Action Research and Inquiry

Administrative inquiry is a highly effective process that involves action followed by meaningful reflection. It is based on collaboration from both teachers and administrators to better the quality of education, the culture within a school and the procedures within an educational system. Administrative inquiry involves accurately pinpointing a problem, coming up with a plan of action or a strategy that can be implemented, conducting evaluations in a timely manner, followed by analysis of evaluations to look for further improvement. Through this process, the practitioner is the source of the research and therefore is able to accurately and thoughtfully understand and acknowledge how to best address the issue or problem. The idea that the action and reflection is cyclical ensures that the desire to continuously improve and strive for the most effective procedures and quality of education are at the forefront of the leaders mind, is simply how it should be. The design for improvement should come from within, constructed by those involved in every aspect of the school and should be something that is relevant with regard to the needs of the school.  

Prior to this form of educational research, most of the studies and information were conducted by those outside of the school system. They were not in touch with what was really happening in the “trenches” and therefore, did not provide the meaningful and relevant feedback that action inquiry now provides a school’s leader. The principal’s role was to implement the recommended actions provided by outside sources. Those recommendations were designed by people who were not part of the classroom, the school or sometimes even the educational system (at the relevant levels). Principals were discouraged from fixing and addressing issues and were on a strictly reactionary path versus the, more effective, action-based method of improvement and inquiry.

Action research can include anything from enrolling in education programs intended to stimulate professional growth to professional learning communities. Principals can use district meetings as an effective action research opportunity. Asking questions or “wonderings” that can benefit professional practices are common at this level of inquiry. Leaders share their work, reflect and analyze what is working and what can be improved. They can then implement necessary changes and repeat the process. It pushes principals to continuously strive to better their schools and professional practices.

Professional learning communities is another area that action research and inquiry can be extremely beneficial. I think most educators engage in this type of reflection but it is highly effective when there is a purpose and intent that promotes a more mindful experience. This is the time when teachers from grade level or subject can get together, share ideas and gain insight on successful strategies. Collection and analysis of data often plays a role in these meetings. The use of testing data can benefit the educators by looking at TEKs and discussing teaching strategies that are successful. Through these frequent (often weekly) meetings, teachers can enforce action plans, meet for reflection and grow as educators through shared inquiry. I this this is the most realistic way I will implement the action research. My school is implementing data collection and analysis on common assessments and, for the most part, it has been a difficult and cumbersome change. I intend on making the sure I look at the data by TEKs and really have a meaningful discussion with my curriculum team about strategies and activities that promote student success.

Action research allows for reflection that promotes professional growth. By implementing a plan, reflecting, revisiting the plan in an analytical manner, and re-implementing the plan you are learning from mistakes and noting successes. This can be both humbling and exhilarating for educators. By learning and growing from mistakes you are improving and fine-tuning your professional techniques and raising the standard for education. Realizing your successes improves confidence and students feed off of that type of energy.

One problem with action inquiry is the time it takes to conduct meaningful reflection. The text suggests going at the problem as you would with regular work-out sessions. It is just something you make a daily habit. Once you integrate it into your daily routine, it seems less of a burden and more of a benefit. As you create meaningful experiences through action and reflection you increase your professional health. Making this type of inquiry a typical and routine experience can increase productivity and confidence in professional abilities through shared collaboration and efforts. The support and interconnectedness that these types of activities generate, promotes and enhances the culture and climate within a school as well.

Action research stimulates professional relationships that allow for growth within an educational setting. Teachers learn from other teachers and their leaders, principals from their staff and fellow colleagues and through this collaboration, there is a student benefit. Students begin benefitting not just from one teacher’s skills and insight but from a whole community of capable adults. The burden of educating alone is lifted in this shared action research paradigm. By collaborating teachers and principals can support one another, learn from one another and grow together. The cyclical pattern of action and reflection sparks monumental growth that was not feasible within the traditional educational research plan.