Reflective Practice of Multi-unicultural School Leaders

About the Book

We have written this book because of our unique and real concern for improving education for children who are “at risk” of school failure. Whether these students are of different ethnicities or speak different languages, the students are not failures, but have difficulty maneuvering in a system we call school. In order to improve education, we have to improve schools and the practices of school leaders. This transformation of schools requires change and improvement of individuals in school leadership positions. In order to change school leaders and their practices toward improvement, we must replicate what is working for kids through reflective practice. Osterman and Kottkamp (1993) offered this perspective: We believe that reflective practice, an approach to educational improvement that is both situational and places the professional in the very center of the attempt to create improvement not only stands in contrast to most other current ideas but has the greatest potential of any approach improving individuals and, through them, schools and education. (p. vii) The book was written because we share professional practices and intellectual interests in reflection and reflective practice. We are passionate that reflection has the best hope and significant change in how leaders examine their personal beliefs, values, and behaviors in such a way that members of the school community realize that it is they who must adapt their practices to meet the needs of students at risk and the diverse communities they serve. However, before we discuss the importance of reflective practice, we need to arrive at a definition of reflective practice. Schon (1983) defines reflective practice as “the capacity to reflect on action so as to engage in a process of continuous learning.” Similarly, Bolton (2010) stated that reflective practice involves “playing critical attention to practical values and theories which inform everyday action, by examining practice reflectively and reflexively. This leads to developmental insight.” Another idea by Boud et al. (1985) states, “Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning.” As for education, Larrivee (2000) argues, “Reflective practice refers to the process of the educator studying his or her own teaching methods and determining what works best for students. It involves the consideration of the ethical consequences of classroom procedures on students.”

About the Author

Professor Paul A. Rodriguez has an extensive background of over thirty-six years in public education that places high priorities on versatility and results. Dr. Rodriguez’s educational philosophy is based on building and sustaining positive relationships, trust, shared decision-making, active listening, and open communication with all people while focusing on an innovational approach to education. All students beginning at preschool through high school must be prepared for future academic and professional successes. With strong convictions, Dr. Rodriguez firmly believes that schools must prepare every student for participation in the global economy and global community of the twenty-first century. Based on Dr. Rodriguez’s previous achievements, individuals describe his leadership as innovative and transformational in transitioning conventional classes and programs into model programs where all students learn, graduate, and attend college. Dr. Rodriguez’s capacity to relate to all levels within the educational profession from the self-contained classroom teacher to high school guidance counselors and upper-level administrations has proved invaluable. Within the higher-education community, Dr. Rodriguez has lectured undergraduate, graduate, and doctorate students in a vast variety of educational courses and a number of higher educational institutions that have increased teacher, student, and community successes. He has successfully chaired two doctorate dissertations. Dr. Rodriguez recently coauthored a comprehensive book, Reflective Practice of Multi-unicultural School Leaders: Strategies and Considerations for Improving Achievement of Cross-Culturally Diverse Students. He firmly believes in building transformational, positive, and collaborative relationships with all people in our immediate and global society. Dr. Paul A. Rodriguez may be reached at Pacific Oaks College, prodriguez@pacificoaks.edu, office—15 626-529-8420, cellular phone: 909-519-2777, or cogitoconsulting@aol.com.