Action Research in Schools

Our new initiative in our College for 2017 is Professional Learning Teams which are part of a larger process of creating a Professional Learning Community. The most meaningful professional learning is done by and with teachers not at teachers. Action research is a process in which practitioners, often in collaborative groups, research their own practice through a cycle of identifying an area of interest or concern, developing and trialling a relevant intervention, reflecting on the outcome, reframing, elaborating or extending the original concern and developing a further intervention. The 'research' goals do not remain fixed, but evolve and change as the teachers learn more about their own practice.

Good teachers have inquiring minds. Action research is about seeking information or knowledge by investigating and questioning. It is a planned and considered approach to the teaching and learning challenges that build classroom knowledge. It enables thoughtful consideration to:

- focus the inquiry on areas of importance for the teachers

- plan for action

- collect evidence in a systematic way so you will know what has changed and why

- reflect on evidence and making judgements

- plan new responses

We have a body of internal knowledge that is based on our understanding built up through experience about:

• Professional knowledge – teaching • Personal knowledge about ourselves, our students and relationships with them

• Practical knowledge – what works in the classroom.

We also have a repertoire of current practice - what we do now. In general we keep on doing what we are doing unless the results of that practice are problematic. A shift in practice depends on our willingness to acknowledge there is a problem. Even then, a shift in our behaviours and practices is dependent on our beliefs, values and assumptions, and knowledge of what else we could do.

A possible suggested approach and timeline is attached below:

This shows some promise but I would like to look at the process out of the United States which suggests other elements. I don't believe in reinventing the wheel and would love to merge some of these ideas in thinking for activities for teachers at our College to make the process clear and not too painful. There is a really good resource called 'A facilitators guide to Professional Learning Teams' there are some great templates that could be adapted to work at our College in some of the areas which will be a big cultural change for our staff. There are so many ideas I would love to try out at our College if I get an opportunity such as a database of teacher talent. Teachers struggle talking about how good they are but there are some very special interests and abilities within the staff at the college and having someone that could collate this information so that teachers might at different times be able to access this I feel would be a very special resource. Also when commencing PLTs would love be able to show staff in a variety of ways some successful strategies for working in groups and in creative ways using a range of intelligences and ways of learning such as a demo/skit which shows effective ways to manage a PLT.

Anyway this is more food for thought there is a long way to go and I believe half the battle is getting teachers to accept and be happy with the process and not feel it is just more work.