Week 5: This is not the end of Action Research- it's just the beginning!

Over the past few weeks, I have begun to deepen my understanding of the type of leader I aspire to become. Through my investigation of action research, I have a clearer vision of the type of culture I desire to foster within the schools I serve. I not only hope to become an effective leader as a principal, but also an effective lead learner:

 “…through engagement in practitioner research you become the “head-learner” in your school” (Dana, 2009, p. 172).

 Furthermore, I wish to encourage a culture of discovery where teachers feel empowered to challenge their understanding and employ the process of action research to continuously improve.

When learning about action research, a key insight I gained from Dana (2009) and Harris et al (2010) was the thought process behind examining a topic for action research. They both discuss that it is not so much about finding a solution to a problem, but more about developing a state of mind that leads to a greater understanding through examining and wondering:

“…true examination or looking at the work to improve schools, leads to something greater than seeking an answer to a problem” (Harris, 2010, pgs xiv-xv).

  

Before completing the assignment in week 4, I was unaware of the various strategies that could be utilized for sustaining improvement. Through learning about Force Field Analysis, the Delphi Method, the Nominal Group Technique and the CARE Model, (Harris, 2010) I have discovered insight into a variety of ways to examine school improvement. It encourages me to look for ways to utilize these techniques and has heightened my awareness that there are other possibilities to investigate.   

      Perhaps I have gained the most insight about the process of action research from the many examples. Dana (2009) cited many in her book Leading with passion and knowledge: The principal as action researcher, such as Deirdre Bauer’s experiences with peer coaching or Jim Brandenburg’s use of action research to promote professional development. The discussions with my peers have provided many examples and it has been insightful to watch their wonderings develop and grow into action research plans. There have been many excellent discussion posts and blogs through which I have learnt. I have particularly enjoyed following Janet TerLouw’s action research concerning the introduction of the Rachel’s Challenge Anti-Bullying Curriculum and Elizabeth Bentrup’s reading intervention project.

            There have been numerous highlights throughout this course and I will take away a greater understanding of administrative inquiry. More importantly, I have reformed my concept of an effective leader to encompass becoming a “lead learner” who embraces what can be achieved through the process of action research.

   

References

Bentrup, E. (2011, July 13- August 8). (Re)Searching for solutions [Web log message]. Retrieved from http://researchingforsolutions.blogspot.com/

Dana, N.F. (2009), Thousand Oaks, CA: Corwin Press

Harris, S., Edmonson, S., Combs, S., (2010), Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, N.Y.: Eye On Education.  

TerLouw, J. (2011, July 9- August 12). Jt's action research musings [Web log message]. Retrieved from http://jtlamaredu.blogspot.com/