Educators are naturally viewed as reflective practitioners, with time to think, ponder, vision, and design being key to the art and craft of the role itself. This is especially true of educational leaders--teachers, facilitators, administrators, and superintendents. We know that we lead more effectively when practicing deep reflection, demonstrating the desire to take action in order to serve others while honoring the greatness that exists in so many of our learning environments.

With deep reflection and action comes a lot of emotion, a lot of conversations, a lot of missteps, and a lot of accomplishments. It is these experiences that dictate the ultimate need to capture lessons learned. One must understand that the lessons can provide a platform to assist one another in reaching higher, addressing new challenges confidently, persevering through extreme adversity, and exploring opportunities never considered before as we all answer our own calling.

We consider the need for reflection by leaders as necessary to honor the past and to build a pathway to future success. We find ourselves in unprecedented times in the world of educational leadership, yet recognize that the principles and foundational pieces that have been a part of our work remain constant. Embracing reflection allows us to honor the past, while best serving in the unknown, tumultuous and exciting future. It creates the opportunity to unload and process our experiences while learning from one another. We must provide a space that inspires others to engage in this during their leadership experiences. This is the basis for our story.