ABSTRACT
Avery (1990) asserts, “learning is a messy, mumbled, nonlinear, recursive, and sometimes unpredictable process” (p. 43). Action research can help teachers sort out classroom events and make sense of their practices. Action research supports the developmental aspects of supervision particularly in light of its emphasis on reflection. Through extended cycles of supervision or coaching, teachers can examine practices and problems in the very context of the classroom. The power of action research lies in the fact that data inform practice and that the model presents an ongoing, cyclical tool for individual and schoolwide growth.
