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It explains the state and local context, the reasons for conducting action research, the implementation process, and the instructional adjustments made based on what advanced students need, prefer, and value. Findings are relevant to leadership preparation faculty redesigning credential programs amid growing non-university credential pathways.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-action-research-to-improve-tier-ii-leadership-preparation-a-play-within-the-play/603317/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-action-research-to-improve-tier-ii-leadership-preparation-a-play-within-the-play/603317.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why was action research introduced into the Tier II leadership preparation course?","Question",{"text":111,"@type":112},"To address concerns about structure, clarity, and student engagement after earlier course delivery felt confusing and overly burdensome. The action research approach aimed to improve how instruction met students’ needs and values.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What did the instructor learn from student evaluations after using action research?",{"text":116,"@type":112},"Students reported the course as helpful and useful, citing increased opportunities for observation, reflection, and constructive criticism, along with appreciation for flexible adjustments to community demands.",{"name":118,"@type":109,"acceptedAnswer":119},"What larger context shaped the program’s leadership preparation design in California?",{"text":120,"@type":112},"Accredited programs operated amid shortages, funding crises, expanding mandates for testing and accountability, and the rise of alternative non-university Tier II credential paths, pushing departments to reconsider how to attract and engage credential candidates while staying committed to BSRL.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603317,1792096068,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Using Action Research To Improve Tier II Leadership Preparation:  \nA Play-within-the-Play  \nMargaret A. Szabo  \nCalifornia State Univesrity, Hayward  \nAbstract: This paper recounts one instructor’s importing action research into teaching to improve a Tier II Professional Administrative Services Credential program at a public university in California. The state and local context is described, why and how the action research was conducted, and the lessons that emerged about what advanced students need, prefer, and value are included. The findings of this case are of interest to leadership preparation faculty in general, and specifically to those faculty redesigning credential programs to compete with the growing number of newly authorized non-university credential paths.  \nPrologue  \nStudent evaluation comments BEFORE using action research into teaching:  \nThe whole Tier II program is a huge burden for anyone whois working as a full time administrator; I am participating in this course because it is required by the state; content needs to be presented more practi  \nVolume 16, Fall 2004 61  \ncally and feasibly; in attempting to accommodate the needs of the students, the focus of the class was compromised; changes in plans, assignments, directions and due dates were confusing; it needs more structure. (Fall 2001)  \nStudent evaluation comments AFTER using action research into teaching:  \nThe course is very helpful and useful; the class provides many opportunities for observation, reflection and constructive criticism of my own practice; the flexibility to alter expectations to adjust to the demandsand needs of the learning community is greatly appreciated; we continually see evidence that a lot of organization, thought and consideration went into every aspect of our instructor’s planning; the year has been a shot in the arm for me; it has had a tremendous impact on my actions and my decisions for the future. (Spring 2003)  \nThe contrasting student evaluation comments depicted above are part of an ongoing action research project to find ways of improving student engagement in a year-long, cohort-based professional level (Tier II) leadership preparation program at a public university in California. This paper describes the state and local context for teaching, why and how action research was conducted about teaching, what was learned, and how what was learned was used to make adjustments in teaching and in the overall design of the Tier II credential program atthe university. This case study is a play-within-the-larger-play of a department’s commitment to attract and engage credential candidates in powerful learning consistent with the department mission to prepare bold, socially responsible leaders (BSRLs) who will transform the world of schooling.  \nDo it better, make it better, improve even if it isn’t broken, because if we don’t, we can’t compete with those who do. (Masaaki Imai, 1986)  \nAct I: State Policy and Departmental Context  \nAccredited leadership preparation programs in California operate amidst a swirl of complex, simultaneous forces including: a shortage of principal candidates; a severe and continually worsening funding crisis; an unending torrent of district, state and national mandates to implement prescribed testing, accountability, curriculum, and reform initiatives; and, recent adoption of alternative, non-university-based Tier II credential programs. These dynamic realities combine to create a default definition of educational administration as largely a management and implementation function, and of the corresponding preparation for such leadership as relatively expedient and reductionist.  \n62 Educational Leadership and Administration  \nIn this statewide context, the Department of Educational Leadership at the university in this study consciously chose to take a position against the prevailing mechanistic assumptions about educational leadership and leadership preparation. Department members collaboratively de","cbCaieAY6UMvdmna","https://ap.wps.com/l/cbCaieAY6UMvdmna","pdf",42318,15,"English","# Prologue\n## Student evaluation comments BEFORE using action research into teaching\n## Student evaluation comments AFTER using action research into teaching\n# Act I: State Policy and Departmental Context\n## Department response to mechanistic assumptions\n# Act II: Teaching Philosophy and Theoretical Perspectives\n## Constructivism and Anti-Racist Leadership","[{\"question\":\"Why was action research introduced into the Tier II leadership preparation course?\",\"answer\":\"To address concerns about structure, clarity, and student engagement after earlier course delivery felt confusing and overly burdensome. The action research approach aimed to improve how instruction met students’ needs and values.\"},{\"question\":\"What did the instructor learn from student evaluations after using action research?\",\"answer\":\"Students reported the course as helpful and useful, citing increased opportunities for observation, reflection, and constructive criticism, along with appreciation for flexible adjustments to community demands.\"},{\"question\":\"What larger context shaped the program’s leadership preparation design in California?\",\"answer\":\"Accredited programs operated amid shortages, funding crises, expanding mandates for testing and accountability, and the rise of alternative non-university Tier II credential paths, pushing departments to reconsider how to attract and engage credential candidates while staying committed to BSRL.\"}]","Using Action Research To Improve Tier II Leadership Preparation - A Play-within-the-Play | PDF",38]