Action Research

Administative inquiry or action research is a process that can lead change for schools and all it stakeholders. In Examining What We Do to Improve our Schools: 8 Steps from Analysis to Action authors Harris, Edmonson, & Combs share the following information regarding inquiry:

"Inquiry is investigating in a systematic way. Inquiry is examining data, asking questions, and requesting more information. The inquiry process, based on logical reasoning, requires the collection of information in systematic way" (pg. 5).

Applying their definition of inquiry to that of administrative inquiry or action research would involve the administrator engaging in systematic investigation, examination, collaboration and collection of information to affect change. Practitioner involvement in efforts for improvements is imperative to foster shared vision and group ownership. Nancy F. Dana finds that an administrator’s participation in inquiry “develops a sense of ownership in the knowledge constructed, and this sense of ownership heavily contributes to the possibilities for real change in schools” (p. 10).  Administrative inquiry and action research are important modes of change that begin with one person or cluster of a team of practitioners, but requires the by-in and engagement of all stakeholders to prove successful.

My use for action research may be to improve my function within the academic settings to which I am connected. On any given say, there is much that I think or question. These thoughts and questions may prove to parent the next great practices or methods for professional or academic growth. The fact that I am not currently working in a school and am largely dependent upon my volunteer times to frame these questions, will force me to invite the queries of those immersed daily into the art of classroom instruction. Action research may be a tool that helps to improve a school environment and build a sort of consensus on school improvement focus.

 

Dana, N. F. (2009). Leading with passion and knowledge:
       the principal as action researcher. Thousand Oaks, CA: Corwin Press.

Harris, S., Edmondson, S., & Combs, J. (2009). Examining what we
      do to improve our schools: 8 steps from analysis to action. Larchmont, N.Y:
      Eye on Education.

Educational Leaders & Blogging

With so many classrooms and campus needs vying for the attention of teachers and administrators throughout the academic day, it is not commonplace for either to take a  moment and journal. My volunteer hours today were a perfect example of the non-stop flow of the school day. I shadowed and assisted a vice-principal for 120 minutes. We began reviewing student grades, went to two kindergarten classes to assist departure for a field trip, met with two students who were sent out of the class for misbehaviors, talked with a parent regarding her child's removal from the bus, observed lunch time for a cluster group of classes, stopped by four classes to talk with teachers, participated in a CIP meeting...Whew! I was breathless! I asked, "When do you sit and catch your breath?" He answered, "When I can find one moment to be had, I take it! But that doesn't happen often." He smiled and kept moving on to the next need.

Blogging is an opportunity for everyone, including educational leaders, to quickly and effectively record and store thoughts. Blogs become a great place to record highlights of the day--the child we are concerned about, the teacher who has a great idea, the cafeteria worker who seems consistently disgruntled, etc. During a given day there are many occurrences that act as impetus for ideas or questions. We experience moments of epiphany that may return, but may not. Blogging can help us capture those thoughts. It can also function as a resource that displays our professional growth from one time period to the next. 

In fact, this blog makes me consider investigating the impact of blogging upon professional growth. Hhmmm....What do you think?