The task of creating organizational policies and systems that promote and support reflective teaching is multifaceted and seldom enumerated in early childhood professional literature. One of the best overviews the author has found comes from Carol Brunson Phillips and Sue Bredekamp (1998). The author opines that if the early childhood profession would take up "in earnest" the eight areas these authors cite, educators would dramatically transform their organizational systems and professional development practices for a new level. Moreover, if teacher educators were to take up Judy Helm's (2007) notion of "Building Communities of Practice" or Kay Albrecht and Bev Engel's (2007) challenge of "Moving Away from a Quick-Fix Mentality to Systematic Professional Development," they would see an expanded understanding of what it takes to prepare teachers for reflective practices. In this article, the author discusses how to create frameworks for reflective teaching and describes some steps that directors and teacher educators can take to guide program staff to become more reflective. These include; (1) connecting reflection to inquiry; (2) using a consistent inquiry protocol; and (3) creating a protocol as a "thinking lens" for teachers.