Principal inquiry, et al --- the Reasons That We Are Here

Again, this week's assignment provided me with more examples of authentic action research.  More importantly, the readings walked me through the steps of reaching a focused inquiry topic for research.  The videos were helpful in that they all showed varied aspects of where I should find myself as the project progresses and nears completion.  I should be able to cognitively verbalize the initial cause for inquiry, as well as the measures of measurement, standards, possible outcomes, and actual outcomes with conviction and clarity, as evidenced by Mr. Briseno, and Dr. Chargois.

"Effective principals recognize the importance of continued mentoring of teachers in mid-career" (Matthews & Crow, 2003 pp 94-95).  Gehrke is quoted in the same publication as saying that "mentoring as an 'awakening' to a new way of seeing things can be a powerful learning resource for improving their teaching".  These two citations seem to corroborate all of the evidence that ALL teachers need continued mentoring via professional development, mentoring, etc --- not just new teachers.  Many persons would cast aside veteran teachers thinking that their grasp of new and energetic ideas was sufficient. However, through principal inquiry, we can clearly see that the inherent educational benefit to the students is priceless and limitless. 

Action research ------ principal inquiry ------- one must actively engage in the process and implement necessary findings to ensure students receive the highest quality education possible.

Learning the Art of Action Research

 Prior to beginning this course, I had no idea what the official definition of action research was.  This is particularly ironic because I have unknowingly participated in several of the highlighted contexts that are identified as ripe for principal inquiry / action research.  I have engaged in advanced university coursework (previously as well as currently), departmental leadership teams, professional learning communities, and the Superintendent’s teacher advisory council.

·       Of particular use to me will be an adaptation of the professional learning communities.  Professional learning communities (PLCs) connect and network professional groups to learn from practice.  This context meets regularly to study more effective learning and teaching practices and is often structured by the use of protocols (script or timed steps) to ensure focus and deliberate dialogue.   Our district is in a state of rebuilding our fine arts programs.  We are often allowed opportunities to meet amongst ourselves (away from the general populous) to share best practices, craft performance opportunities, share material, and identify logistical concerns that require administrative intervention.  I can also see great benefit in using action research via PLCs to increase performances amongst peer throughout the course of the year.  In years past, what has happened is that some of us have been exceptionally busy with numerous performances throughout the course of the year, whereas other colleagues have only performed once or twice during the school year.  Perhaps creating a solidified PLC that remains functional and intact throughout the course of the year will allow for more of a peer-tutor type of experience.  The end result should be increased performances / participation by all.

·       An effective way for educational leaders to utilize blogs would be as an informal tool for sharing facts without going through the rigors generally associated with formal writing.  This is not to suggest that grammatical and syntactical rules should be abandoned.  It simply means that blogs are a less obtrusive way to get straight to the point.  With all of the concerns surrounding the usage of social media and the workplace’s right to monitor it, blogs dedicated specifically to the campus (campus, district, department, etc.) could be the answer.  These course-specific blogs could serve as the bridge between PLCs, etc.  Blogs would allow educational leaders to capture thinking and inquiry as it unfolds and would also model a love for writing for the teachers and students.  Blogs would allow educational leaders to combine text, images, and links to other blogs --- as well as post comments in an interactive format.  In this aspect, they are now able to interact with various persons from around the world.