I think it is important when doing action search you design a plan. Otherwise, you go off topic, take on too much, do too little, etc. I like a thorough plan...but a simple one. My action research projects are usually just for my niche. I am not interested in being published, etc. so I am not interested in doing a plan that has some of the more detailed/in-depth protocols. However, after reading our assigned reading this week, I can understand the value of broadening my audience further than my circle of colleagues.

Action Research - What to do? What to do?

This week's interviews really helped me focus on my action research topic. I have been feeling a little floundering about the action research. I have several good ideas. Unfortunately, I am in a unique situation. I am not actually on a campus. Consequently, I am a guest. I really wanted to work on my campus action research options because I wanted to do something for the campus that is hosting my internship. Unfortunately, I have been unsure of just how I was going to get this done. After listening to Dr. Timonthy Chargois of Beaumont ISD and Dr. Kirk Lewis of Pasadena ISD, I realized it was okay and better for me to pursue my other options. As noted by Dr. Chargois, action research should not be a burden on the group. The campus is about to embark as a member of a national initiative. Plus, I am technically an outsider asking one more thing of them. Even though I have some great ideas for some campus action research, this is just not the time for me to force the situation. This initiative is going to be a huge undertaking for the campus. I want them to focus on this. Plus, I truly respect the time and professionalism of the campus staff. Furthermore, this decision is further supported by Dr. Lewis's philosophy regarding action research. Action research should only be taken on if it is going to be practical and significant. My campus ideas only have the potential to be theories at this time. Whereas my options for my current department, I have the opportunity to implement strategies that will improve the effectiveness and efficiency of my programs and my leadership/management style. This week's assignment and interviews really helped me focus and feel confident about my action research choice.

Chargois, K. (2010.) Interview 2 with Dr. Timonty Chargois. Retrieved from https://lamar.epiclms.net/Learn/Player.aspx?enrollmentid=1302097.

Lewis, K. (2010) Interview 3 with Dr. Kirk Lewis. Retrieved from https://lamar.epiclms.net/Learn/Player.aspx?enrollmentid=1302097

Using Blogs as an Educational Leader
Leaders can use blogs to reach out to the school community. It can be to communicate with all community members or specific members. With the ability for interaction with the readers, leaders can use this to improve two-way or more communication. This type of networking can be expanded to connect with like professionals or school communities to share ideas, research, questions, answers, action plans, etc.

Action research or inquiry supports my philosophy on how educational practice should be facilitated to honor the educated professionals we are and focus on what is important – the success of our particular community of students.
First, inquiry acknowledges the skills and knowledge base of education professionals, who participate in this protocol of a professional learning community. This collaborative protocol provides teachers the opportunity to contribute and belong to the success of a group. It provides authentic professional development that note only hones the skills and knowledge of the teacher, but specifically focuses on the needs of specific students. This practice is not the generic brand band-aid solution that has plagued our profession. As noted by Nancy Dana, in Leading with Passion and Knowledge: The Principal as Action Researcher (2009), inquiry is not your “sit-and-get” sessions that usually have very little impact on teaching skills. Inquiry helps teachers and principals develop and, more importantly, implement best practices.
Furthermore, these best practices are focused on the whole reason behind our profession – students successfully learning. Again, this style of research or professional development is nurtured by the needs and data from our students. Consequently, it is relevant. It is powerful. It is not the latest packaged program that is going to be the silver bullet. As educators know each year is different because each student is different. Forcing our students to learn by shoving them through a square system or program when they come as rounded individuals with their own unique shapes and sizes is why we are still in an educational crisis. Following the eights steps from Harris, Edmonson, and Combs, from their Examining What We Do To Improve Our Schools (2010), moves educators from making data-driven decisions to action to continuous assessment for continuous improvement. These simple eight steps is a protocol to keep teachers fresh and effective in meeting the needs of their students.
Consequently, this protocol is an essential tool in my repertoire as an educational leader. My role as an educational leader is to facilitate and advocate for the success of my school community. This protocol will help nurture a professional learning community that focused on our only goal – the success of our students. This protocol will take out personal agendas and unnecessary practices that bog down our educational system. This protocol will give support for our campus-based decisions under the microscope of accountability.

Dana, N.F. (2009). Leading with passion and knowledge: the principal as action
researcher. Thousand Oaks, CA: Corwin Press.
Harris, S, Edmonson, S, & Combs, J. (2010). Examining what we do to improve
our schools: 8 steps from analysis to action. Larchmont, NY: Eye on
Education.