Inquiry-Oriented Learning Communities

What I Have Learned About Action Research

I became interested in action research projects, specifically ones implemented as part of a teacher learning community, during EDLD5333: Leadership for Accountability. The concept, a sidebar to an article by Jay McTighe, was only briefly mentioned, but it seemed like a great way to get everyone at school invested in meaningful reform. I even incorporated it into the professional development I created for my next class, EDLD5368: Instructional Design. It can be seen here (e-mail: nbisdtech@gmail.com, password: unicorn).

Until reading the first chapter of the Dana text, I had not considered that action research can "slow down the harried pace" in a workday (2009). This means that it is a time utilizer, not waster. This is an important benefit, since I intend to recruit teachers into learning communities this fall as part of my new position as Technology Curriculum Integration Specialist, and anticipate hesitance for fear of wasting time.

How I Will Be Able to Use It

My primary goal in my new position is to facilitate a shift toward 21st century instruction distrcit-wide, not just creating small "pockets of innovation" (Maria Henderson, Apple Education Development Executive, personal communication) that go away when a teacher switches schools or lacks support.

To that end, I will will implement inquiry-oriented learning communities this fall, with teachers pondering, researching, and meeting the 21st century needs of our students. I am basing my communities on the model discussed by Dylan Wiliam in "Changing Classroom Practice." He suggests planning "for the teacher learning community to run for at least two years," "start[ing] with volunteers," meeting "monthly for at least 75 minutes," aiming "for a group size of 8-10," trying "to group teachers with similar assignments," establishing "building-based groups," requiring participants "to make detailed, modest, individual action plans," and having "a facilitator, but not a guru" (2009).

Wiliam's model will work perfectly with inquiry-oriented learning communities. Since there is no guru in the room, teachers will work together to generate ideas, conduct research, and make plans. I also intend to have teachers share their progress on the district technology Web site, so others' can learn from their successes and failures.

Technology implementation has been stagnant at the high school for years (see "Teaching and Learning" post), and I hope that action research and my continuous support will help teachers embrace the possibilities of the constructivism and challenge-based learning that comprises 21st century instruction.

How Educational Leaders Might Use It

Education leaders should use action research to foster a culture of continuous learning at their schools.

Whether principals are instituting this model in their own buildings or replicating this model with groups of other principals to serve as role models for their teachers back in their own buildings, the success of inquiry-oriented learning community work within a school is directly tied to how aware and connected principals are to the PLC work unfolding in their buildings (Dana, 2009).

References
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

McTighe, J. (2008). Making the most of professional learning communities. The Learning Principal, 3(8), 7.

Wiliam, D. (2008). Changing classroom practice. Educational Leadership, 65(4), 36-42.