Beginning the Inquiry Process

Action research as a means of self-reflection and improvement is a new concept for me. As I learn about the various phases, from inquiry to reflection - including data collection and analysis, followed by continuous improvements - I am very interested in making it part of my own professional development.

As the coordinator for our Pre-K Early Start Grant, I look forward to utilizing action research and encouraging our teachers to do the same. We begin the second year of our grant in 2010, and the data collected from Beginning of Year (BOY) kindergarten assessments will help us to evaluate our effectiveness in 2009 and begin the inquiry based on that data. Further collection and analysis of data from those students’ pre-kindergarten year will help us to determine more specifically which areas to address for the current pre-kindergarten students.

Following BOY kindergarten assessments, pre-k teachers will also assess 2010 pre-k students and use data to plan small group instruction. During the fall semester teachers will continually use observations, student portfolios, and checklists to monitor progress and address needs. Small groups will be flexible in order to accommodate the learners. Middle of Year assessments will indicate progress and needs, at which time teachers will make further adjustments to their small groups and instruction. As we determine specific needs of students, teachers and I will search for improved methods to meet those needs.

The assessment/data steps have been in place during our first grant year; and in most classes, improvement in instruction has followed. The new step for most of us will be the reflection phase, where we intentionally look at results of the improved instruction to determine if additional improvements are necessary.

Finally, I will be utilizing action research to look at my own leadership. In the past year, I found myself trying to keep up with the demands of teaching students, facilitating meetings, meeting the needs of a new off-campus teacher, keeping track of records and materials, as well as being the sounding board for all of our team. In 2010, I plan to build on the experience of our first year by taking time to journal, evaluate, problem-solve and reflect on the efficiency of my work.