The practices of Reconstructive Reflective Teaching as discussed in the works of Schon, Smyth, and others can provide sound staff development for teachers at all grade levels, kindergarten through college. This review of the literature on the topic provides a definition and a detailed explanation of the assumptions, preconditions, and processes of Reconstructive Reflective Teaching. The article concludes with a discussion of the benefits of the implementation of Reflective Teaching in schools, benefits that accrue to administration, faculty, students, and community. (Author)