Educational Leaders Use of Blogs

Administrators using a reflective blog with an “open-blog policy” for school teachers might find practitioners more receptive to using it in a response format and a springboard for inquiry. In the beginning, leaders may express the use of the school blog as a place to post comments related to school events, issues, etc. Inviting practioners to respond and comment would “open the door” for raising questions and discussing issues teachers may have been hesitant to address in meetings. As practioners become more practiced at blogging and gaining insight from fellow professionals, the school would gain a sense of community. The administrator could upload suggested relevant articles, blogs, video links, etc. for practioners to explore. Practioners, feeling comfortable with the process may begin sharing their chosen suggested reading. Through the use of a reflective blog, administrators would gain an understanding of practioners’ insights. In the words of E.B. White, “Writing is both mask and unveiling.” Educator leaders may find teachers reveal more critical thinking and inquiry through blogging and sharing.

Action Research and Reflection

As part of my assignment for my Educational Technology Leadership class I am providing a blog including reflections on what I have learned. While completing my first assignment I was introduced to the systematic process of action research and the value of reflection.
The process of action research begins with administrative inquiry through questioning and continues with researching data while reflecting. Deeper insight of the issue is gained by taking the time to reflect, to read literature, and to study practices. With the administrator inquiry, new knowledge is gained and improvements may be made. According to Dana (2009) “…faced with new educational challenges every day, administrator inquiry becomes a powerful vehicle for learning and school improvement”. It provides a meaningful way to grow professionally.
The benefits of conducting action research far outweigh the positive points of using traditional educational research. Administrators become actively engaged while modeling best practices. Principals join in the researching strategies and collaborate on problem solving in contrast to explaining a process via outside researchers and attempting to control the results. Action research is proactive versus the traditional reactive research.
In the educational setting, many types of action research occur such as district, principal, and leadership team meetings where administrators share inquiries and responsibilities. Groups of professionals may collaborate in a professional learning community to gain knowledge from each other.
Spiraling through the action research process reflection should be exercised continuously. According to Dana (2009) “many principals do not engage in the process because they just can’t find the time”. As reflection allows leaders to make informed decisions, planning a set time will provide an improved sense of control and accomplishment.

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