1703 North Beauregard St.
Alexandria, VA 22311-1714
Tel: 1-800-933-ASCD (2723)
8:00 a.m. to 6:00 p.m. eastern time, Monday through Friday
Local to the D.C. area: 1-703-578-9600
Toll-free from U.S. and Canada: 1-800-933-ASCD (2723)
All other countries: (International Access Code) + 1-703-578-9600
The Reflective Educator: A Collaborative Approach DVD profiles teachers working with administrators and coaches to take charge of their professional growth and move along the path to excellence by becoming reflective practitioners. Capacity building is the focus of Pete Hall and Alisa Simeral’s work, and their strategies are becoming the model for instructional coaching in schools across the country. This video takes an in-depth look at a school where three teachers are taking steps to grow as reflective practitioners with the help of Hall and Simeral’s strategies. We see them working in partnership with their administrator and instructional coach to make use of Hall and Simeral’s Reflective Cycle and the Continuum of Self-Reflection tools. Each teacher is at a different stage on the Continuum and by observing their practice, we’ll learn about the specific strategies for growth that each stage calls for. We’ll also observe the key role administrators and coaches play in building teachers’ capacity for success. We’ll see them identifying and nurturing their teachers’ strengths to help them reach new levels of professional success and satisfaction. The Reflective Educator: A Collaborative Approach shows that teachers are a school’s most essential strength. As their capacity for success increases, so does their ability to positively affect the students they guide.
(ASCD DVD, 2015) One 56-minute DVD
Authors of the best-selling ASCD book Building Teachers’ Capacity for Success return to explain why your effectiveness in the classroom is directly connected to your ability to self-reflect on your teaching practice and use the reflection process to get better at what you do. Pete Hall and Alisa Simeral take you on a journey through the reflective cycle and outfit you with tools and strategies to increase your power to make purposeful improvements.
Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful.