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Action Research or Action Learning can be a powerful tool
for the prepared team that is able to embrace this approach
to problem solving.
The Action Research process is detailed in the (worksheet/handout—Action
Research) and the resources for this section. The process
entails a capable and empowered team to focus on an important
problem, search for a solution, execute necessary changes,
and quantify the resulting impact. This process, however,
can be personally and professionally challenging. The challenge
is that the team must confront an important problem and with
the responsibility and the power to solve the problem, they
are equally to be held accountable for the success or failure
of the implemented change. The task begins with asking questions
about what outcomes do we want and what outcomes do we measure
(student outcomes!) in advance of solution proposals. Fullan
describes this process as acquiring “assessment literacy”
which is “a powerful coherence-maker” (p.117).
Utilized correctly, action research can, according to Marquardt
(1999) benefit organizations:
“Action learning…enables people to effectively
and efficiently learn and to simultaneously handle difficult,
real-life situations. It is built on the application of new
questions to existing knowledge as well as on reflection
about actions taken during and after the problem-solving
sessions” (p.4).
Sagor’s book on action research, Local Control
and Accountability, provides a common sense approach
to building an effective, valid, and reliable way to discover
what works with students. The action research structure will
support continuous improvement year-after-year, but, like
all new methodologies, it will take time to reach a comfortable
level of adaptation. Once in place, action research has the
tendency to become the accepted practice for problem-solving.
Next: 5.
Evaluate Schoolwide Professional Learning Plans
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