Reflective practice has long been considered an important part of professional development for educators; however, accounts of utilizing reflective practice with groups of experienced teachers remain scarce. We consider reflective practice to be an important means of fostering professional discourse among experienced teachers regarding their pedagogical beliefs and practices. To that end, this paper describes a reflective practice innovation introduced in an undergraduate English composition program in a Japanese university. In what follows we, as experienced teachers, detail how a reflective-practice routine (RPR) was established and used to evaluate the efficacy of existing curricular materials to inform adjunct-faculty onboarding and professional development. In closing, we make several recommendations related to scheduling, maintaining focused and constructive interactions when implementing an RPR, and we provide examples of how the results of the RPR were applied to improve our onboarding process, teaching practices, and course materials.