The purpose of this module is to explore means in which teacher leaders can utilize the process of action research to improve outcomes for students. Participants who utilize this module will learn the "habits of mind" --assessing performance, analyzing problems they encounter in the classroom, prescribing an intervention, monitoring performance, learning from experience (Sagor, 2000) --to continue the work of professional educators. Additionally, the use of action research as professional development assures teacher leaders and school administrations that their teachers will use new knowledge for the pursuit of effective strategies for student learning.
Goals & Objectives
After completing this module, you should be able to:
- Create an understanding of what action research is and how it can be used to better your practice.
- Explain the action research cycle and its purposes.
- Identify an instructional need that challenges your teaching, then plan action research to address it.
- Understand methods of gathering and analyzing data you collected.
- Synthesize your learning in a one-page description to share with your colleagues.
- Repeat with another inquiry question.
The goals and objectives of this module are in accordance with North Carolina Teacher Standards 1a, 1b, 1c, 1e, 2a, 3a, 3b, 3d, 3g, 4c, and 7b. They are also in accordance with the Teacher Leader Model Standards 1a, 1b, 1c, 1e, 2a, 3a, 3b, 3d, 3h, 4c, and 7b. These standards can be seen in more detail on the tabs for these separate standards: NC Professional Teaching Standards; Teacher Leader Model Standards.
When ready, click the Challenge button.