Reflection allows the leader the opportunity to look at what they are doing, their leadership practices and goals and evaluate if the desired result is achieved. Through the process of reflection, educators are afforded the opportunity to be proactive rather than reactive when problems arise. Taking time to reflect on an issue, problem, or dilemma reduces “off-the-cuff” responses. Professional growth is an added benefit to the practice of reflection.
The component of reflection within the action research process is a vital key to determining if the changes made as a result of research had the desired results. Were the changes made beneficial to the school, teachers, students, and community? What additional changes should be looked at? Are students being successful as a result of the changes made through the action research process? These and other questions are ones that should be addressed in the action research process. Looking at instructional changes provides opportunities for professional growth and reflection. The goal of reflection should be to address, is what I’m doing making a difference in the success of the students under my leadership?
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