This article will explore the director's role in modeling reflective practice as a tool for moving a program toward programmatic excellence. Childcare directors are closely connected to all aspects of the childcare program; they supervise and support teachers and staff and work with children and families. They are responsible for administering the program. I am the program manager and center leader. This document will suggest ways to incorporate more reflective practice into our programs at Kennedy Heights Community Center. The literature on self-reflective practice will be explored and analyzed to support the case for reflective practice as a tool on the path to excellence. The limits and weaknesses of reflective practice will also be explored. Reflection - Literature Review In his article, Becoming a Self-Mentor, Bloom states: “The ability to reflect and engage in candid introspection is at the heart of achieving self-awareness. Reflective professionals think creatively, imaginatively, and sometimes self-critically about what they are doing. Individuals who use a variety of reflective practices have a better understanding of themselves” (p. 55). If we value continuous programmatic improvements, then professionals need to know themselves to effectively change and improve. Teachers and leaders cannot adapt or improve their attitudes or behaviors if they cannot honestly recognize and own their actions. Reflection can help bridge the gap between “exposed theories and theories in action” (Bloom, 2007). The best written manuals and program manuals are meaningless if teachers and directors do not implement the philosophy and vision of the program as written. If the centers speak... half of the paper... d care and education to know what excellence is, but also the knowledge of adult education to lead all teachers in the search for excellence. While reflective practice is a key part of professional development, the program administrator must continually drive the program towards excellence and have a deep understanding of best practices and what quality child care looks like to model and effectively facilitate reflective practice that leads to sustainable change. While some aspects of quality are concrete and stable; Many aspects of quality child care reflect the needs of children and their families and are constantly evolving. Management skills are needed to maintain consistency and leadership skills to facilitate changing program needs to maintain quality. The director fulfills both roles and therefore acts as a custodian of the quality of the programme.