Amy's Action Research Inquiry_EDLD 5301

During this week’s assignment, I learned that action research “enhances professional growth and brings about real change” (Dana, 2009, p.10).  Over the past several years, my district has implemented more hands-on action research.  Before this implementation, my district was taking the traditional educational research approach.  Our professional development classes consisted of strategies and methodologies that were being used in other districts or states.  Many educators felt these methodologies were not relevant to our individual campus needs.  Dana states, “a critical belief about learning is ownership” (p. 12).  Ownership is one of the key differences between action research and traditional educational research.  Using the action research method all stakeholders take ownership in the entire process.  Action research will more effectively bring about change, because it focuses on relevancy and ownership within the campus.

I also learned that action research and administrative inquiry mean the same thing.  One of the main concepts I like about administrative inquiry is it allows all campus stakeholders to give input on solutions and all stakeholders participate in the implementation of those solutions.  Administrative inquiry is an ongoing process that allows room for continual change based on an individual campus need.  This type of action research approach allows a campus to improve their campus with relevant change, because professional learning communities and campus committees are able to participate in the entire process.

Action research in an educational setting includes university coursework, district meetings, campus leadership teams, and professional learning communities (PLCs).  Conducting action research allows stakeholders to gain ownership for changes and improvements to their campus.  Campuses need advocates to motivate others, to increase ownership, and to facilitate greater productivity on the campus.  Administrative inquiry produces the advocacy and ownership that campuses need.

University coursework and continual professional development is one way to implement action research.  Some institutions devote an entire course to action research that allows students to collaborate as a Professional Learning Community (Dana, 2009, p.20).  Districts and universities offer opportunities to become part of a cohort.  Cohorts allow a diversified group of people with a common goal to share, evaluate, research, collaborate, and resolve problems together.  Many universities and districts are implementing blogs and wikis to expand the collaboration and action research approach.

Campus Instructional Leadership teams (CILT) are located on every campus in my district.  I think the district’s restrictive guidelines negatively affect the campus leadership teams.  On this aspect, my district is still stuck in the traditional educational research approach.  The limitations on how many CILT members and the stipend being paid effects the attitudes and morale at my campus.  Some people want to be on CILT just for the stipend and ineffectively represent our leadership team.  I am very curious to research how other districts select leadership teams on their campuses.

Professional Learning Communities are very beneficial to my campus.  The non-CILT members have an opportunity to collaborate and demonstrate their leadership capabilities.  The PLCs become continuous action inquiry sessions where the entire campus can feel engaged and gain ownership on the outcomes of best practices and research.  I want my campus to engage in an action inquiry on how to make PLCs more effective on our campus.

Fichman, Nancy Dana (2009). Leading with passion and knowledge:  The principal as action Researcher.  Thousand Oaks, CA: Corwin Press.

Harris, S., Edmonson, S., and Combs, J. (2010). Examining what we do to improve our schools: 8 steps to improve our schools.  Eye on Education Press.