ABSTRACT
This chapter aims to lay the groundwork to support supervision as action research. The chapter offers standards for action research as suggestions for practice, fully realizing the nature of supervision as action research is highly contextual. Readers should consider these standards, descriptions, and case studies as tentative, developmental, and idiosyncratic. Readers are encouraged to consider the extent to which supervision as action research makes sense in a given school or community. Although originally developed primarily for the professional development of teachers, action research recently gained favor among principals as a way of improving schools by focusing on reflective practice for instructional improvement. Action research, then, becomes an integral component in any instructional supervision program. Doris Harrington selects an “action research” plan as a part of the supervisory program that teachers, supervisors, and administrators collaboratively developed.
