Volume 2 - Issue 1 - DBU Journal of K-12 Educational Research - Page 18

16 and 89% of teachers responded similarly in agreement. Although there was significant agreement that reflective conversations can lead to improved instructional practice and who should lead the conversation, there were differences in agreement between the campus administrator and classroom teacher in the areas of the frequency of reflective conversations; opportunities to recognize areas of strength; opportunities to ascertain areas of weakness; opportunities to set professional goals; opportunities to create action steps; opportunities to identify professional development; and inclusion in the teacher evaluation system. Table 2 reflects the degree of difference in agreement in regards to the correlated questions asked of the total population. (See Table 2 on page 17) The 74% of respondents who indicated they were partici - pating in reflective conversations were asked a set of supporting questions to study the actual practice taking place during the reflective conversations. Although within this subset of respon - dents, there was agreement that reflective conversations can lead to improved instructional practice, there were significant differ - ences in the actual practice in regards to the opportunities to set professional goals; creation of action steps; identifying profes- sional development; and the inclusion in the teacher evaluation system. Table 3 reflects the degree of difference for the set of supporting questions asked of only the participants participating in reflective conversations. (See Table 3 on page 18) DeAnna Jenkins, Ed.D. Table 1. Research Questions and Degree of Difference between Administrator and Teachers