The current class I am entering is leading me into yet another realm that I did not know existed. The typical approach to making change in the schools has been the process-product approach as discussed by Nancy Dana in the first chapter of her book (Dana, 2009). However, the action research approach make much more sense. It allows the principal to make a self-examen of sorts by researching into issues that need improving, or change, from the inside out. Rather than seeking outside eyes to take a look and make recommendations of the latest method, the principal and their staff collaborate from the participants' perspectives. From industrial manufacturing plants to any number of other professions, it has been proven time and again that the best people to ask about an issue that needs improving or change is the person who is doing the work surrounding that issue. For example, if an assembly line is not meeting its anticipated output, the best person to ask is not the Operations Manager; rather it is the line worker who uses the machinery, inspects the product, observes daily how the line works.
This research method would be an ideal tool for the school principal and their staff. It lends itself to the idea of continuous improvement --- one doesn't simply research an issue for current ways that are being developed, but taking the research of others a step further and "customizing" solutions for your school. Additionally, once the issue has been resolved, the process does not stop there. You move on to the next item for research. This research is not for merely putting together a report on the subject. It is to induce positive change in the school (whether it be the climate, culture or instruction process), which in turn should lead to improvement in student achievement. This form of problem solving goes hand-in-hand with other collaboration efforts such as use of PLC and developing diverse teams.
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Dana, N.F. (2009), Leading with passion and knowledge: The principal as action researcher.
Thousand Oaks, CA: Corwin Press.
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