Date of Award
2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
School of Education
First Advisor
Marc Shelton, EdD
Second Advisor
Nicole Enzinger, Ph.D.
Abstract
This Improvement Science Dissertation in Practice examined how a structured reflective-practice toolkit influenced a teacher’s demonstrated levels of reflection and perceptions of reflective growth within a Christian school setting. The problem addressed in this study was that teachers at Hope Ridge School engaged inconsistently and often superficially in the reflective elements of the school’s evaluation and coaching system. Although teachers generally valued reflection, many lacked the shared language, clear frameworks, and structured supports needed to engage in meaningful reflective practice.
Grounded in reflective-practice theory using Improvement Science methodology, this study used an iterative professional learning design implemented through multiple Plan-Do-Study-Act cycles. The intervention included explicit instruction in structured reflection tools, guided professional learning, and opportunities to apply reflection within existing routines. Data sources included baseline and post-intervention survey responses, teacher reflection artifacts, observational notes, and teacher interviews.
Across the intervention cycles, participants increasingly described reflection as more intentional, structured, and useful. Survey data and interviews indicated stronger perceptions that the school had provided tools to support reflection, with upper-school teachers reporting the strongest agreement. At the same time, teachers identified ongoing barriers, including limited time, emotional difficulty, and the lack of embedded routines.
The study suggests that reflective practice is more likely to deepen when teachers are given clear frameworks, repeated opportunities for guided practice, and leadership-supported structures. These findings have implications for Christian schools seeking to strengthen teacher growth through more reflective and systems.
Recommended Citation
Neill, Holly A., "Developing Reflective Capacity Among In-Service Teachers: Using a Teacher Observation Approach to Continuous Improvement" (2026). Doctor of Education (EdD). 281.
https://digitalcommons.georgefox.edu/edd/281