As I reflected on my learning throughout this course my mind kept going back to this statement by Dana, “Engagement in inquiry with the leadership team is a natural way the principal can be assured that his or her leadership team is learning and is another way to make inquiry a part of, rather than apart from, the regular practice of an administrator. Some principals have even gone as far as organizing their leadership teams as a professional learning community.” (Dana p. 21) This statement made action research very clear to me and gave me a greater understanding of how a true leader can lead their team into being lifelong learners and develop a strong sense of professional learning communities on their campus. Administrators, teachers, and other staff on a school campus engage in some level of action research throughout the year. The research conducted may not always be as thorough as it should be to develop a plan of action from the results of the data gathered, but educators are researchers by nature. As I thought about the research conducted on my campus and how thorough research takes time, but allows for a true action research plan I remembered reading about ways that research can lend to the credibility of the study. Dana references that involving others in the process of data analysis can lend credibility to the study. She also explained how credibility is important for all practitioner inquiry, but is heightened by the level of action research conducted (Dana p. 118). Again this reinforces the need for administrators to build strong professional learning communities on their campus and lead them in true studies of action research.
This class has also given me tools that allow for a checks and balance system when conducting action research on a school campus. While reading the Harris text I learned about the CARE model which is another way to examine improvement with a focus on sustainability while building for the future. This tied it all together for me. The research is conducted and an action is put in place to improve, in our case, education for the future. (Harris p.97)
This class has opened my eyes to all of the different types of research that I have conducted over the eight years in this profession. I now know how to effectively conduct an action research plan that contains evidence that supports my wondering that forces me to make a plan of action based on the research conducted that will in fact improve the school/education on the campus for the future. As I go into this journey of school administration I will take what I have learned and already knew to develop a campus that makes decisions from researched based strategies. I will also ensure that my campus is a campus that supports professional learning communities and that they understand the importance of action research and how it can improve a school climate and increase student achievement.
rDana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Harris, S., Edmonson, S., & Combs, J. (2009). Examining what we do to improve our schools: 9 steps from analysis to action. Larchmont, N.Y.: Eye on Education.
Sunday, August 8, 2010
Thursday, August 5, 2010
Week 4 Action Research Plan with Revisions
Tool 7.1 Action Planning Template
Goal: to increase instruction time in the kindergarten classroom.
Action Steps:
1. Data will be gathered from child studies on the developmentally appropriate practices for students in kindergarten in regards to the amount of time a student should be engaged in one activity. Other data will be retrieved from all kindergarten teachers on campus, they will turn in their schedule and time logs with behavior documentation.
2. The Literacy specialist will support the kindergarten teachers and attend a professional development with them on how to reduce the amount of time for transitions with positive behavior techniques, “Successful Classroom Management and Student Behavior Techniques.”
3. The Literacy Specialist will conduct interviews with the seasoned and new kindergarten teachers about their experiences with the development of a master schedule and if it fits the students developmentally appropriate practices for optimal student engagement.
4. The Literacy Specialist will follow a kindergarten class around for one week, noticing engagement of students, student behaviors and different times of day, learner centered activities, and if the master schedule is followed. After collecting the information a conference will be held for the teachers to self reflect of how their day progressed and what they saw as the level of engagement in the classroom.
Person(s) Responsible:
1. Literacy Specialist
2. District Trainers, Deb Wirth, Literacy Specialist, Kindergarten teachers (new and seasoned)
3. Literacy Specialist and Kindergarten Teachers
4. Literacy Specialist
Timeline: Start/End
1. The data/information will be gathered in July and August 2010.
2. The training will be conducted prior to the start of school to help establish a classroom that is highly engaged in learning, July 28, 2010.
3. The interviews will be conducted in August when the teachers return and data delivered to the Assistant Principal by September 1, 2010.
4. The Literacy Specialist will do classroom observations during the month of September after classroom routines have been established and compose a list of observations to the teachers by October 1, 2010
Needed Resources:
1. Articles from recent researchers on the developmentally practices of a kindergarten while in school.
2. Resources gathered from the professional development provided by Deb Wirth.
3. Interview notes, kindergarten daily schedules for each classroom with designated times for content area teaching as suggested from Administration, modified schedule if made to fit the needs of the individual classroom.
4. Observation notes, student behavior charts noting time and place of undesired or off task behavior, self reflection logs from teachers
Evaluation:
1. The literacy specialist will review the data gathered from the research and compare it to her findings while conducting classroom observations. The combined information will be used to monitor and adjust the kindergarten schedule.
2. The kindergarten teachers will meet with the literacy specialist to share their learning’s and ask questions in regards to the training. The teachers will also provide behavior logs of students who are requiring continuous redirection monitoring the time of day and what undesired behavior is taking place.
3. The literacy specialist will share her findings from the interviews with the Assistant Principal and make any necessary changes to the kindergarten schedule to meet the developmental and academic needs of the students.
4. The literacy coach will share observation notes and findings (areas of strengths and areas of weaknesses) with the kindergarten teachers and offer suggestions, model lessons, and provide any needed professional development. The teachers will share their self reflections and any changes that have been made in the classroom as a result of the study and reflection.
Goal: to increase instruction time in the kindergarten classroom.
Action Steps:
1. Data will be gathered from child studies on the developmentally appropriate practices for students in kindergarten in regards to the amount of time a student should be engaged in one activity. Other data will be retrieved from all kindergarten teachers on campus, they will turn in their schedule and time logs with behavior documentation.
2. The Literacy specialist will support the kindergarten teachers and attend a professional development with them on how to reduce the amount of time for transitions with positive behavior techniques, “Successful Classroom Management and Student Behavior Techniques.”
3. The Literacy Specialist will conduct interviews with the seasoned and new kindergarten teachers about their experiences with the development of a master schedule and if it fits the students developmentally appropriate practices for optimal student engagement.
4. The Literacy Specialist will follow a kindergarten class around for one week, noticing engagement of students, student behaviors and different times of day, learner centered activities, and if the master schedule is followed. After collecting the information a conference will be held for the teachers to self reflect of how their day progressed and what they saw as the level of engagement in the classroom.
Person(s) Responsible:
1. Literacy Specialist
2. District Trainers, Deb Wirth, Literacy Specialist, Kindergarten teachers (new and seasoned)
3. Literacy Specialist and Kindergarten Teachers
4. Literacy Specialist
Timeline: Start/End
1. The data/information will be gathered in July and August 2010.
2. The training will be conducted prior to the start of school to help establish a classroom that is highly engaged in learning, July 28, 2010.
3. The interviews will be conducted in August when the teachers return and data delivered to the Assistant Principal by September 1, 2010.
4. The Literacy Specialist will do classroom observations during the month of September after classroom routines have been established and compose a list of observations to the teachers by October 1, 2010
Needed Resources:
1. Articles from recent researchers on the developmentally practices of a kindergarten while in school.
2. Resources gathered from the professional development provided by Deb Wirth.
3. Interview notes, kindergarten daily schedules for each classroom with designated times for content area teaching as suggested from Administration, modified schedule if made to fit the needs of the individual classroom.
4. Observation notes, student behavior charts noting time and place of undesired or off task behavior, self reflection logs from teachers
Evaluation:
1. The literacy specialist will review the data gathered from the research and compare it to her findings while conducting classroom observations. The combined information will be used to monitor and adjust the kindergarten schedule.
2. The kindergarten teachers will meet with the literacy specialist to share their learning’s and ask questions in regards to the training. The teachers will also provide behavior logs of students who are requiring continuous redirection monitoring the time of day and what undesired behavior is taking place.
3. The literacy specialist will share her findings from the interviews with the Assistant Principal and make any necessary changes to the kindergarten schedule to meet the developmental and academic needs of the students.
4. The literacy coach will share observation notes and findings (areas of strengths and areas of weaknesses) with the kindergarten teachers and offer suggestions, model lessons, and provide any needed professional development. The teachers will share their self reflections and any changes that have been made in the classroom as a result of the study and reflection.
Saturday, July 24, 2010
Week 3 Action Research Plan
Tool 7.1 Action Planning Template
Goal: to increase instruction time in the kindergarten classroom.
Action Steps:
1.Data will be gathered from child studies on the developmentally appropriate practices for students in kindergarten in regards to the amount of time a student should be engaged in one activity.
2.The Literacy specialist will support the kindergarten teachers and attend a professional development with them on how to reduce the amount of time for transitions with positive behavior techniques, “Successful Classroom Management and Student Behavior Techniques.”
3.The Literacy Specialist will conduct interviews with the seasoned kindergarten teachers about their experiences with the development of a master schedule and if it fits the students developmentally appropriate practices for optimal student engagement.
4.The Literacy Specialist will follow a kindergarten class around for one week, noticing engagement of students, student behaviors and different times of day, learner centered activities, and if the master schedule is followed. After collecting the information a conference will be held for the teachers to self reflect of how their day progressed and what they saw as the level of engagement in the classroom.
Person(s) Responsible:
1.Literacy Specialist
2.District Trainers, Deb Wirth, Literacy Specialist, Kindergarten teachers (new and seasoned)
3.Literacy Specialist and Kindergarten Teachers
4.Literacy Specialist
Timeline: Start/End
1.The data/information will be gathered in July and August 2010.
2.The training will be conducted prior to the start of school to help establish a classroom that is highly engaged in learning, July 28, 2010.
3.The interviews will be conducted in August when the teachers return and data delivered to the Assistant Principal by September 1, 2010.
4.The Literacy Specialist will do classroom observations during the month of September after classroom routines have been established and compose a list of observations to the teachers by October 1, 2010
Needed Resources:
1.Articles from recent researchers on the developmentally practices of a kindergarten while in school.
2.Resources gathered from the professional development provided by Deb Wirth.
3.Interview notes, kindergarten daily schedules for each classroom with designated times for content area teaching as suggested from Administration, modified schedule if made to fit the needs of the individual classroom.
4.Observation notes, student behavior charts noting time and place of undesired or off task behavior, self reflection logs from teachers
Evaluation:
1.The literacy specialist will review the data gathered from the research and compare it to her findings while conducting classroom observations. The combined information will be used to monitor and adjust the kindergarten schedule.
2.The kindergarten teachers will meet with the literacy specialist to share their learning’s and ask questions in regards to the training. The teachers will also provide behavior logs of students who are requiring continuous redirection monitoring the time of day and what undesired behavior is taking place.
3.The literacy specialist will share her findings from the interviews with the Assistant Principal and make any necessary changes to the kindergarten schedule to meet the developmental and academic needs of the students.
4.The literacy coach will share observation notes and findings (areas of strengths and areas of weaknesses) with the kindergarten teachers and offer suggestions, model lessons, and provide any needed professional development. The teachers will share their self reflections and any changes that have been made in the classroom as a result of the study and reflection.
Goal: to increase instruction time in the kindergarten classroom.
Action Steps:
1.Data will be gathered from child studies on the developmentally appropriate practices for students in kindergarten in regards to the amount of time a student should be engaged in one activity.
2.The Literacy specialist will support the kindergarten teachers and attend a professional development with them on how to reduce the amount of time for transitions with positive behavior techniques, “Successful Classroom Management and Student Behavior Techniques.”
3.The Literacy Specialist will conduct interviews with the seasoned kindergarten teachers about their experiences with the development of a master schedule and if it fits the students developmentally appropriate practices for optimal student engagement.
4.The Literacy Specialist will follow a kindergarten class around for one week, noticing engagement of students, student behaviors and different times of day, learner centered activities, and if the master schedule is followed. After collecting the information a conference will be held for the teachers to self reflect of how their day progressed and what they saw as the level of engagement in the classroom.
Person(s) Responsible:
1.Literacy Specialist
2.District Trainers, Deb Wirth, Literacy Specialist, Kindergarten teachers (new and seasoned)
3.Literacy Specialist and Kindergarten Teachers
4.Literacy Specialist
Timeline: Start/End
1.The data/information will be gathered in July and August 2010.
2.The training will be conducted prior to the start of school to help establish a classroom that is highly engaged in learning, July 28, 2010.
3.The interviews will be conducted in August when the teachers return and data delivered to the Assistant Principal by September 1, 2010.
4.The Literacy Specialist will do classroom observations during the month of September after classroom routines have been established and compose a list of observations to the teachers by October 1, 2010
Needed Resources:
1.Articles from recent researchers on the developmentally practices of a kindergarten while in school.
2.Resources gathered from the professional development provided by Deb Wirth.
3.Interview notes, kindergarten daily schedules for each classroom with designated times for content area teaching as suggested from Administration, modified schedule if made to fit the needs of the individual classroom.
4.Observation notes, student behavior charts noting time and place of undesired or off task behavior, self reflection logs from teachers
Evaluation:
1.The literacy specialist will review the data gathered from the research and compare it to her findings while conducting classroom observations. The combined information will be used to monitor and adjust the kindergarten schedule.
2.The kindergarten teachers will meet with the literacy specialist to share their learning’s and ask questions in regards to the training. The teachers will also provide behavior logs of students who are requiring continuous redirection monitoring the time of day and what undesired behavior is taking place.
3.The literacy specialist will share her findings from the interviews with the Assistant Principal and make any necessary changes to the kindergarten schedule to meet the developmental and academic needs of the students.
4.The literacy coach will share observation notes and findings (areas of strengths and areas of weaknesses) with the kindergarten teachers and offer suggestions, model lessons, and provide any needed professional development. The teachers will share their self reflections and any changes that have been made in the classroom as a result of the study and reflection.
Wednesday, July 21, 2010
Week 2 Reflection
As I started reading and looking into action research I realized that I had been using it to determine the needs of my students for the past 5 years. Now that I know that looking at data to determine student needs and areas that are in need of improvement is action research, it isn't as scary a topic for me. In my own career I feel more apt to be able to use action research on campus as an administrator to lead my staff to exemplary.
Tuesday, July 13, 2010
Educational Leaders and Blogs
Educational leaders can use blogs for a variety of purposes. Blogging can serve as a way to capture ones thoughts on paper, to pose questions to others for inquiry, or to be used simply as reflection. Dana mentioned in her book about an administrator who encouraged a daily writers workshop in a 5th grade classroom and to show her support of the implementation the administrator went in every day to journal at the same time as the students. This was a great tool to show the teachers' that what they were doing was respected as well as to encourage the students to continue with their writing habits. Blogging can be used as a teaching tool for students and staff if implemented by educational leaders.
Action Research
Action Research is an inquiry that refers to the process of an individual engaging in a systematic, intentional study of his or her own practice and taking action for change based on what he or she learns as a result of the inquiry. I have learned that by doing action research I am ensuring myself to be a lifelong learner. Action researchers pose questions, collect data to gain insights into their questions, analyze the data along with reading relevant literature, make changes in practice, and share their findings with others.
As an administrator I will be able to use action research as a professional development tool that provides effective staff development that focuses on student achievement and supports reflective practices. Action research is also a great tool for teachers' who are needing to reflect on why a student or class is having a learning problem. This type of research encourages the disaggregation of data from various sources, literature reviews, dialogue with other professionals and students, formulating plans, and making changes in instruction. I will also use action research for my own learning in leadership practices, reflecting on the strategies used and which ones yielded results. Currently in the position of Literacy Coach/RTI Specialist I will be using action research to gather quantitative and qualitative results in student achievement, setting learning goals, and monitoring the success of these goals using measurable tools. Learning about action research prior to the start of the school year will help ensure that I will have a better understanding of formulating these plans and offering suggestions to how teachers' can make changes in their instruction to help meet the needs of all students.
As an administrator I will be able to use action research as a professional development tool that provides effective staff development that focuses on student achievement and supports reflective practices. Action research is also a great tool for teachers' who are needing to reflect on why a student or class is having a learning problem. This type of research encourages the disaggregation of data from various sources, literature reviews, dialogue with other professionals and students, formulating plans, and making changes in instruction. I will also use action research for my own learning in leadership practices, reflecting on the strategies used and which ones yielded results. Currently in the position of Literacy Coach/RTI Specialist I will be using action research to gather quantitative and qualitative results in student achievement, setting learning goals, and monitoring the success of these goals using measurable tools. Learning about action research prior to the start of the school year will help ensure that I will have a better understanding of formulating these plans and offering suggestions to how teachers' can make changes in their instruction to help meet the needs of all students.
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