There is immense pressure on school leaders as they grapple with their responsibilities to show constant evidence of school improvement. School improvement describes a process that identifies school changes needed to improve student outcomes and shows how and when the level of student outcomes will be made. There are essential considerations when planning for improvement; specifically, high quality professional development to enhance teacher skills and knowledge, a system that supports reflective practices in order to increase teacher autonomy, and student engagement as a way to improve student outcomes. Student outcomes are identified as academic achievement, civic responsibility, and social-emotional development. This research will explore the attitudes and beliefs that teachers and administrators have for reflective practices, delving into the supervisory actions by administrators that promote or impede the use of those practices in Maine schools by teachers. The findings from this study will provide sensible and transferrable applications for schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]