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Reflexive professionals, at the other end of a continuum and not just in binary opposition toreflective practitioners, alternatively act on the outcomes of a structured enquiry into themselves,their professional lives and their working practices. In so doing they bring forward positively adialogic, hermeneutic process which prompts them to undergo structured, scaffolded, analyticalprocesses, carried out in isolation but more effectively with the supplementation of a learnedexpert, a guru or, in educational terms, say, a ‘coach’ (See NCSL, leadership pathwaysmethodology), or, in technology-mediated contexts a 'pedagogical agent'. In this modusoperandi, account is taken of the many dimensions of a professional educator’s life. It may beviewed by a 360° process, or it may be examined from different aspects, sides or perspectives(Natanson, 1970; Sokolowski, 2000; Grimmitt, 2000; Jackson, 2006). Where reflexiveprofessionals differ significantly from reflective practitioners is in the mandatory developmentof action plans that arise from the reflexive process. These may be personal development plansas advocated by Covey (1989), they may be strategic action plans as advocated by national selfevaluationmethodology (OFSTED, 2004) or they may be practical action plans that focus on anidentified ‘area for development’ in a practical context.“To begin with the ‘end in mind’ means to start with a clear understanding of yourdestination. It means to know where you’re going so that you better understand where youare now and so that the steps you take are always in the right direction.“ (Covey 1989 p.98)120Simon Hughes Ph.D. Thesis (October 2012)