Cycle of Inquiry Plan for [Insert Problem of Practice]

Cycle of Inquiry Plan for [Insert Problem of Practice]

in

Partial Fulfillment of the Requirements for

EDD-FPX8520 – Educational Leadership by Design

Prepared by

(Learner’s Name)

Capella University

(Date)

Instructor:

Delete all instructions—everything that is italicized—once you have completed the paper. Do not delete headings.

Introduction

Introduce the purpose of your plan and write a brief, high-level description of your problem of practice or organizational issue. (1–2 paragraphs maximum)

Initial Reconnaissance – Look

In this section, briefly define the issue and identify materials and resources needed to complete an environmental scan, internally and externally. Stringer (2014) considers this the “look” phase of the look, think, act cycle. This would also be an initial step for designers: empathize. Issue Definition How would you describe or define the issue, based on your current understanding of the issue? Remember, this is an initial description, a draft definition of your issue. Reason for Inquiry Explain why there is a need for this inquiry. Guiding Questions What are 1–3 key questions that would drive an inquiry into the issue? Collaborators With whom would you choose to collaborate in a “deep dive” into the issue and its causes? Why would they be your choice? What is Known? What information do you have about the issue? Is the information trustworthy, or do you need to verify its accuracy? Organizational Data Describe the information and data your organization collects on a routine basis that might have implications for understanding the issue. Is this information or data accessible? Is it qualitative or quantitative? Additional Data to be Gathered What information or data would you need to gather that is not collected by your organization to help answer your questions? How would you access it? From whom? For example, if you want to understand what stakeholders—that is, people who have a stake in solving the problem or better outcomes—think about the problem, their perceptions can be collected through interviews, focus groups, or surveys. If you need additional organizational data or information, you could consult organizational leaders or administrators through

interviews or informal conversations. Leaders in the organization could advise you where to find records data. Information about work processes, classroom behavior, or interactions at meetings might be collected through observation. These are just examples of different ways to think about getting answers to your questions. You will probably need a combination of quantitative and qualitative data. Additional Information Describe knowledge about the problem that could be learned through the research literature, trade journals, or professional association resources. What key words or topics would you use to search for information? Strategies Which tools and techniques will you plan to use to collaborate with others and to identify gaps and causes? Timeline Provide a table with a hypothetical timeline for collecting the information you need. Although you have identified information and data above, you and your team will want to spend time confirming that you have accounted for all important sources of information. Activities (e.g., Meetings, Data Gathering, Study) Duration/Dates

Think The second stage of Stringer’s action research cycle corresponds with analysis and reflection on the data and information in collaboration with others. In the design thinking cycle, a team comes back together to share information it has gathered and create the problem definition. Timeline for Reflection and Analysis Copy your table from above and add rows that reflect the time need individually and in consultation with your team to study and analyze the data and information everyone has collected. Try to be realistic. Depending on the scope of your issue, the process is time consuming.

Act

This is the third stage of Stringer’s Look, Think, Act cycle. Allow time to develop an action plan. Timeline for Developing an Action Plan

Copy your table from above and add rows that reflect the time need individually and in consultation with your team to develop an action plan. Try to be realistic. Depending on the scope of your issue, the process is time consuming.

Conclusion The three stages described above can be considered a cycle of inquiry or a first or small cycle of action research. Note that in a larger cycle, all three stages are considered part of a planning process that is followed by an implementation phase and then an evaluation phase. In the conclusion, compare the design thinking cycle with an action research cycle. In what ways can they be considered similar? In what ways are they different? Consider the cycles as frameworks that guide inquiry and also the mindsets or mental models each represent. Describe how elements of design thinking could be incorporated into an action research cycle and how action research principles could be incorporated into design thinking cycles. (Example: Could you learn about the problem through an empathy process as described in the readings this week and then develop a formal action research cycle? When might that be appropriate?) How would your plan look different if you were to follow a design thinking cycle as presented in this week’s readings? Would a design thinking cycle or action research cycle be most appropriate given your issue?