Reflective Practice of Multi-Unicultural School Leaders

By Dr. Roberto F. Casas and Dr. Paul A. Rodríguez

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.

• Language: English
• Publisher: Xlibris US
• Release date: Feb 21, 2012
• ISBN: 9781469162966

Dr. Roberto F. Casas

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, [e-mail], office—15 626-529-8420, cellular phone: [phone], or [e-mail].

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Copyright © 2012 by Dr. Paul A. Rodríguez and Dr. Roberto F. Casas.

Library of Congress Control Number:       2012902641

ISBN:         Hardcover                               978-1-4691-6295-9

                   Softcover                                 978-1-4691-6294-2

                   Ebook                                      978-1-4691-6296-6

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CONTENTS

Preface

Chapter 1  Reflective Daily Leadership and Ethical Actions

Chapter 2  Conceptual Frameworks Through Reflection

Chapter 3  Guidelines for Engaging in Reflective Practice

Chapter 4  Qualities of Effective Leadership: Principles of Peter F. Drucker

Chapter 5  Reflection on a Leadership-Value System

Chapter 6  Leaders Must Adapt through Change with Restraint

Chapter 7  Vail High School: A Mosaic of Backgrounds for Change

Chapter 8  A Multi-unicultural Reflection: Music and the Arts

References

PREFACE

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.

Training Future Reflective School Leaders

As adjunct professors in professional degree and credential programs, reflective practice has been our mantra of ensuring that future leaders of our diverse students, including English language learners and other at-risk students, are reflective, culturally proficient educators. Reflective practice helps us discover the link between theory and our professing and stressing our professional practice and between professing and transformational personal action to improve the quality of public schools. We are true believers of this practice because it leads to cultural competency and proficiency. Lindsey, Nuri Robbins, and Terrell (2002) asserted,

Cultural proficiency is an inside-out perspective on change in which leaders transform approaches to their personal leadership behaviors and school practices. Leaders who manifest cultural proficiency guide their colleagues to examine personal values and a behavior in such a way that members of schools realize that is they who must adapt their practices to meet the needs of their students and community they serve. (p. 2)

Albeit, reflection and reflective practice have become common buzzwords, we believe it can assist leaders and others to examine and evaluate how schools develop, implement, and enforce policies and practices that represent its position on issues of diversity.

Reflection for School Improvement

The purpose in writing this book is to help school leaders reflect on their own practices and who are committed to improving the educational quality of schools and who want to improve their own professional development and practices. Leaders in schools with diverse student populations, who choose to incorporate reflective practices in their daily leadership (introspection), will develop more effective administrative skills. Illuminating Griffith’s (1979) idea that educating must be grounded in the ordinary experiences of individual people and expressed in ordinary language; we have attempted to explain conceptual terms in simple language and to illustrate these concepts using examples drawn from everyday experiences.

Writing about our reflections and our approaches toward successful practices that impact teaching and learning has forced us to clarify conceptual issues and to confront and define problems that were somewhat vague before we began. We have learned a great deal as minority school administrators in regards to navigating through the political waters in educating our diverse student population. We have gleaned ideas and practices from other ethnical and diverse school leaders by utilizing reflection to narrow the achievement gap of our at-risk students. Hopefully, we can save our readers time and frustration by sharing our reflections/introspections and what has been learned in the field. Deal and Peterson (1999) provide this opinion: "With all evidence from both business and education highlighting culture as a critical aspect of organizational cohesion and performance, what’s holding us back? Why do standards and restructuring continue to