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As these two definitions suggest, the process of "reflective inquiry" entails asking penetrating questions, challenging assumptions, and carefully examining the implications of their actions and choices. Boyd (1992) and others have found that continuous "critical inquiry" is a common trait of schools that are successful in maintaining improvement efforts. Hord (1997) notes that by encouraging reflective inquiry among staff members, school leaders can help to create a professional learning communities. She notes that reflective inquiry can not only force conversations among staff about what is important, but also help create a shared sense of purpose among teachers and administrators. To assist leaders in using reflective inquiry to guide and maintain their improvement efforts, we provide a number of questions intended to stimulate reflection on the pages of this Web site. We have also identified some resources that can help you employ reflective inquiry to foster improvement in your school. Resources Using Reflection to Promote Instructional Coherence (SEDL, 2000) Professional Learning Communities: Communities of Continuous Inquiry and Improvement by Shirley M. Hord 1Boyd, V. (1992). Creating a context for change. Issues about Change, 2 (2). Austin, TX: Southwest Educational Development Laboratory.
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