Week 2 Action Research Reflections

One area of this week’s learning was focused on the interviews with three scholars, Dr. Johnny Briseno, Principal, Rancho Isabella Elementary in Angleton ISD; Dr. Timothy Chargois, Director of Research, Planning and Development in Beaumont ISD; and Dr. Kirk Lewis, Superintendent, Pasadena ISD. Each presented action research projects they have participated in but ended the interviews with advice for future leaders. While the interviews provided a wealth of ideas for possible research, the advice given was practical and of great value. Dr. Briseno’s recommendations were to stay abreast through reading on areas of interest as much as possible. As issues and problems arise on your campus see what other districts are doing to address those issues and problems. Additional recommendations were not to make any decisions without looking at the data first. Data is the key for helping administrators determine the problem is and possible sources of these problems. Through the disaggregation of quantitative data it is possible to determine what interventions are necessary to achieve student success.




Dr. Chargois concluded his interview with the following advice. In terms of becoming a better teacher in today’s world of education, never stop learning. The days of teaching teachers just pedagogy and content is a thing of the past, we have to teach teachers how to utilize action research and how to use data to best impact student achievement. Through the use of action research, teachers will be better able to determine what changes need to be made that will best benefit student achievement and success. Student accountability and increased performance will benefit from the use of this educational tool.



Dr. Lewis’ advice for action research was to do what is practical for you. Look at what you need to know and apply it directly to student learning in that particular environment, be it the classroom, campus or throughout the district. As we move from theoretical to practical research, how students benefit from the research needs to be an area of concern. If by focusing on what look good doesn’t lead to answering the question, “Is this practical for my campus and how will my students benefit from this?” then a different area should be looked at, an area that is of more interest, focused, and important to you.



The interviews provided a wealth of information and new understanding of action research. Action research, while initially an overwhelming prospect, is now not as daunting an undertaking as was once believed. Action research is a tool that will help answer questions that continue to surface, questions aimed at what is best for the student, how can I help my teachers be more effective and efficient in the classroom, and in what areas does my campus need to focus on that will bring about the greatest change in student achievement and success. Action research provides the skills and tools needed to address these questions.

Week 1 Action Research Reflections

Reflection allows the leader the opportunity to look at what they are doing, their leadership practices and goals and evaluate if the desired result is achieved. Through the process of reflection, educators are afforded the opportunity to be proactive rather than reactive when problems arise. Taking time to reflect on an issue, problem, or dilemma reduces “off-the-cuff” responses. Professional growth is an added benefit to the practice of reflection.




The component of reflection within the action research process is a vital key to determining if the changes made as a result of research had the desired results. Were the changes made beneficial to the school, teachers, students, and community? What additional changes should be looked at? Are students being successful as a result of the changes made through the action research process? These and other questions are ones that should be addressed in the action research process. Looking at instructional changes provides opportunities for professional growth and reflection. The goal of reflection should be to address, is what I’m doing making a difference in the success of the students under my leadership?

Educational Leaders and Blogging - Should They?

People around us—students, teachers, parents, and the community at large—want to know what we're doing in our work. One of the ways to celebrate the wide variety of positive efforts happening in our classrooms, schools, and meetings is to share that via a blog. The blog replaces the tough to maintain classroom web sites of yesterday, enabling you to keep colleagues and parents up to date.

Blog entries are often short, immediately relevant to events in work settings, and time-sensitive. It is impossible for any one person or office to keep up with all the wonderful things that you are involved in, but you can. You can publish content at will, but your items should provide insight into what is happening and should always remain professional.

By sharing what each of us is doing, we are able to engage in proactive conversations that focus on the positive work we are doing as educators.

Action Research - A Proactive Approach to Problem Solving

Action research, a systematic approach to identifying a problem and researching a solution, is an administrative tool with many benefits. Through the process of action research, educators are able to take charge of and devote attention to one issue, problem, or dilemma faced as an educator. Through the focused attention allowed through action research, educators are able to become proactive in their approach to problem solving rather than reactive. Additionally action research focuses on the concerns of the educator rather those who are outside the confines of the school building (outside researchers). Action research allows the educator to have a sense of ownership to the possibilities of change in schools. Action research is similar to the scientific method. A problem is identified (question or wondering), a hypothesis is developed (focused area of study), data is gathered and analyzed (research of literature), and conclusions drawn and communicated (collaboration). An additional step in the action research process is that of reflection. Through reflection of the problem, research and conclusions, educators not only focus on their instructional practices and beliefs, but take the new learning and determine how it shaped or changed current practices. Collaboration and reflection are key in the action research process. Action research allows an educator to take control of their own professional growth, through collaboration with peers and reflection, determine if the changes made to address the numerous issues, problems or dilemmas faced have produced the changes desired, changes that ultimately result in student success and achievement.