Reflective Writing in a Principal Preparation Program

Abstract

Reflective writing has become part of a vast
spectrum of professional practices across academia,
which includes the hard sciences—notably in the
fields of medicine and nursing, as well as in the
humanities, including social work, higher education,
teacher education, and educational leadership. In this
article, we seek to describe the results of an
investigation in the preparation of school leaders

through reflective writing. Our engagement with self-
reflective writing is explicitly designed to help future

educational leaders identify and promote the skills
that help leaders identify inequity in schools. The
preliminary administrative credential program in this
study is rooted in efforts to prepare equity-driven
school leaders who integrate dispositions, concepts,
and actions into their daily practice.