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

Roles of the Principal

Principals play an important role in the Action Reflection Process, including:

Having and expressing a commitment to making the action reflection process part of the way teachers in the school do their work

Setting clear expectations for participants: meeting regularly, gathering and sharing student work, translating ideas into practice, and documenting meetings

Defining the outcomes of their collaboration (e.g., portfolios can be used to show parents at conferences, portfolios for three students can be models for the class, documentation of team meetings can be used to assess teacher's collaboration with others, portfolios can be used to assess teacher growth)

Helping to form and nurture teams

Integrating key aspects of the ASSIST model to other professional development endeavors (e.g., align ASSIST with other school initiatives, integrate goals into school mission statement or school improvement plan, provide time and incentives for teachers to participate)

Creating and supporting structures that encourage collaboration and shared decisionmaking (e.g., scheduling meeting time, providing resources, encouraging shared responsibility and accountability for all students)

Attending action reflection meetings to show support for the difficult work that teachers are doing and to learn the process; ultimately, principals will determine the accountability for participation in the Action Reflection Process

Collaborating with facilitators in ongoing discussions about how to use the process to further professional development needs

Identifying and supporting emerging leaders who serve as facilitators

Understanding and supporting the use of a variety of strategies to assess student performance accurately, particularly for students with disabilities

Supporting the acquisition, allocation, and integration of a range of low to high technology tools for assistive and instructional purposes, especially for students with disabilities

Working with district leadership to make ongoing professional development models like Project Assist part of the district norm and an accepted way for teachers to spend professional development time



			Principals play an important role in the Action Reflection Process, including: Having and expressing a commitment to making the action reflection process part of the way teachers in the school do their work Setting clear expectations for participants: meeting regularly, gathering and sharing student work, translating ideas into practice, and documenting meetings Defining the outcomes of their collaboration (e.g., portfolios can be used to show parents at conferences, portfolios for three students can be models for the class, documentation of team meetings can be used to assess teacher's collaboration with others, portfolios can be used to assess teacher growth) Helping to form and nurture teams Integrating key aspects of the ASSIST model to other professional development endeavors (e.g., align ASSIST with other school initiatives, integrate goals into school mission statement or school improvement plan, provide time and incentives for teachers to participate) Creating and supporting structures that encourage collaboration and shared decisionmaking (e.g., scheduling meeting time, providing resources, encouraging shared responsibility and accountability for all students) Attending action reflection meetings to show support for the difficult work that teachers are doing and to learn the process; ultimately, principals will determine the accountability for participation in the Action Reflection Process Collaborating with facilitators in ongoing discussions about how to use the process to further professional development needs Identifying and supporting emerging leaders who serve as facilitators Understanding and supporting the use of a variety of strategies to assess student performance accurately, particularly for students with disabilities Supporting the acquisition, allocation, and integration of a range of low to high technology tools for assistive and instructional purposes, especially for students with disabilities Working with district leadership to make ongoing professional development models like Project Assist part of the district norm and an accepted way for teachers to spend professional development time

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