After the engaged combat experiences of the Battle of Molino del Ray and Chapultepec, both of which ended in significant triumphs attributed to America; Ulysses S. Grant devoted time to meaningful reflection, evaluating the experiences he gained from these two distinct conflicts and his holistic experiences of the Mexican War. Grant's conclusive experiments were that these two war conflicts should never have been fought by American forces and could have been defended using an alternative combat strategy in which Mexican soldiers would be overwhelmed, an approach that would have forced them to abandon their military positions. in a more peaceful American victory. The ultimate learning outcome that Grant gained from these overall experiences is that there is a compelling lesson learned from quality reflective study (Kaltman, 1998). This ability to function as a thoughtful practitioner is what allowed Ulysses S. Grant to serve successfully in leadership opportunities such as the United States Army and later as President of the United States of America. America. It is when the individual learns the discipline of reflection and further applies this practice of reflection to his or her own life that he or she truly begins to mature and develop both personally and professionally. This proposal is designed to address the need for professional development that can be used to help teachers at our institution mature and grow educationally with the goal of becoming better instructors for the purposes of the academic education of our students and to help them succeed in their academic goals and objectives. The proposed action plan can ultimately help our teachers middle of paper......ols: An Action Guide for Educators (2nd ed.). Thosabd Oaks, CA: Corwin Press. Davies, S. (2012). Adopt reflective practice. Education for Primary Care, 23(1), 9-12.Gardner, F. (2009). Affirming values: using critical reflection to explore professional meaning and practice. Reflective Practice, 10(2), 179-190.Grant, C. (1984). Preparation for reflective teaching. New York: Allyn and Bacon. Jay, J.K. and Johnson, K.L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Training, 18, 73-85. Reynolds, M. (2011). Reflective practice: Origins and interpretations. Action Learning: Research and Practice, 8(1), 5-13. doi:10.1080/14767333.2011.549321Aubrey Malphurs, The Nuts and Bolts of Church Planting: A Guide to Starting Any Type of Church (Grand Rapids: Baker Books, 2011), 82-85.