice in Small Groups & Teams

# data[].attributes.subject
Reflective Practice in Small Groups & Teams

# data[].attributes.body
More effective interventions for individual students or groups of identified students, given shared purpose, responsibility, and expertise among members of group

# data[].attributes.body
"Starting small increases the likelihood of success because it is easier to design and sufficiently  support the learning of new practices.

# data[].attributes.body
This stood out for me: "Adults do not learn from experience, they learn from processing experience" (p. 28). I can't process without a reflective partner.

# data[].attributes.body
I would also like to utilize Table 1.1. and was also denied access.

# data[].attributes.body
This increases the likelihood of success!

# data[].attributes.headline
Reflective practice is not a bystander sport.

# data[].attributes.subject
Reflective practice is not a bystander sport.

# data[].attributes.body
To be effective is to be reflective (p 26).

# data[].attributes.body
"Strong relationships among adults and students are the bridge for access to learning for all."

# data[].attributes.body
"Where there is no reflection, there is no learning."

# data[].attributes.body
This could be an opportunity to share action research related to something like writing workshop? Student samples, anecdotal notes, coaching, etc.

# data[].attributes.body
Schools with a culture of collaboration and positive interdependence can most effectively impact student learning!

# data[].attributes.body
I've registered online to access the resources but it says my access is denied.  I'd like to use Table 1.1.  Any suggestions? Yes! I called Corwin and it is still under construction because the book is new, apparently. We will need to check in mid-Sept, I think. (JR)

# data[].attributes.body
Considering how this might be useful for collaborative groups in-between meetings.

# data[].attributes.headline
Learning is a function of reflection. p. 2

# data[].attributes.subject
Learning is a function of reflection. p. 2

# data[].attributes.body
Student learning is linked with staff learning.

# data[].attributes.body
I feel like I need to better understand my scope of influence (p. 17) and what this means for coaching.

# data[].attributes.body
p. 6 Reflective practices lead to more informed practices, principles, and actions.

# data[].attributes.body
Guiding questions to support the process...

# data[].attributes.headline
LIfe long learners inquire, question and discover. 

# data[].attributes.subject
LIfe long learners inquire, question and discover. 

# data[].attributes.body
How do we make our collaborative groups inquiry based?

# data[].attributes.headline
Where there is no  reflection there will be no learning p. 4

# data[].attributes.subject
Where there is no  reflection there will be no learning p. 4

# data[].attributes.headline
Reflective practice leads to informed action, not "mindless following of unexamined practices or principles"

# data[].attributes.subject
Reflective practice leads to informed action, not "mindless following of unexamined practices or principles"

# data[].attributes.body
All lend themselves to a highly successful school where students are learning at their optimal level and teachers are constantly engaging in ways to extend the learning of EVERY student.

# data[].attributes.headline
Reflective practice is an active process that continually seeks to assess, understand, and adjust practices.

# data[].attributes.subject
Reflective practice is an active process that continually seeks to assess, understand, and adjust practices.

# data[].attributes.body
We need to ask, "Why" first, rather than "What?" and "How?" p. 10-11

# data[].attributes.body
Student learning is linked with staff learning (p. 4). We can't assume knowledge is independent. I know I am not done learning!