As a PLTW science teacher leading a human body systems class, I use action research living theory to continuously improve my teaching and leadership in the classroom. This approach helps me reflect on how my instructional strategies impact student engagement and understanding of complex scientific concepts. By systematically observing student responses and outcomes, I adapt my lessons to better meet their needs and foster a deeper interest in human biology (Whitehead, 2019; Whitehead & McNiff, 2021). Self-reflection exercises such as journaling after each class, gathering student feedback, and reviewing student work allow me to critically evaluate my effectiveness. For example, reflecting on moments when students struggled with a concept like the circulatory system prompts me to try new hands-on activities or adjust my explanations to be clearer and more relatable. Through this ongoing cycle of reflection and action, I model the learning process for my students and grow as both an educator and leader, directly improving the quality of their learning experience.
References:
Whitehead, J. (2019). Living theory research and leadership development. Educational Action Research, 27(2), 233-249. https://doi.org/10.1080/09650792.2018.1544785
Whitehead, J., & McNiff, J. (2021). Action research living theory: A practical guide. Routledg
Action research and living theory provide leaders with a way to bridge reflection, inquiry, and practice. Rather than only analyzing from the outside, living theory encourages leaders to ask: How am I improving what I am doing? (Crothers, n.d.). This question allows leadership growth to remain dynamic and grounded in lived experiences. By focusing on both personal and organizational improvement, living theory ensures that leadership is authentic, values-driven, and responsive to the needs of others.
In my practice as a special education teacher working with students with severe disabilities, I use action research living theory to continuously improve how I design instruction, support families, and collaborate with colleagues. For example, when addressing challenging behaviors, I don’t just apply predetermined strategies. Instead, I engage in a cycle of observation, action, reflection, and adjustment. This mirrors Nanwani’s (2021) emphasis on leaders “unpacking and repacking” their essential items, adaptability, empathy, and openness, through intentional reflection (pp. 21–23). By integrating this cycle into my daily practice, I improve not only my effectiveness but also the quality of support my students and their families receive.
Self-reflection is central to applying living theory. I use several strategies, including journaling about critical incidents, engaging in peer feedback sessions, and setting aside time to align my actions with my core values. Journaling helps me capture immediate reactions and analyze them later with more perspective. Peer discussions give me insight into blind spots and new approaches. Lastly, values alignment, asking whether my actions reflect my commitment to inclusion, respect, and advocacy, helps me ensure that my leadership is authentic and impactful. These practices echo Crothers’ (n.d.) view of action research as a living process, one that evolves through cycles of inquiry and action.
Ultimately, applying action research living theory to leadership deepens my influence by making me accountable to both myself and those I serve. Reflection allows me to identify not only what needs improvement but also what strengths I can amplify. In this way, leadership becomes not just about giving direction, but about modeling growth, resilience, and the courage to adapt.