Action Research

Action research forms the foundation for an effective 21^st century learner and educator. It specifically addresses an area of needed change on a campus based on observation, analysis, and research and is directed by the principal, affecting change from the inside out (Dana, 2009).  The components of the process involve honestly reflecting on current practices, continuously exploring more effective options, taking calculated risks based on research and data, evaluating the outcomes in an unbiased manner, and openly communicating the strengths and weaknesses of the action (Dana, 2009).  Elliot (as cited in Dana, 2009) characterizes action research as a continuous spiral that insures that strategies, programs, structures, and organizations remain viable in an ever-changing world.  Dana (2009) encourages administrators to regularly schedule time in the calendar for this process in order to safeguard one of the most rewarding aspects of leadership.  

Campus leaders play a critical role in modeling effective action research.  Meticulously reflecting on specific practices as a team deepens learning and values the individuals that make up the group (Martin, 2012).  Creating a top-down model for reflection motivates and inspires the team to participate in reflective practices.  Furthermore, Dana (2009) suggests that action research benefits administrators in four ways.  First, this process gives previously isolated administrators a community of support when participating in action research with other principals.  Second, it enables the principal to model the act of taking ownership of one’s own learning.  Third, it positively impacts the school and leads to student success.  Fourth, it forces principals to pause and reflect in the harried atmosphere of a busy campus. 

Ultimately, action research promotes professional health.  It is about growing quality administrators, building capacity of educators, and cultivating successful students through what Harris, Edmonson, and Combs (2010) describe as a systematic, metacognitive process of continual evolution.

Bryan High School practices action research on various levels.  The TAP Master Teachers, teaming with administrators and mentor teachers, use the process throughout the year to identify student needs based on data accumulated through curriculum unit assessments and state mandated testing and to identify teacher needs based on formal and informal observations.  The Master Teachers reflect on the current evidence, seek solid strategies to address the need, provide professional development to all core teachers, and offer classroom support through coaching, modeling, and co-teaching.  The Master Teachers also work with individual teachers to reflect on their own teaching strategies.  The process has proven to affect growth and student achievement alike.

References

Dana, N.F. (2009).  Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press, a Joint Publication with the American Association of School Administrators.

Harris, S., Edmonson, S., & Combs, J.P. (2010). Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, NY: Eye on Education.

Martin, G.E. (2012). School leader internship: Developing, monitoring, and evaluating your leadership experience. Larchmont, NY: Eye on Education.