To examine the utility of the "Systematic Self-Reflection" (SSR) process, a study investigated the effects of three levels of self-reflection--systematic, focused, and random--on problem solving and efficacy in 62 elementary school teachers. The study examined the application of four components of a problem-solving model (problem identification, goal setting, intervention selection, and monitoring and evaluation), and compared the self-reports of teachers on their choice of intervention strategies for students and their reflections on the problem-solving techniques used to select intervention strategies. The systematic participants (n=25) were the only ones to use a rubric defining the problem-solving model to analyze their own self-reports of intervention selection. Their ability to apply the problem-solving model was compared to two other groups of teachers: the focused group (n=17), who received the same professional development workshop but not the rubric; and the random group (n=20), who received neither the rubric nor the professional development workshop. Study results indicated that the systematic participants exhibited significantly higher levels of problem-solving model application in both their self-reports and their reflective journals. They were the only group to set goals for their students and then select interventions to match those goals. These participants also exhibited a deeper understanding of the problem-solving model in their reflective journals. The most striking finding was the emergence of a common language for problem-solving among the systematic practitioners. (Contains 71 references.) (ND)