Administrative inquiry or action research is an incredible tool for principals, administrators and other school leaders which allow them to collect and analyze data that can help him or hear identify areas of their leadership that might need change. This type of inquiry or research empowers the school leader by ensuring that they remain a lifelong learner throughout their careers or lifetime. Administrator inquiry allows school leaders to “take charge of their own professional development, and become the head learner of their school” (Dana, 2009). School leaders should conduct action research to allow some time for self reflection on how effective their leadership is on their campus or district. Administrative research also provides current and updated information for professional development planning. Administrative inquiry is modeled on teacher inquiry which has been proven to be highly effective.
Action research is different from traditional research in that administrative inquiry targets issues or concerns with a real school/district issue within the actual school community, as opposed to school leaders trying to implement the findings of an outside research project into the school or district. Traditional educational research methods conducted by higher level institutions are often detached and foreign when implemented inside a traditional school setting. Although traditional educational research is a valuable tool for connecting ideas between theory and practice, it allows very little, if any, room for those practices or people being studied to actually be involved in the research taking place.
Administrative inquiry allows school leaders to interact and collaborate with colleagues and teachers in a positive manner in order to reach a common goal for the good of the entire school community. Setting the foundation, analyzing data, developing a deeper understanding, engaging in self reflection, exploring patterns, determining direction, taking action and sustaining improvement are the necessary steps that should be taken by the action researcher in order to be successful with their inquiry (Harris, 2010). The action research conducted by an administrator is a great way to model for the school community and can lead to improved school leadership techniques that allow the school community to achieve the vision of the district.
I have recently transferred to a new campus within Houston ISD and they have entirely different view on how to approach education. As a new teacher to an International Studies Schools Network (ISSN) school, my principal and I feel that it is extremely important to promote Global Learning Communities on our campus in order to build on the goals set by the Asia Society and the ISSN. My sample size will include all students and teachers willing to participate in my action research project, approximately 600 students and 24 staff. Approximately 90% of the students on my campus are economically disadvantaged and over 81% are Hispanic. In order to track progress, data will be collected from AP test results, TAKS results, attendance rates, and discipline referrals. Feedback will be consistently collected from teachers, school leaders, parents, and school community leaders. Examples of globalization within student work can be tracked online in the Graduation Portfolio that each student will be required to maintain in all classes. Teachers will meet with and assist students each week during advisory.
My new campus works in partnership with the Asia Society to create an International Studies Schools Network (ISSN) school. The main goal of all ISSN schools is to raise student achievement by developing college-ready, globally competent high school graduates. There are currently 23 ISSN schools located in urban and rural areas and 85% of all students are minorities, with 74% of these students coming from low-income families. ISSN schools try to overcome persistently poor academic performance among low-income and minority students and prepare students for work and civic roles in an increasingly competitive globalized environment.
My greatest obstacle for implementing my action research plan would probably be my lack of knowledge of issues/needs/concerns on my new campus. To make things even more difficult, the campus is moving this summer so there could be an entirely new set of problems arise. Despite this personal problem, I had a fantastic opportunity to discuss my new school at a professional development meeting this summer. I am extremely excited about my new coworkers and feel that my action research project will be extremely beneficial to my new school. The only way to overcome my issues/concerns is to get to work and make new friends!
Before taking Research, I was completely unaware of the action research process. I found this class to be extremely insightful and helpful for my future career as a school leader. I always try to take time to reflect on my work and home life, but now I have an actual 'formula' to assist me professionally. I am looking forward to implementing some sort of action plan on my new campus. However, I wish I could learn more about the actual action research process by actually participating in one first. I am a hands on learner, and would prefer to observe/participate in a project before jumping into mine. In order to increase my knowledge of action research, I plan on reading articles in educational journals and seeking out others who have participated or implemented an action research plan. I will also continue to read the blogs from students in this class, which I find EXTREMELY beneficial.
Dana, N.F. (2009). Leading with Passion and Knowledge: The Principal as an Action Researcher. Thousand Oaks, CA: Corwin Press.
