If administrative inquiry is generally defined as the process by which an administrator reflects upon his or her practices in a methodical manner in order to positively change those practices to improve leadership of the school, the means by which the administrator should conduct those inquiries should illustrate considerable reflection on issues that arise on the campus as a direct or indirect result of the administrator's leadership.
The reflection process leads administrators to pose specific questions related to campus issues, which results in the gathering and analysis of both qualitative and quantitative data. Data used as a reflective tool can be a powerful mirror for school leaders, particularly if their inquiry involves surveys of stakeholders and professional literature reviews. Sharing the relevant findings with others and either refining current practices or developing new strategies to improve student learning are the most commonly sought results.
Action research is similar, though often conducted by teachers as well; this process examines and produces best classroom practices. But both action research and administrative inquiry provide a window into how professionals behave as they do in the school setting, allowing for professional growth and development.
Action research can be conducted in a myriad of ways to address almost any campus issue related to student achievement. However, the most effective action research is conducted on a continual basis, with constant reflection and improvement as the primary goals.
Some examples of action research on campuses may include improvement of statewide assessment scores, development of cultural proficiency or parental involvement, or the effects of various bell schedules on student learning.
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