The Action Reflection Process: Supporting All Students in Inquiry-based Science

Preparing to Launch the Initiative

Bring people together to review the school district's learning standards or school's mission statement and identify how the Action Reflection Process contributes to achieving those standards and goals (see Alignment Chart).
As a group determine what other initiatives already exist in the district. Does the Action Reflection Process provide a structure for school staff to work toward an initiative? For example, if a literacy initiative exists, invite a literacy consultant to the meetings to use the protocol to collaboratively look at students' records or writing to determine how using the protocol can further the schools' literacy goals.
Identify who will contact the superintendent, principals, and department heads for professional development, technology, and special education to inform them about the process and discuss how it might meet the goals of the district, and to solicit support for specialists to attend the meetings.

Making Decisions

Decide how teams should be formed, based on the goals. For example, if a goal is for teachers of the same grade level to understand a unit more deeply and teach it more effectively, then a team should consist of at least two teachers at the same grade level, a special educator, a content specialist, and a library/media specialist, if available. If the goal is for school staff to better understand how the curriculum builds concepts across the grade levels, then a team should have teachers from multiple grade levels and the appropriate specialists. Sometimes students' work will determine who needs to be at the team meetings. For example, in one school, a student with emotional difficulties was struggling, so the child's counselor was invited to the meetings. Another school wanted to focus on improving students' ability to write informational text, so the literacy consultant was included in the team. We recommend that, at a minimum, a team consist of two classroom teachers, a special educator, a content specialist, and a library media specialist.
Decide on a meeting time. Have meetings on the same day and time each week. Determine a plan for coverage if meetings are held during school hours. Stress the importance of all specialists being present to give input into interpreting the work and designing future strategies. If team members miss meetings, provide them with the notes and ask them to contact the presenting teacher if they have any input.
Decide what incentives will be offered to school staff. In some schools, principals have determined that teams will meet during school time as part of their school responsibilities. In other schools, teachers have been offered professional development points, stipends, increment credit, and/or materials to learn the process. They then have a role in determining to what extent they will continue the work. Teachers who participated in ASSISTÆ wrote reflections on their work during the Action Reflection Process that ranged from cases of individual students (DiGisi, Nix, Kramer, Daniels, and Cyr, 1999) to how participation in the process affected their practice. A budget for food and drinks eases the burden on the facilitator and improves morale for the teachers and specialists.
Decide if there will be volunteer or mandatory participation in the process. If mandatory, the principal must be prepared to thoroughly explain how the process is the responsibility of school staff and relates to district and student goals. The principal or assistant principal must be visible to the participants in some manner throughout the cycle to confirm support.

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			Bring people together to review the school district's learning standards or school's mission statement and identify how the Action Reflection Process contributes to achieving those standards and goals (see Alignment Chart). As a group determine what other initiatives already exist in the district. Does the Action Reflection Process provide a structure for school staff to work toward an initiative? For example, if a literacy initiative exists, invite a literacy consultant to the meetings to use the protocol to collaboratively look at students' records or writing to determine how using the protocol can further the schools' literacy goals. Identify who will contact the superintendent, principals, and department heads for professional development, technology, and special education to inform them about the process and discuss how it might meet the goals of the district, and to solicit support for specialists to attend the meetings. Making Decisions Decide how teams should be formed, based on the goals. For example, if a goal is for teachers of the same grade level to understand a unit more deeply and teach it more effectively, then a team should consist of at least two teachers at the same grade level, a special educator, a content specialist, and a library/media specialist, if available. If the goal is for school staff to better understand how the curriculum builds concepts across the grade levels, then a team should have teachers from multiple grade levels and the appropriate specialists. Sometimes students' work will determine who needs to be at the team meetings. For example, in one school, a student with emotional difficulties was struggling, so the child's counselor was invited to the meetings. Another school wanted to focus on improving students' ability to write informational text, so the literacy consultant was included in the team. We recommend that, at a minimum, a team consist of two classroom teachers, a special educator, a content specialist, and a library media specialist. Decide on a meeting time. Have meetings on the same day and time each week. Determine a plan for coverage if meetings are held during school hours. Stress the importance of all specialists being present to give input into interpreting the work and designing future strategies. If team members miss meetings, provide them with the notes and ask them to contact the presenting teacher if they have any input. Decide what incentives will be offered to school staff. In some schools, principals have determined that teams will meet during school time as part of their school responsibilities. In other schools, teachers have been offered professional development points, stipends, increment credit, and/or materials to learn the process. They then have a role in determining to what extent they will continue the work. Teachers who participated in ASSISTÆ wrote reflections on their work during the Action Reflection Process that ranged from cases of individual students (DiGisi, Nix, Kramer, Daniels, and Cyr, 1999) to how participation in the process affected their practice. A budget for food and drinks eases the burden on the facilitator and improves morale for the teachers and specialists. Decide if there will be volunteer or mandatory participation in the process. If mandatory, the principal must be prepared to thoroughly explain how the process is the responsibility of school staff and relates to district and student goals. The principal or assistant principal must be visible to the participants in some manner throughout the cycle to confirm support.

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