Leading Reflective Practices in Montessori Schools

In this paper, we report the results of a qualitative study examining development leadership competencies as Montessori school leaders gain experience using coaching protocol with their teachers. Extending previous work, emphasis is on leaders’ specific roles instructional supervisors leading reflective practices. National standards, both traditional and Montessori, are foundation to investigate group in reference articulated competencies, specifically for leader tend own learning effectiveness through reflection, study, improvement, empower teachers highest levels professional practice continuous improvement. After use prescribed protocol, 12 from 6 schools across United States were interviewed set semistructured questions. The support that practices lead improvement respective We conclude self-reflection critical leader’s success, empowering them model influence practices, direct impacts teacher reflection This conclusion becomes relevant observe our assuming numerous complicated administrative roles, management evaluation supervision, mentoring,