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non-threatening way. Do review 6. DO have the group decide on they would like a bit of “pressure”
some of the basics of teacher whether they will do individual on them to do research and see
research with your group. projects or a group project. the projects through but not too
4. DO provide some examples 7. DO present the final product in a much to create anxiety.
of action research for the public way. This accomplishes a 9. DO be creative to find the time
participants. number of things. First, the par- necessary for your RETs to con-
5. DON’T “supervise” your teacher ticipants get recognition for a job duct teacher research projects.
research group. Have the group well done. Second, others can see While the challenges to beginning
be as autonomous as possible the fruits of their labor and may teacher research in your schools are
and offer encouragement and consider joining the group for the great, the benefits of this professional
advice when needed. Or, even next project. development activity are greater. Your
better, be an active participant in 8. DO keep the group members to teachers, school district, and your
the project yourself. a strict calendar. Remember that students will ultimately benefit from
the RETs in my study said that your efforts.

References
Kirkwood, M., & Christie, D. (2006). The Role of Teacher Research in Continuing Professional Development. British
Journal of Educational Studies, 54(10), 429-448.
Kraft, N. P. (2002). Teacher Research as a Way to Engage in Critical Reflection: A Case Study. Reflective Practice, 3(2),
175-189.
Lyle, S. (2003). An Investigation Into the Impact of a Continuing Professional Development Programme Designed to
Support the Development of Teachers as Researchers in South Wales. Journal of In-Service Education, 29(2), 295-314.
McBee, M. T. (2004). The classroom as laboratory: An exploration of teacher research. [Article]. Roeper Review, 27(1),
52-58
Petretti, D. (2015). Staying Engaged: Understanding Research-Engaged Teachers in Three Urban High Schools
(Unpublished doctoral dissertation). Teachers College, Columbia University, New York, NY.
Rinaldo, V. (2005). Today's Practitioner Is Both Qualitative and Quantitative Researcher. High School Journal, 89(1), 72-79.

About the Author

Dante Petretti, Ed.D. is completing his 25th year of service in the Paterson Public Schools in New Jersey.
He is currently the Interim Principal of the School of STEM. Prior to serving as Interim Principal, Dante was
also an English teacher, English Department Chairperson, and Vice Principal. He earned his doctorate
at Teachers College, Columbia University and is an adjunct professor at New Jersey City University where
he teaches the graduate courses "Doing Teacher Research" and "Teacher Research Seminar."

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Educational Viewpoints -65- Spring 2018