ABSTRACT
This chapter presents the case study of a Dan, Brooke, Joanna, and Christina. Brooke’s initial project goal was to develop a community of reflection in her class, and she focused on developing an ‘insider classroom’ of reflective learners. Brooke’s flexibility and increasing understanding of the MeE Framework led her to promote a student community of reflection by promoting a teacher community of reflection. Brooke timetabled regular times with individuals or groups of students and implemented structures such as a visual display that documented a progression of learning goals and demonstrated student reflection and student voice. The mentoring process gave Brooke the opportunity to develop her pedagogical practices while significantly improving her students’ engagement with school. Joanna provided guidance for parents via the website with regard to questions they might ask of their children about learning content, teaching approaches and past and upcoming learning events.
