This paper focuses on the development and validation of survey tools that help teachers engage in a guided reflection process. The guided reflection process assists teachers at all levels, kindergarten through college, to reflect on (1) their own beliefs and practices; (2) how these practices are perceived by their students; and (3) the impact of both teacher and student learner-centered variables on student motivation and achievement. Building on the "Learner-Centered Psychological Principles" (APA, 1993, 1997), the Assessment of Learner-Centered Practices (ALCP) surveys (McCombs, 1999) have been validated with more than 5,000 K-20 teachers and their more than 25,000 students. Implications of the ALCP survey and guided reflection tools for providing a research-validated source of information on not only teacher dispositions (beliefs and knowledge), but also instructional skills and practices that meet new educational requirements for teacher accountability and quality are briefly described. The presentation concludes with a discussion of how the ALCP reflection tools can be used at various educational system levels to promote a positive cycle of shared responsibility for teacher development and learning. (Contains 36 references.) (Author/SM)