As I have reflected on my personal growth during the time period of this course what I realize I have gained is a new way to look at those around me. I am now much more observant of my own actions with others and whether they align with best administrator practices or if it is an area that I need to work on. I am also more observant of the administrators on my campus. I look more deeply into the appearance of their practice and evaluate it as something that I value or something I should avoid. I am now much more aware of how my own personality will play into my role as an administrator. I am more aware of the areas that I need to work on. This reflects back to our first course more so than this most recent one but I really think that I needed some time to let the ideas of self-reflection set in and become part of my mindset.
I really love, more than I thought that I would, blogging about my experience. I too would like to expand my blog followers to some outside sources. I will begin by linking my blog to my FaceBook account and asking my friends who are avid bloggers to follow my blog. It is the ultimate word of mouth. I also want to learn more about the process of developing a quality action research project. I think that I may have delved into this course with some background knowledge and some basic experience but what I am learning is that I have much to learn about the process of actually participating in action research.
As I continue to reflect on the development of my own action research I am sure that I will be forced to dive more deeply into my own preconceived notions about what action research is and hopefully come out on the other side with a more defined viewpoint. I think that I need more time to let it rattle around in my brain for a while. As we approach this break I look forward to continuing to reflect. I think that one of the more poignant themes of this course was to really reflect on myself and my practices. I will do that by reading more in depth others blogs and begin to really research my own topic. In addition, I want to not let my brain wither and will be doing some more general leadership reading over the holidays. As they say, the devil plays into idle hands.
Tuesday, December 14, 2010
Monday, December 13, 2010
Approval
As I close the week I am blessed to have the approval of my site supervisor on my action research plan. I also spent some time extending it beyond the data collection part of the plan. Since I have finally received an answer on the due date of the action research project as our penultimate course some time in the spring of 2012 I felt confident in adding the extension to fulfill the 8 steps suggested in Examining What We Do To Improve Our Schools. I have enjoyed the process of collaborating with others on our projects. I feel that I have not really done justice to others nor they to mine since we are all just trying to stay afloat with the end of the semester and all the course requirements. That brings me to some of my lingering concerns: time! Not time to complete the project but the time management needed to stay on top of our project and complete all required coursework and work a full time job...but I am complaining here. What doesn't kill us only makes us stronger, RIGHT? I will vow to spend some time over the holiday perusing my classmates blogs and really taking the time to read and comment on them.
I think that the blogging part of this class is quickly becoming my favorite. Now the only problem is making the time to really make it work for me and for others.
I think that the blogging part of this class is quickly becoming my favorite. Now the only problem is making the time to really make it work for me and for others.
Action Research Plan Revised
Action Research Plan - Revised | ||||
Goal: To determine the effectiveness of online learning to recover credits for students who are behind their graduating cohort. | ||||
Action Steps(s): | Person(s) Responsible: | Timeline: Start/End | Needed Resources | Evaluation |
SETTING THE FOUNDATION: Meet with Site Supervisor for approval. | A. Duran
M. Aguilar | Start: 12-6-2010 End: 12-17-2010 | CARE Tool | Agreement and approval of research project is confirmed. |
Survey students on technology skills. | A. Duran
All students enrolled in Grad Lab | Start: 1-6-2011 End: 1-31-2011 | Smarter Measure Survey http://tinyurl.com/txvsn20102011
| Students email results and results are saved for later review |
Determine sample size based on snapshot date of Feb 1st and 2nd. | A. Duran
| Start: 2-1-2011 End: 2-2-2011 | Microsoft Excel
Chancery Database Software | Sample is based on the following criteria:
|
ANALYZING DATA: Survey selected student in a perception survey. | A. Duran
Selected students | Start: 2-3-2011 End:3-4-2011 | Survey Monkey | Collection of perception data for later review and reporting related effects. It should also help explain discrepancies. |
Input all selected students into database and track progress on a biweekly basis. | A. Duran
M. Aguilar | Start: 2-3-2011 End:2-11-2011 | Microsoft Excel
APEX Learning Software | Dynamic document created within excel with the ability to record the needed data. Student information is saved into the template. |
DEVELOPING DEEPER UNDERSTANDING/ENGAGING IN SELF REFLECTION: Provide supports for selected students. |
A. Duran
Teachers of Record/Tutors |
Start: 2-3-2011 End: 5-31-2011 |
Various intervention strategies |
|
EXPLORING PATTERNS: Compile final results
| A. Duran | Start: 6-3-2011 End: 6-10-2011 | Microsoft Excel
APEX Learning Software | Completed all data entry and ability to compare data for success rates based on previous standard of completion of at least a ½ credit, although true credit recovery is indicated by completion of a full credit or more. |
DETERMENING DIRECTION: Report findings to peer group & stakeholders | A. Duran | Start: June 2011 End: June 2011 | Microsoft Powerpoint | Report made to campus principals/administration/counselors.
Report also made at the district level to peers also involved in the same initiative.
|
Based on the results brainstorm ways to extend or remediate the program | A. Duran
M. Aguilar
Committee
Peers | Start: June 2011 End: August 2011 | Collaborative meetings with peers and site supervisor | Plan changes needed based on the results of the data collection phase of the project. |
TAKING ACTION: Implement change in the classroom | A. Duran
Counselors
Teachers of Record/Tutors | Start: August 2011 End: December 2011 | Support personnel in place | Based on collaborative grouping suggestions implement the necessary changes and track any changes in the data. |
SUSTAINING IMPROVEMENT: Monitor continued progress | A. Duran
M. Aguilar
R. Barajas
Counselors
Teachers of Record/Tutors | Start: January 2012 End: Indefinite | APEX Learning or other appropriate software
Teachers of Record/Tutors | Continue to reflect and make changes as necessary |
Format based on Tool 7.1 from Examining What We Do to Improve Our Schools
(Harris, Edmonson, and Combs, 2010)
Monday, December 6, 2010
Need feedback pronto!
My planned action research project involves gaining the cooperation of about 70 at-risk teens to comply with 2 different surveys as well as the success of the program is determined by those same students completing any number of online courses. Some of these courses are harder than others. In general, this action research plan lends itself far from the formalized scientific method. I hypothesize that more than 50% will successfully complete a course but it is very dependent on the student's desire to actually do so. I will maintain adequate motivational strategies and provide interventions as needed to address the needs of the students who cannot work exclusively in the online environment; however, the addition of these interventions will likely skew the data.Also, I anticipate that the dynamic nature of the sample size will be somewhat of a factor. I will try to circumvent that issue a little by creating a snapshot date and sticking with that group of students through the end. That will mean that my sample size is likely to shrink as we get near the end of the semester. I hope that I am able to maintain a viable sample size to make the results credible.
A few other issues I foresee:
* action plan not directly related to the CIP but is more related to the DIP
* time constraints of working a 50+ hour week and other grad school requirements
* only 1 source of numerical data, which will be supplemented with empirical data in the forms of an interest survey and a skills survey
* too many variables, but limiting of any of these variable will severely limit the sample size
I don’t have a plan of action to address the bulleted issues yet but I would love to hear your thoughts.
After my meeting with my site supervisor tomorrow I will post more problems that came up.
UPDATE: I spoke with my site supervisor on Monday but we were in agreement about the problems that would likely come up so I do not have more to add to my list. I guess in a way the problem of it not being related to the CIP is not really true. In order to become exemplary we have to raise on time graduation rate. My very job is an effort to do that so that is how the project and what I do will help in that area.
A few other issues I foresee:
* action plan not directly related to the CIP but is more related to the DIP
* time constraints of working a 50+ hour week and other grad school requirements
* only 1 source of numerical data, which will be supplemented with empirical data in the forms of an interest survey and a skills survey
* too many variables, but limiting of any of these variable will severely limit the sample size
I don’t have a plan of action to address the bulleted issues yet but I would love to hear your thoughts.
After my meeting with my site supervisor tomorrow I will post more problems that came up.
UPDATE: I spoke with my site supervisor on Monday but we were in agreement about the problems that would likely come up so I do not have more to add to my list. I guess in a way the problem of it not being related to the CIP is not really true. In order to become exemplary we have to raise on time graduation rate. My very job is an effort to do that so that is how the project and what I do will help in that area.
Week in Review
Earlier today I posted my action research plan outline. This project is really coming together in my mind. In fact it has been forming for some time since I started this job. I commented to my husband about 2 months after starting this job last year that I have a huge amount of research literally unfolding in front of my eyes. I was in awe of everything that was happening right in front of me. While this particular research project isn't quite what held my fascination 9 months ago, it is what has developed out of need. It's gestational period is well timed.
I am realizing though that I have a lot of work to do to make this happen. I am lucky in some respects though because I am already working in the classroom where all this research is to take place. This project has personal meaning to me because it is what I do all day. In some ways, by being part of a district initiative from the ground up is like handing me a research project on a silver platter. It is also going to force me to be more diligent about the things that I should already be doing, such as keeping better records. I am excited about getting feedback from the students in the forms of surveys. I am also wondering if just the fact that I am doing this research will push me to push the kids to perform better. That will skew my data but it is the idea, ISN'T IT?
I leave today wondering if I should tell my students that I am conducting this experiment and that they are involved in it? Will that skew the data?
I am realizing though that I have a lot of work to do to make this happen. I am lucky in some respects though because I am already working in the classroom where all this research is to take place. This project has personal meaning to me because it is what I do all day. In some ways, by being part of a district initiative from the ground up is like handing me a research project on a silver platter. It is also going to force me to be more diligent about the things that I should already be doing, such as keeping better records. I am excited about getting feedback from the students in the forms of surveys. I am also wondering if just the fact that I am doing this research will push me to push the kids to perform better. That will skew my data but it is the idea, ISN'T IT?
I leave today wondering if I should tell my students that I am conducting this experiment and that they are involved in it? Will that skew the data?
Sunday, December 5, 2010
Action Research Project Outline - Draft
Action Research Plan - Draft | ||||
Goal: To determine the effectiveness of online learning to recover credits for students who are behind their graduating cohort. | ||||
Action Steps(s): | Person(s) Responsible: | Timeline: Start/End | Needed Resources | Evaluation |
Meet with Site Supervisor for approval. | A. Duran
M. Aguilar | Start: 12-6-2010 End: 12-17-2010 | CARE Tool | Agreement and approval of research project is confirmed. |
Survey students on technology skills. | A. Duran
All students enrolled in Grad Lab | Start: 1-6-2011 End: 1-31-2011 | Smarter Measure Survey http://tinyurl.com/txvsn20102011
| Students email results and results are saved for later review |
Determine sample size based on snapshot date of Feb 1st and 2nd. | A. Duran
| Start: 2-1-2011 End: 2-2-2011 | Microsoft Excel
Chancery Database Software | Sample is based on the following criteria:
|
Survey selected student in a perception survey. | A. Duran
Selected students | Start: 2-3-2011 End:2-11-2011 | Survey Monkey | Collection of perception data for later review and reporting related effects. It should also help explain discrepancies. |
Input all selected students into database and track progress on a biweekly basis. | A. Duran
M. Aguilar | Start: 2-3-2011 End:2-11-2011 | Microsoft Excel
APEX Learning Software | Dynamic document created within excel with the ability to record the needed data. Student information is saved into the template. |
Provide supports for selected students. |
A. Duran
Teachers of Record/Tutors |
Start: 2-3-2011 End: 5-31-2011 |
Various intervention strategies |
|
Compile final results
| A. Duran | Start: 6-3-2011 End: 6-10-2011 | Microsoft Excel
APEX Learning Software | Completed all data entry and ability to compare data for success rates based on previous standard of completion of at least a ½ credit, although true credit recovery is indicated by completion of a full credit or more. |
Report findings to peer group | A. Duran | Start: June 2011 End: June 2011 | Microsoft Powerpoint | Report made to campus principals/administration/counselors.
Report also made at the district level to peers also involved in the same initiative.
|
Format based on Tool 7.1 from Examining What We Do to Improve Our Schools
(Harris, Edmonson, and Combs, 2010)
Thursday, December 2, 2010
Action Reseach Plan Summary
1. Study Question - Is the online learning environment I am using with my students effective?
The purpose of my study question is to determine the effectiveness of using online learning to recover credit deficiencies in high school students who are behind their cohorts. The use of APEX Learning is the software program of choice and is supplemented by the Compass Odyssey software; however, students using the Compass software exclusively will be excluded from the sample in an effort to limit some of the variables. The study will take place on my campus.
2. The target population includes students who are in the 2007/2008 and 2008/2009 cohorts and who are assigned by their respective counselor to the credit recovery class in the spring of 2011. Student ages range from 16 – 21 and encompass all grade level. The focus is based on the student’s cohort year, not their assigned grade level.
3. The sample size will be determined by the class max for the computer lab where the credit recovery class is held as well as determined by the counselor’s choice as to the appropriate student for the class. The sample will range in size between 50 to 150 students with an anticipated mean of 70 students.
4. The students assigned to the sample are dynamic and will only be determined by those that finish the program as the data needed includes completion of the program. Withdrawals from the program will exclude the student from the protocol as effectiveness cannot be determined if the student fails to complete the program. The student sample is not a random sample as the criteria for entry into the program follows a protocol already outlined on the campus. This may cause the data to be somewhat biased but the credit recovery is only entering its 2nd year of implementation and protocols must be followed based on the limited seats available for the class.
5. I will conduct my research over the entire spring semester. The research protocol will begin with a readiness survey completed by the student to determine if technology skills play a factor into the success in the program. Student progress will be monitored on a biweekly basis through the semester and reported in subsequent updates. Final determination of success will be based on completion of at least ½ a credit during the semester. Those that complete ½ a credit will be determined to be the control group as this is the expectation for all students in a traditional classroom. Success will be determined by completion of 1 or more credits during 1 semester while lack of success will be indicated by failure to complete even ½ a credit during 1 academic semester. Results will be reported by course and by number as enrolled course may play a factor in the completion rate (some courses are longer and harder than others).
The purpose of my study question is to determine the effectiveness of using online learning to recover credit deficiencies in high school students who are behind their cohorts. The use of APEX Learning is the software program of choice and is supplemented by the Compass Odyssey software; however, students using the Compass software exclusively will be excluded from the sample in an effort to limit some of the variables. The study will take place on my campus.
2. The target population includes students who are in the 2007/2008 and 2008/2009 cohorts and who are assigned by their respective counselor to the credit recovery class in the spring of 2011. Student ages range from 16 – 21 and encompass all grade level. The focus is based on the student’s cohort year, not their assigned grade level.
3. The sample size will be determined by the class max for the computer lab where the credit recovery class is held as well as determined by the counselor’s choice as to the appropriate student for the class. The sample will range in size between 50 to 150 students with an anticipated mean of 70 students.
4. The students assigned to the sample are dynamic and will only be determined by those that finish the program as the data needed includes completion of the program. Withdrawals from the program will exclude the student from the protocol as effectiveness cannot be determined if the student fails to complete the program. The student sample is not a random sample as the criteria for entry into the program follows a protocol already outlined on the campus. This may cause the data to be somewhat biased but the credit recovery is only entering its 2nd year of implementation and protocols must be followed based on the limited seats available for the class.
5. I will conduct my research over the entire spring semester. The research protocol will begin with a readiness survey completed by the student to determine if technology skills play a factor into the success in the program. Student progress will be monitored on a biweekly basis through the semester and reported in subsequent updates. Final determination of success will be based on completion of at least ½ a credit during the semester. Those that complete ½ a credit will be determined to be the control group as this is the expectation for all students in a traditional classroom. Success will be determined by completion of 1 or more credits during 1 semester while lack of success will be indicated by failure to complete even ½ a credit during 1 academic semester. Results will be reported by course and by number as enrolled course may play a factor in the completion rate (some courses are longer and harder than others).
Saturday, November 27, 2010
Can you say Data?
As I find this week coming to a close I am left with a lingering phrase...DATA DRIVEN! I come away this week with the overall feeling that whatever research project I embark upon, I must find myself comfortable with dealing with data. We are drowning in data, but we must find a way to utilize that data immediately. The feedback loop must be shortened in order to have an immediate effect in the classroom. As a future leader, I must be comfortable with dissecting the data to benefit both the classroom teacher and the school as whole. I must be able to do so quickly. I am also responsible for encouraging teachers to take their own data and utilize it in their classroom on a daily basis. Formal and informal assessments of student progress are necessary in order to increase student achievement. Shall I go out and earn for myself the title of data-queen?
To Research or Not to Research?
I am considering three potential questions for my action research project.
1. Is the online learning environment I am using with my students working?
2. How can we increase student attendance?
3. Does the tardy policy in effect hinder or help student achievement?
Let me address the purpose and significance of each question as it relates to my campus.
1. Online learning is the wave of the future. We are all aware of that as we take part in the phenomenon everyday through this program. It is also the wave that we need to get our students on. We are educating them for jobs that have not even been created yet and most certainly they will all involve technology. Online trainings are necessary to streamline the workforce and the current and continuing expectation is that you come prepared and you work from home. Gone are the days of the 9 to 5 job. My students are students who are behind their peers in their high school career. Online learning can be accelerated and so provides a benefit in the potential to catch up to their peers in a reasonable amount of time. Unfortunately, online learning also requires a level of independence and a strong work ethic. The rigor of online learning is increased due to the lack of one-on-one tutoring available. We must learn to teach ourselves. Isn’t that what we want our children to be? Life-long learners? My goal is to research whether the current pedagogy used when working in a virtual environment is effective. Are the software companies designing software that really works with the needs of the students? In what areas do the students still struggle? Does online learning really work with the needs of those students who are not on par with their peers?
The data for this project is available in terms of the number of courses completed and in what areas are they being completed. The age of the student as well as how far they are behind their cohort is also available. One big question that I am currently grappling with is the issue of quality over quantity. Is it better to give the students more options or less? Should they focus on one course at a time or is it better to work with multiples? These are all questions that I can provide hard data toward.
The benefactors of this study are the students as well as the district. There is often a large financial burden to start and maintain an online learning environment, all of which the campus or district must bear the weight of. Do the benefits to the students outweigh the cost to the district or school? Ultimately, why continue a project if the students are not being helped from it? Are they getting caught back up to their cohort? If such a research project as this proves to be a waste of resources, wouldn’t it be better to limit further expenditures on such a project before the school district or school is in the media for misappropriation of funds?
2. A second topic I am considering studying is the process for improving attendance of the students at a given school. What factors cause the high rate of absenteeism in our student population? I am most interested in those factors that lie in the control of the school; good teaching practices, communication between school and home, meeting the needs of all students learning styles. In other words, is what we are doing at the school helping to curb absenteeism or are we making it worse?
The obvious benefit is of course improved attendance which theoretically results in more learning. How often do we blame the students for not showing up to our class on the student rather than our own teaching or grading practices? This can be evidenced by comparing attendance rates with test scores and grades in a course.
3. Our tardy policy at our school is unclear and not shared by all on the campus. The culture among both student and adult alike is that there is nothing that will be done about a tardy. When students know that the bells mean nothing, then just like us they will take advantage of that time to socialize. The key is consistency. While I do not hold the notion that a student should be 100% responsible for being on time, it is more a question of are we modeling the behavior we wish to have and are we consistently applying a fair response to the tardy?
I can see a benefit of increase instructional time when there is a clear and consistence tardy policy in effect. I fear being met with much opposition on this topic as it is a hot button topic on my campus. I may also need to narrow all these topics down some and pinpoint some questions that can be formulated into measureable or SMART goals.
1. Is the online learning environment I am using with my students working?
2. How can we increase student attendance?
3. Does the tardy policy in effect hinder or help student achievement?
Let me address the purpose and significance of each question as it relates to my campus.
1. Online learning is the wave of the future. We are all aware of that as we take part in the phenomenon everyday through this program. It is also the wave that we need to get our students on. We are educating them for jobs that have not even been created yet and most certainly they will all involve technology. Online trainings are necessary to streamline the workforce and the current and continuing expectation is that you come prepared and you work from home. Gone are the days of the 9 to 5 job. My students are students who are behind their peers in their high school career. Online learning can be accelerated and so provides a benefit in the potential to catch up to their peers in a reasonable amount of time. Unfortunately, online learning also requires a level of independence and a strong work ethic. The rigor of online learning is increased due to the lack of one-on-one tutoring available. We must learn to teach ourselves. Isn’t that what we want our children to be? Life-long learners? My goal is to research whether the current pedagogy used when working in a virtual environment is effective. Are the software companies designing software that really works with the needs of the students? In what areas do the students still struggle? Does online learning really work with the needs of those students who are not on par with their peers?
The data for this project is available in terms of the number of courses completed and in what areas are they being completed. The age of the student as well as how far they are behind their cohort is also available. One big question that I am currently grappling with is the issue of quality over quantity. Is it better to give the students more options or less? Should they focus on one course at a time or is it better to work with multiples? These are all questions that I can provide hard data toward.
The benefactors of this study are the students as well as the district. There is often a large financial burden to start and maintain an online learning environment, all of which the campus or district must bear the weight of. Do the benefits to the students outweigh the cost to the district or school? Ultimately, why continue a project if the students are not being helped from it? Are they getting caught back up to their cohort? If such a research project as this proves to be a waste of resources, wouldn’t it be better to limit further expenditures on such a project before the school district or school is in the media for misappropriation of funds?
2. A second topic I am considering studying is the process for improving attendance of the students at a given school. What factors cause the high rate of absenteeism in our student population? I am most interested in those factors that lie in the control of the school; good teaching practices, communication between school and home, meeting the needs of all students learning styles. In other words, is what we are doing at the school helping to curb absenteeism or are we making it worse?
The obvious benefit is of course improved attendance which theoretically results in more learning. How often do we blame the students for not showing up to our class on the student rather than our own teaching or grading practices? This can be evidenced by comparing attendance rates with test scores and grades in a course.
3. Our tardy policy at our school is unclear and not shared by all on the campus. The culture among both student and adult alike is that there is nothing that will be done about a tardy. When students know that the bells mean nothing, then just like us they will take advantage of that time to socialize. The key is consistency. While I do not hold the notion that a student should be 100% responsible for being on time, it is more a question of are we modeling the behavior we wish to have and are we consistently applying a fair response to the tardy?
I can see a benefit of increase instructional time when there is a clear and consistence tardy policy in effect. I fear being met with much opposition on this topic as it is a hot button topic on my campus. I may also need to narrow all these topics down some and pinpoint some questions that can be formulated into measureable or SMART goals.
Friday, November 19, 2010
Mirror Mirror on the Wall
Reflection is the key to unlocking the door to action research. We cannot research what we do not see as a problem or idea. It is my nature to ponder on things. I have a 45 minute drive each way to work and I often use that time to ponder what things I want to be able to do better or what policies are in place that could use a little tweaking to make them more efficient and serve my students better. People often ask me why I work so far from where I live and question how I could drive such a long way every day. My answer for them is that without it I would not be as effective as I am as an educational leader. It is this time everyday that allows me to formulate the questions that I can follow up with some form of action research. I tend to prefer the collaborative type of action research as I benefit from having a sounding board to bounce ideas off of.
The Dana text referenced how difficult it is for leaders to find the time to really reflect. I loved the ideas suggested in Leading with Passion and Knowledge where one principal in essence practiced what she preached by visiting a classroom during their writing workshop time and sat down at a desk and modeled for those students that she was willing to write as well (Dana, 2009, p 89). What a perfect example of a win-win situation! That principal not only modeled the behavior she expected from the students but built into her schedule a weekly time for reflection and journaling. I am positive that this practice made her a better leader.
How many of us have our best ideas while in the shower? If only they made a shower pen where we could get those thoughts down on paper, or in this case, the shower wall. For me my drive time serves this function and without it I could not function. I need time to reflect and I know that it will lead to asking good questions for me to develop into an action research project. Many days I am completing these mini action research type projects. They help me to problem solve immediately and not hope that some Superman is going to fly in and fix everything for me.
In collaboration with others I can identify the problems I am experiencing in real time and find solutions that actually benefit student success.
The Dana text referenced how difficult it is for leaders to find the time to really reflect. I loved the ideas suggested in Leading with Passion and Knowledge where one principal in essence practiced what she preached by visiting a classroom during their writing workshop time and sat down at a desk and modeled for those students that she was willing to write as well (Dana, 2009, p 89). What a perfect example of a win-win situation! That principal not only modeled the behavior she expected from the students but built into her schedule a weekly time for reflection and journaling. I am positive that this practice made her a better leader.
How many of us have our best ideas while in the shower? If only they made a shower pen where we could get those thoughts down on paper, or in this case, the shower wall. For me my drive time serves this function and without it I could not function. I need time to reflect and I know that it will lead to asking good questions for me to develop into an action research project. Many days I am completing these mini action research type projects. They help me to problem solve immediately and not hope that some Superman is going to fly in and fix everything for me.
In collaboration with others I can identify the problems I am experiencing in real time and find solutions that actually benefit student success.
My Beginning in Action Research
As I began the week I was introduced to the term action research. I pondered what that meant and delved into Chapter 1 of Leading with Passion and Knowledge: The Principal as Action Research by Nancy Fichtman Dana. What I discovered was that I already was using many of the techniques of action research. Action Research or as Dana called it, Principal Inquiry, is the process of creating a wondering or pondering, formulating it into a question, gathering data that relates to it, following protocols to discuss it with others, and formulating a conclusion that then leads to another pondering, thus creating a cyclical study of my own practices (Dana, 2009). It is this cyclical nature that makes action research so appealing. The process of it allows me to observe my own practices and even question myself or an idea and then through action research come to a better understanding of the nature of the problem backed up with data. It is was some might consider a best practice and can be used by both the principal and the teacher alike.
While I didn't know what I was getting myself into at the time, last summer I attended a week-long training called Critical Friends Groups (CFG). At this training I learned protocols for text reviews, critiquing others, and problem solving any issue with the help of my CFGs. I have already used some of the protocols put out by the National School Reform Faculty with much success. Also at my campus we utilize Professional Learning Communities (PLC). These experiences with action research have paved the way for me to being to make use of it in the role of a principal. I look forward to embarking on this research methodology in the coming weeks and months ahead.
While I didn't know what I was getting myself into at the time, last summer I attended a week-long training called Critical Friends Groups (CFG). At this training I learned protocols for text reviews, critiquing others, and problem solving any issue with the help of my CFGs. I have already used some of the protocols put out by the National School Reform Faculty with much success. Also at my campus we utilize Professional Learning Communities (PLC). These experiences with action research have paved the way for me to being to make use of it in the role of a principal. I look forward to embarking on this research methodology in the coming weeks and months ahead.
Is blogging for everyone? The research says yes.
Blogging is a uniquely different experience for everyone who uses it. I have tried many times in the past to blog effectively with little success but this time it will be different. It will be different because I can use it to:
* Express my thoughts on educational topics
* Elicit feedback from others on those educational topics
* Explore new ideas that might otherwise stay in my head
* Build a network of peers who can provide insight into my ponderings
With these benefits in mind I think that this is going to be a worthwhile experience. So as I begin I say good luck to you all and here is to happy blogging.
* Express my thoughts on educational topics
* Elicit feedback from others on those educational topics
* Explore new ideas that might otherwise stay in my head
* Build a network of peers who can provide insight into my ponderings
With these benefits in mind I think that this is going to be a worthwhile experience. So as I begin I say good luck to you all and here is to happy blogging.
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