Inquiry Process Reflection

Reflecting on the last three semesters of the EDL course has been a journey filled with growth and challenges. Initially hesitant to begin an M.A. program due to my perceived inadequacy in writing, I soon found myself not just surviving but thriving, thanks to the support from instructors and peers. Surprisingly, the most challenging task wasn't writing lengthy reports but condensing months of rigorous inquiry into a concise four-minute briefing video to present the findings and recommendations.

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Over the three semesters, I gained invaluable insights into needs assessment, program evaluation, and action research within educational settings. I applied these skills directly at Garden International School (GIS), where I completed a comprehensive program evaluation of our Learning Support Model in the primary school. This evaluation revealed critical areas for improvement, such as over-reliance on learning support specialists and inconsistent intervention implementation. These findings have already led to meaningful changes at GIS, including action planning towards more structured interventions and enhanced training for Personal Learning Assistants (PLAs).

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A key takeaway from this process was realizing that data-driven inquiry isn't just about gathering information—it's about asking the right questions and being adaptable. During EDL 692, I had to reassess the gaps between the collected data and what was needed to answer my evaluation questions effectively. This taught me the importance of flexibility in inquiry, ensuring that the process remains relevant and impactful.

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Reflecting on the inquiry project specifically, I can identify both successes and areas for improvement. One of the project's strengths was the comprehensive approach to data collection, utilizing surveys, interviews, and analysis of the SEND register to capture a 

well-rounded view of current practices in learning support. This variety allowed me to uncover critical insights and make actionable recommendations, such as enhancing PLA training and improving collaboration between teachers and support specialists.

Engaging a diverse range of stakeholders, including teachers, PLAs, and specialists, was another positive aspect. This ensured that the insights and recommendations were informed by those directly involved in the educational process, increasing the likelihood of meaningful improvements.

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However, there were limitations, such as the small sample size in qualitative interviews, which may not fully represent the diversity of experiences across the school. Inconsistencies in data, especially regarding collaborative planning sessions, also posed challenges in drawing definitive conclusions. Additionally, the project's timeframe limited my ability to assess the long-term impact of the recommended changes.

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These learnings will significantly influence how I conduct inquiry in the future. I now appreciate the need for a cyclical approach to evaluation, allowing for continuous reflection and adjustment. I also recognize the importance of involving all stakeholders in the evaluation process to ensure that insights are reflective of the diverse voices within the school community.

Overall, this course sequence has not only enhanced my skills in needs assessment and program evaluation but also reshaped my approach to inquiry and leadership. While writing may still not be my forte, I have learned to navigate the challenges of academic and professional inquiry with greater confidence and effectiveness. And who knows, maybe one day I'll even master the art of the four-minute briefing!