Action Research Reflection #1

I learned that education research is very different from action research. I have always been taught to use best research practices in the classroom and usually that means to continue to engage in continual learning via workshops and professional development activities. However, action research requires more self reflection, data collection, planning, collegial learning opportunities, and communication.

Practicing action research is not just implementing educational research but it is engaging in the development of an improved leader and school environment which is constant and ongoing. Participating in the site based decision making committee or leadership team is one way that a leader can participate in action research. For example, the leadership team on my campus meets monthly and analyzes various forms of data in order to improve instruction and student learning. With that information, we specify strengths and weaknesses and make a plan on how to strengthen the particular area. Communication and vertical alignment play an important part when the leadership team comes together. The leaders must work together and reflect on what each grade level (and its teachers) are doing or should be doing about this weakness. In turn, other educators are thinking about their own practices and learning too.

I can use the process of action research to strengthen my own leadership abilities, my school environment, and ultimately improve student learning. Leading others by example, I will be reflective, data driven, and seek information from other educational professionals in order to change my own practices and teach others.