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.
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