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.