Check out the link below for the whole report. I was not able to upload here directly because it contains a table not formatted for this application.
Action Research Progress Report
I will be continuing to work on this as I complete my graduate program and near the end of my internship.
Thursday, August 11, 2011
Sunday, July 31, 2011
Action Research Update - Draft Progress Report
Below is my draft Action Research Progress Report. The headings bolded align with the ELCC standards that can be found at this link.
Draft Action Research Project Progress Report
A Study in the use of Online Learning and its effects on graduation: Does the use of online learning to recover credits contribute to a student's ability to stay on-track with their graduation cohort?
Needs assessment
With the looming need to have 100% of our students meet NCLB guidelines and TEA’s standard of 95% completion it was necessary to address the completion rate in my district and on my campus. In 2009 we only had a graduation rate of 74.9% on my campus and 70% overall for the district. This statistic lead to the district creating a program called Graduation Labs to help students, who were behind their cohort, catch up. As a result I was hired to run one of these labs and therein began my passion for working with students who are struggling to graduate. Using online learning for credit recovery is a hot topic highly debated in the education circuit, but that was what I was employed to do. After a semester of working with these students and seeing marginal success, I was led to desire to know more about how to make this program work. I read about best practices in this environment and started to wonder the following questions. What makes the students who are sent to me unsuccessful in the traditional classroom? How can I help them to be more successful in the lab environment? What motivational techniques will work for these students? Is using online learning really the right tool to help students to graduate? Do some students have more of a propensity for online learning than others? These wonderings led me to develop this action research project. I will collect data in the form of surveys, course completion statistics, motivational techniques used, teacher observations, and student feedback data. There is no need to break down the data by gender or ethnicity as these findings would be irrelevant to this subject matter. My goal was to find out if my program really helped students to graduate on time.
Vision
The need to address the needs of students at-risk for dropping out of high school was imminent. In conjunction with the school district a vision was developed for addressing those needs through the use of online learning. As a part of this vision a program called Graduation Labs were enacted in my district and I was hired to supervise and coordinate a program to address the needs of these learners by using online courses to regain credit. The original goal was to address the needs for credit recovery but it was quickly discovered that there was a greater need to help students from all grade levels stay on track with their cohort through the use of accelerated courses for both recovery and original credit. After a semester of experience using online learning I was lead to formulate the need for an action research project centered on the question: Is the use of online learning for credit recovery effective to catch students up to their graduating cohort? The goal was simple. Determine if the use of online learning was effective as evidenced by an increase in graduation rate and course completion rate thereby allowing students to stay on track to graduation with their cohort. The use of motivational tools and data collection would determine the answer to this question.
Literature Review
As I pondered some ideas for the project that was slowly taking form in my head I ran across several articles that supported the need to develop an online program for credit recovery that would work. In an article entitled Credit Recovery Software: the New Summer School the author stated “The push for a high graduation rate--always a symbol of academic excellence but now carrying even greater value as a measure of accountability under the No Child Left Behind Act—has districts looking for any way to help turn around or even bring back students whose poor academic performance is driving them--or already has driven them--to drop out of school.” (O'Hanlon, 2009) This idea encompasses the vision for the Graduation Labs as the school district designed it. The idea for my research was a springboard off of what the district was already doing; a way to cross-reference myself to make sure that the job that I was doing was reeping benefits. The benefits to online learn are that “coursework can be completed entirely through the software, or the technology can be used as a supplement to textbook teaching.” (O'Hanlon, 2009) As a part of the decision making process for formatting this design of this research prior studies which indicated success when using online learning were used. An article on Issues Surrounding the Deployment of a New Statewide Virtual Public School in The Quarterly Review of Distance Education stated that students in an online environment did not always possess the technical skills needed to be successful in an online environment. (Oliver, Osborne, Patel, & Kleiman, 2009). This research prompted me to ensure that as a part of my research I took data which spoke to the technical skills of my students. I found a survey to use for this effort. The same article also stated that “In Credit Recovery, these students have failed in a traditional setting maybe because of incomplete assignments or absences. Most of these students don’t have the self-motivation to login and complete assignments according to the course’s standards.” (p. 44) I had also noticed this issue in my previous semester with the students I would be studying and had to find a way to counteract this issue. I had already employed several motivational techniques but I knew that I would need to up this strategy if this project was going to work. From these ideas the research ideas just blossomed. I decided to, with the help of my mentor, steam roll ahead and discover if online learning really was effective and how to make it more so.
Sharing the Vision
After brainstorming the idea to research whether the program that I am involved in was having an impact I sought the approval of my principal and mentor. Both happily agreed for me to go ahead with the research since I was already working in the environment. The vision for the program was already well defined by the school district and my goal with implementing this research was to improve upon the already successful program. I knew that the life of the program would be short-lived if I did not show ways in which to boost student course completions and the overall success of the program. Since the program was already successful it was necessary to conduct this research so that the program did not become stagnant. I share the vision of the program with the faculty as a whole and in more detail to the teachers who showed an interest in helping with the program. The students were placed in a course called Grad Lab and I worked to ensure that they understood why they were chosen to work online to recover credits. Through a series of motivational and instructional sessions the students involved became well versed in the program requirements. I am withholding sharing the vision with the community at large beyond the scope of what the district has already done until I can show conclusive evidence that the program is working. A special program and informational session was designed for the parents of the students involved in the program.
Manage the Organization
The design of the research was to have the students complete a survey put out by the district which indicates the level of technological proficiency. There was no cost for this survey and the students completed the survey prior to begin the course work online. I was responsible for administering the survey and ensuring that all students had completed the survey. Throughout the course of the semester students were instructed on ways to complete the coursework and the number of course completions was tallied. Students were provided with a reward system, tutoring support, and motivational training to deal with the reasons that they had fallen behind in the first place. A significant counseling component was instituted and the student’s daily needs were tracked by me and the school counselors. Teachers were hired to provide tutoring assistance with approval from the principal. After hours lab time was made available with additional tutoring assistance was also made available. The emotional needs of the students were noted and all staff in contact with the students was held accountable to meeting the emotional needs of the involved students. Special tutorial arrangements were made on an as needed basis and the teachers for those sessions were paid from a pre-arranged budget. All said as many as the students had access to at least 20 staff members at all times. Students were provided ways to contact me after hours as well. A daily reward system was used and students were held accountable to tracking their own progress. Due dates were set for each student as needed and students were held accountable to meeting the due dates.
Manage Operations
The project was overseen by me at all times with constant input from both my principal and mentor. I undertook the role of coordinating all efforts and was often placed in the position to manage conflict as it related to students and staff. A priority was given to meeting the needs of the students first. The vision and goals were always at the forefront of my mind as I implemented the project. I had to gain interest from the staff to provide the tutoring needed; counselors were given biweekly updates on student progress and attendance; the students were given the opportunity to provide feedback near the end of the semester; and when conflict arose it was dealt with in a private manner keeping the needs of the students as the focus. As a part of a large program, using online learning was the tool used to help students regain credit. My study centered around was it the best method and how can we make it better.
Community Interests and Needs
Since the program using online learning was put into place to serve the needs of students at-risk for dropping out, in a way the needs of special interests were already being served. In addition my campus is 97% Hispanic. I did have to address the needs of special education students. The needs and modifications of these students were handled according to protocol; however, by the program’s very nature we have already addressed the needs of many special populations. The Grad Lab program was designed to meet the needs of a special population. Interestingly, the needs of several students who fell out of the general demographic the program was intended for were served as well. Three students who participated in the program graduated in the top 10% of their class. The needs of the school were addressed by close monitoring of the student progress and attendance by me, the school counselors, the truant officer, and the school police officers.
References
O'Hanlon, C. (2009). Credit Recovery Software: the New Summer School. T.H.E. Journal , 36(2).
Oliver, K., Osborne, J., Patel, R., & Kleiman, G. (2009). Issues surrounding the deployment of a new statewide virtual public school. The Quarterly Review of Distance Education , 10(1), 37-49.
Draft Action Research Project Progress Report
A Study in the use of Online Learning and its effects on graduation: Does the use of online learning to recover credits contribute to a student's ability to stay on-track with their graduation cohort?
Needs assessment
With the looming need to have 100% of our students meet NCLB guidelines and TEA’s standard of 95% completion it was necessary to address the completion rate in my district and on my campus. In 2009 we only had a graduation rate of 74.9% on my campus and 70% overall for the district. This statistic lead to the district creating a program called Graduation Labs to help students, who were behind their cohort, catch up. As a result I was hired to run one of these labs and therein began my passion for working with students who are struggling to graduate. Using online learning for credit recovery is a hot topic highly debated in the education circuit, but that was what I was employed to do. After a semester of working with these students and seeing marginal success, I was led to desire to know more about how to make this program work. I read about best practices in this environment and started to wonder the following questions. What makes the students who are sent to me unsuccessful in the traditional classroom? How can I help them to be more successful in the lab environment? What motivational techniques will work for these students? Is using online learning really the right tool to help students to graduate? Do some students have more of a propensity for online learning than others? These wonderings led me to develop this action research project. I will collect data in the form of surveys, course completion statistics, motivational techniques used, teacher observations, and student feedback data. There is no need to break down the data by gender or ethnicity as these findings would be irrelevant to this subject matter. My goal was to find out if my program really helped students to graduate on time.
Vision
The need to address the needs of students at-risk for dropping out of high school was imminent. In conjunction with the school district a vision was developed for addressing those needs through the use of online learning. As a part of this vision a program called Graduation Labs were enacted in my district and I was hired to supervise and coordinate a program to address the needs of these learners by using online courses to regain credit. The original goal was to address the needs for credit recovery but it was quickly discovered that there was a greater need to help students from all grade levels stay on track with their cohort through the use of accelerated courses for both recovery and original credit. After a semester of experience using online learning I was lead to formulate the need for an action research project centered on the question: Is the use of online learning for credit recovery effective to catch students up to their graduating cohort? The goal was simple. Determine if the use of online learning was effective as evidenced by an increase in graduation rate and course completion rate thereby allowing students to stay on track to graduation with their cohort. The use of motivational tools and data collection would determine the answer to this question.
Literature Review
As I pondered some ideas for the project that was slowly taking form in my head I ran across several articles that supported the need to develop an online program for credit recovery that would work. In an article entitled Credit Recovery Software: the New Summer School the author stated “The push for a high graduation rate--always a symbol of academic excellence but now carrying even greater value as a measure of accountability under the No Child Left Behind Act—has districts looking for any way to help turn around or even bring back students whose poor academic performance is driving them--or already has driven them--to drop out of school.” (O'Hanlon, 2009) This idea encompasses the vision for the Graduation Labs as the school district designed it. The idea for my research was a springboard off of what the district was already doing; a way to cross-reference myself to make sure that the job that I was doing was reeping benefits. The benefits to online learn are that “coursework can be completed entirely through the software, or the technology can be used as a supplement to textbook teaching.” (O'Hanlon, 2009) As a part of the decision making process for formatting this design of this research prior studies which indicated success when using online learning were used. An article on Issues Surrounding the Deployment of a New Statewide Virtual Public School in The Quarterly Review of Distance Education stated that students in an online environment did not always possess the technical skills needed to be successful in an online environment. (Oliver, Osborne, Patel, & Kleiman, 2009). This research prompted me to ensure that as a part of my research I took data which spoke to the technical skills of my students. I found a survey to use for this effort. The same article also stated that “In Credit Recovery, these students have failed in a traditional setting maybe because of incomplete assignments or absences. Most of these students don’t have the self-motivation to login and complete assignments according to the course’s standards.” (p. 44) I had also noticed this issue in my previous semester with the students I would be studying and had to find a way to counteract this issue. I had already employed several motivational techniques but I knew that I would need to up this strategy if this project was going to work. From these ideas the research ideas just blossomed. I decided to, with the help of my mentor, steam roll ahead and discover if online learning really was effective and how to make it more so.
Sharing the Vision
After brainstorming the idea to research whether the program that I am involved in was having an impact I sought the approval of my principal and mentor. Both happily agreed for me to go ahead with the research since I was already working in the environment. The vision for the program was already well defined by the school district and my goal with implementing this research was to improve upon the already successful program. I knew that the life of the program would be short-lived if I did not show ways in which to boost student course completions and the overall success of the program. Since the program was already successful it was necessary to conduct this research so that the program did not become stagnant. I share the vision of the program with the faculty as a whole and in more detail to the teachers who showed an interest in helping with the program. The students were placed in a course called Grad Lab and I worked to ensure that they understood why they were chosen to work online to recover credits. Through a series of motivational and instructional sessions the students involved became well versed in the program requirements. I am withholding sharing the vision with the community at large beyond the scope of what the district has already done until I can show conclusive evidence that the program is working. A special program and informational session was designed for the parents of the students involved in the program.
Manage the Organization
The design of the research was to have the students complete a survey put out by the district which indicates the level of technological proficiency. There was no cost for this survey and the students completed the survey prior to begin the course work online. I was responsible for administering the survey and ensuring that all students had completed the survey. Throughout the course of the semester students were instructed on ways to complete the coursework and the number of course completions was tallied. Students were provided with a reward system, tutoring support, and motivational training to deal with the reasons that they had fallen behind in the first place. A significant counseling component was instituted and the student’s daily needs were tracked by me and the school counselors. Teachers were hired to provide tutoring assistance with approval from the principal. After hours lab time was made available with additional tutoring assistance was also made available. The emotional needs of the students were noted and all staff in contact with the students was held accountable to meeting the emotional needs of the involved students. Special tutorial arrangements were made on an as needed basis and the teachers for those sessions were paid from a pre-arranged budget. All said as many as the students had access to at least 20 staff members at all times. Students were provided ways to contact me after hours as well. A daily reward system was used and students were held accountable to tracking their own progress. Due dates were set for each student as needed and students were held accountable to meeting the due dates.
Manage Operations
The project was overseen by me at all times with constant input from both my principal and mentor. I undertook the role of coordinating all efforts and was often placed in the position to manage conflict as it related to students and staff. A priority was given to meeting the needs of the students first. The vision and goals were always at the forefront of my mind as I implemented the project. I had to gain interest from the staff to provide the tutoring needed; counselors were given biweekly updates on student progress and attendance; the students were given the opportunity to provide feedback near the end of the semester; and when conflict arose it was dealt with in a private manner keeping the needs of the students as the focus. As a part of a large program, using online learning was the tool used to help students regain credit. My study centered around was it the best method and how can we make it better.
Community Interests and Needs
Since the program using online learning was put into place to serve the needs of students at-risk for dropping out, in a way the needs of special interests were already being served. In addition my campus is 97% Hispanic. I did have to address the needs of special education students. The needs and modifications of these students were handled according to protocol; however, by the program’s very nature we have already addressed the needs of many special populations. The Grad Lab program was designed to meet the needs of a special population. Interestingly, the needs of several students who fell out of the general demographic the program was intended for were served as well. Three students who participated in the program graduated in the top 10% of their class. The needs of the school were addressed by close monitoring of the student progress and attendance by me, the school counselors, the truant officer, and the school police officers.
References
O'Hanlon, C. (2009). Credit Recovery Software: the New Summer School. T.H.E. Journal , 36(2).
Oliver, K., Osborne, J., Patel, R., & Kleiman, G. (2009). Issues surrounding the deployment of a new statewide virtual public school. The Quarterly Review of Distance Education , 10(1), 37-49.
Saturday, June 18, 2011
Seven Norms of Collaborative Work
I found this in my reading this week. I believe that it is from one of the ESCs. Credit info can be found at the bottom of the linked slide. I wanted to remember this when implementing professional development as well as in the future as an adminstrator.
Seven Norms of Collaborative Work
Seven Norms of Collaborative Work
Monday, May 30, 2011
TK20 Instructions
Instructions on Uploading to TK20
I hope that this helps my Lamar friends out there. This is instructions on upload course embedded logs to TK20.
I hope that this helps my Lamar friends out there. This is instructions on upload course embedded logs to TK20.
Sunday, March 20, 2011
Site-Based Management
I recently read an article titled Critical Issue: Implementing Site-Based Management to Support Student Achievement written by Phil Vincent and Debra Johnson.
I am compelled to write about my thoughts in regards to this article. While my campus currently participates in Site-Based Management and as a whole I think that the idea is a good one, the article points out a few key points that I disagree with. First, in general I don't think that decentralization of large school districts leads to the uniformity that is necessary to truly increase student achievement. Mostly, my experience has taught me that decentralization leads to everyone doing it "their way." Secondly, the article stated that the positive effects for principals include assuming a more managerial role. This is counter intuitive to all the other literature out there on effectively running a school. I can only hope that the use of that term was meant in a different manner.
To see for yourself feel free to read the article and post a comment. I have posted the article below.
Article
I am compelled to write about my thoughts in regards to this article. While my campus currently participates in Site-Based Management and as a whole I think that the idea is a good one, the article points out a few key points that I disagree with. First, in general I don't think that decentralization of large school districts leads to the uniformity that is necessary to truly increase student achievement. Mostly, my experience has taught me that decentralization leads to everyone doing it "their way." Secondly, the article stated that the positive effects for principals include assuming a more managerial role. This is counter intuitive to all the other literature out there on effectively running a school. I can only hope that the use of that term was meant in a different manner.
To see for yourself feel free to read the article and post a comment. I have posted the article below.
Article
Saturday, March 19, 2011
New Project
My current course of study is in school and community partnerships and part of our assignment is to create a project that we can complete that emphasizes these partnerships. When I approached my principal about this assignment he suggested that I create some kind of pamphlet about the programs that are offered on our campus that can increase student success. I took on that project and expanded it to get our students involved. Below are my ideas as they are taking shape.
The Current Reality:
Students are not aware of the available programs that they could use to further their academic career or catch up when they are behind in their credits.
Graduation rates in my school district are at 70% district wide with a campus rate for my campus at 74.9% as indicated by the AEIS report put out by TEA. The goal for the district is 100%. While this may seem a lofty goal it is one that the school and community can work to get within reach.
Vision:
The proposal indicates a plan to increase awareness of the available programs as provided by the campus which should in turn improve the graduation rate by supporting the needs of the students. There is room within the proposal to grow the program to bring in new supports to meet students needs to achieve the goal of on time graduation.
Timeline
The Current Reality:
Students are not aware of the available programs that they could use to further their academic career or catch up when they are behind in their credits.
Graduation rates in my school district are at 70% district wide with a campus rate for my campus at 74.9% as indicated by the AEIS report put out by TEA. The goal for the district is 100%. While this may seem a lofty goal it is one that the school and community can work to get within reach.
Vision:
The proposal indicates a plan to increase awareness of the available programs as provided by the campus which should in turn improve the graduation rate by supporting the needs of the students. There is room within the proposal to grow the program to bring in new supports to meet students needs to achieve the goal of on time graduation.
Timeline
Wednesday, February 23, 2011
Research in the Backseat
The stress of the semester has really set in. I find myself behind on my time line for my action research. I find myself fighting with my students to complete surveys and return contracts. I find myself behind on creating the next survey for both my students and my teachers and administrators. I have to schedule time for my internship supervisor and appraiser to visit my classroom to give me feedback on what her perception of the student achievement happening in my classroom equates to. TAKS is around the corner and trying to get anyone on the campus to help me is next to none. On a positive note, I feel a change in the pace of success is just around the corner. The kids are becoming independent, policies and procedures are being put into place that are helping them to be successful. Now begins the battles with the teachers to grade everything and the battle against time to get the mounds of paperwork done in a timely manner. Is it spring break yet? Oh wait, I don't want to wish for that as it means that I am that much further behind.
Sunday, February 6, 2011
Am I culturally diverse?
At the beginning of last week we were asked to complete a Cultural Proficiency Receptivity Scale Survey. After completing this I wrote the following. I thought it worth posting here as well as it really sums up my feelings about where I am in this experiences as I prepare to become a school leader.
While my mind and heart are set at the correct end of the scale, I believe that actually accomplishing these tasks will be much more difficult than having a belief that they are possible. I believe that all students can learn but right now, not all students are learning even when their teachers have a caring heart and provide them with what they need. I then must ask myself what that says about my potential as a leader. I think that as a leader I am still in my infancy about how to incorporate cultural proficiency into my leadership style. What I am finding, in general, is that my teaching style says many things about who I am but is not indicative of who I will be as a leader. I must learn to trust myself on a much grander scale. I must learn a whole new set of tricks to work with adults and train them on how to develop cultural proficiency with their students. And the most daunting task will be to develop a new way to view cultural relationships in the minds of the students.
This closes out another week and I am grateful that the assignments for the upcoming week are a little shorter. I don't know what it says about me that I really struggled with last weeks assignment on evaluating myself and my school on cultural diversity.
I also can safely post here my thoughts on one of the articles that we read on cultural diversity. While I know that the article titled "Cultural Proficiency: Tools for Secondary School Administrators" by K. Nuri-Robbins, D. Lindsey, R. Terrell, and R. Lindsey, was intended to provide information on evaluating cultural diversity in school, I was really put off by the tone of the article. I found myself re-reading page one 4 times before I finally skipped the page to try to find the meat of the article.
I was much more inchanted with the article titled "Teacher-Pay Experiments Mounting Amid Debate" by L. Olson. While I did not review this article here is part of my review of an article on a similar topic.
My district has been experimenting with merit pay for several years now and the word on the street is “I am not sure why they pay me extra for something I would do anyway. I would prefer to just be paid more initially. I am a professional who strives to do what is in the best interest of my students all the time.” I have heard this in the hallways countless times. I also keep in mind that we are a recognized school and so it is not the weak talking because they don’t want to work hard. Every teacher at my campus strives to put the best interest of their students ahead of their own paycheck. For many the merit pay system is just icing on the cake. It does not serve to keep them working at the campus. They choose to work there because they enjoy working with these kids. As a side note, the formulas which are used to determine the payout for each eligible employee are understood by very few people. Most people just state that they will take whatever extra money that the district is willing to throw their way. Personally, I find it a little offensive. My position does not qualify for merit pay because I do not teach a core area. I also do not qualify for school incentives that other administrators receive because I am not truly an administrator. In my position; however, I have a direct impact on graduation rates which is an area that is used to determine the school based payout for every teacher and administrator. In essence, I am working to put money in someone else’s pocket. I don’t negate the idea of merit pay as I agree that school districts should not reward mediocrity, but I firmly believe that further research needs to be done to establish the norms to which such pay is applied. As it was stated in the article, “Incentive pay cannot be provided as a quick fix; providing teachers with more pay will not instantly create better results. The pay-for-performance plans that have truly worked are the ones that are carefully planned and take into account a range of factors to highlight marked improvement.” (AASA, 2010)
Finally, I really enjoyed the opportunity to interview a principal regarding movement to an instructional leader over the traditional "boss." Here is a portion of my write up of that interview.
I believe that most administrators are working toward becoming the instructional leaders of the 21st century. As is also the case with the principal that I chose to interview. He stated that “I am the person responsible for ensuring that effective instruction is taking place in every classroom. This is done through leadership, observation, coaching, and ensuring that instruction is data-driven where possible.” He also observed that “instructional leadership is achieved through building relationships, demonstrating competence, gaining and growing expertise, supporting teachers, and collaborating to set and achieve common goals and objectives related to the academic needs of each classroom.” In terms of where his thoughts met the ideas of a 21st century leader he indicated that there is a big need to align professional development with the needs of the students based on data. This idea seemed to be in line with the stated goals of the 21st century leader. It is also noteworthy that the principal interviewed indicated that the state’s current professional development and appraisal system (PDAS) is a good basic framework for evaluating staff but there are several holes in that framework. This can be evidenced by the different evaluations given to the same staff member when appraised by different leaders. Either there is a hole in the framework or a hole in the professional development of the leader when implementing that framework.
While my mind and heart are set at the correct end of the scale, I believe that actually accomplishing these tasks will be much more difficult than having a belief that they are possible. I believe that all students can learn but right now, not all students are learning even when their teachers have a caring heart and provide them with what they need. I then must ask myself what that says about my potential as a leader. I think that as a leader I am still in my infancy about how to incorporate cultural proficiency into my leadership style. What I am finding, in general, is that my teaching style says many things about who I am but is not indicative of who I will be as a leader. I must learn to trust myself on a much grander scale. I must learn a whole new set of tricks to work with adults and train them on how to develop cultural proficiency with their students. And the most daunting task will be to develop a new way to view cultural relationships in the minds of the students.
This closes out another week and I am grateful that the assignments for the upcoming week are a little shorter. I don't know what it says about me that I really struggled with last weeks assignment on evaluating myself and my school on cultural diversity.
I also can safely post here my thoughts on one of the articles that we read on cultural diversity. While I know that the article titled "Cultural Proficiency: Tools for Secondary School Administrators" by K. Nuri-Robbins, D. Lindsey, R. Terrell, and R. Lindsey, was intended to provide information on evaluating cultural diversity in school, I was really put off by the tone of the article. I found myself re-reading page one 4 times before I finally skipped the page to try to find the meat of the article.
I was much more inchanted with the article titled "Teacher-Pay Experiments Mounting Amid Debate" by L. Olson. While I did not review this article here is part of my review of an article on a similar topic.
My district has been experimenting with merit pay for several years now and the word on the street is “I am not sure why they pay me extra for something I would do anyway. I would prefer to just be paid more initially. I am a professional who strives to do what is in the best interest of my students all the time.” I have heard this in the hallways countless times. I also keep in mind that we are a recognized school and so it is not the weak talking because they don’t want to work hard. Every teacher at my campus strives to put the best interest of their students ahead of their own paycheck. For many the merit pay system is just icing on the cake. It does not serve to keep them working at the campus. They choose to work there because they enjoy working with these kids. As a side note, the formulas which are used to determine the payout for each eligible employee are understood by very few people. Most people just state that they will take whatever extra money that the district is willing to throw their way. Personally, I find it a little offensive. My position does not qualify for merit pay because I do not teach a core area. I also do not qualify for school incentives that other administrators receive because I am not truly an administrator. In my position; however, I have a direct impact on graduation rates which is an area that is used to determine the school based payout for every teacher and administrator. In essence, I am working to put money in someone else’s pocket. I don’t negate the idea of merit pay as I agree that school districts should not reward mediocrity, but I firmly believe that further research needs to be done to establish the norms to which such pay is applied. As it was stated in the article, “Incentive pay cannot be provided as a quick fix; providing teachers with more pay will not instantly create better results. The pay-for-performance plans that have truly worked are the ones that are carefully planned and take into account a range of factors to highlight marked improvement.” (AASA, 2010)
Finally, I really enjoyed the opportunity to interview a principal regarding movement to an instructional leader over the traditional "boss." Here is a portion of my write up of that interview.
I believe that most administrators are working toward becoming the instructional leaders of the 21st century. As is also the case with the principal that I chose to interview. He stated that “I am the person responsible for ensuring that effective instruction is taking place in every classroom. This is done through leadership, observation, coaching, and ensuring that instruction is data-driven where possible.” He also observed that “instructional leadership is achieved through building relationships, demonstrating competence, gaining and growing expertise, supporting teachers, and collaborating to set and achieve common goals and objectives related to the academic needs of each classroom.” In terms of where his thoughts met the ideas of a 21st century leader he indicated that there is a big need to align professional development with the needs of the students based on data. This idea seemed to be in line with the stated goals of the 21st century leader. It is also noteworthy that the principal interviewed indicated that the state’s current professional development and appraisal system (PDAS) is a good basic framework for evaluating staff but there are several holes in that framework. This can be evidenced by the different evaluations given to the same staff member when appraised by different leaders. Either there is a hole in the framework or a hole in the professional development of the leader when implementing that framework.
Friday, January 28, 2011
To PDAS or not to PDAS?
As I pondered the goals of my current course on Human Resources I wanted to reflect on what parts of the evaluation process are meaningful to me.
In regards to evaluating teachers, I think that the most difficult aspect will be maintaining perspective. As administrators we must use data to paint a picture of a teacher’s effectiveness but like our students it is not the only picture. It is the necessary picture to the goal of graduation but we must foster the learning of all through various means and draw out the necessary skills through sometimes unconventional ways; like so with our teachers. We are all gifted in something.
I also believe that it is important to remember to build up our teachers through recognition of their strengths. It is more effective to build an already strength, than to focus on a weakness. Naturally we will overcome or adapt our weaknesses when we have a firm foundation in our strengths. As an administrator I think that I must focus on supporting my staff through open communication and utilizing the “sandwich” comment philosophy as much as possible. It is also important to have personalized and meaningful staff development opportunities.
What criteria should I use, you say?
While data is driving our country, our economy, and our livelihood, it should support the picture that I see when I view with my eyes and listen with my ears. When the two don’t match I need to listen with my heart and feel with my gut and problem solve outside of the box to help a teacher be effective. I read in an article by Talana Vogel a quote from Enid Lee: “Equity does not mean treating everyone the same way. It means doing whatever it takes to get everyone to the same place.” This will become my mantra for my classroom as well as my role as a principal.
While this post does not directly relate to my action research project I thought it important to chronicle my current thought process in relation to my development as an administrator.
Update on action research...I postponed my snapshot date to Monday since I was off at a training today and cannot access my current rosters. I am also behind on getting kids to complete the initial survey. I will be working on that process next week. I have at least identified the kids that have not completed the survey. It is amazing how time flies by and I am not keeping up.
In regards to evaluating teachers, I think that the most difficult aspect will be maintaining perspective. As administrators we must use data to paint a picture of a teacher’s effectiveness but like our students it is not the only picture. It is the necessary picture to the goal of graduation but we must foster the learning of all through various means and draw out the necessary skills through sometimes unconventional ways; like so with our teachers. We are all gifted in something.
I also believe that it is important to remember to build up our teachers through recognition of their strengths. It is more effective to build an already strength, than to focus on a weakness. Naturally we will overcome or adapt our weaknesses when we have a firm foundation in our strengths. As an administrator I think that I must focus on supporting my staff through open communication and utilizing the “sandwich” comment philosophy as much as possible. It is also important to have personalized and meaningful staff development opportunities.
What criteria should I use, you say?
While data is driving our country, our economy, and our livelihood, it should support the picture that I see when I view with my eyes and listen with my ears. When the two don’t match I need to listen with my heart and feel with my gut and problem solve outside of the box to help a teacher be effective. I read in an article by Talana Vogel a quote from Enid Lee: “Equity does not mean treating everyone the same way. It means doing whatever it takes to get everyone to the same place.” This will become my mantra for my classroom as well as my role as a principal.
While this post does not directly relate to my action research project I thought it important to chronicle my current thought process in relation to my development as an administrator.
Update on action research...I postponed my snapshot date to Monday since I was off at a training today and cannot access my current rosters. I am also behind on getting kids to complete the initial survey. I will be working on that process next week. I have at least identified the kids that have not completed the survey. It is amazing how time flies by and I am not keeping up.
Saturday, January 22, 2011
Update on Research Progress
School has been in session for 3 weeks and I have already implemented the beginning phase of my research project. I have been using a survey with all my students and have 95 returned already. My project for next week is to get the remaining surveys. I have also begun the reporting process which will be updated on a biweekly basis. My snapshot date is next Friday. Which ever students are on my rosters and meet the requirements to remain as part of my sample group will be used for final reporting.
Next phase of the project...Continue to encourage my students to progress, keep up with the reporting, and design the next survey.
Next phase of the project...Continue to encourage my students to progress, keep up with the reporting, and design the next survey.
Tuesday, January 11, 2011
Teach Like A Champion
Over the holidays I began reading Teach Like A Champion by Doug Lemov. It advertises "49 techniques that put students on the path to college." I have not finished it yet but I thought that the first two techniques seemed interesting. They are No Opt Out and Right is Right. I look forward to reading more about these techniques.
In other notes, I enjoyed my Christmas break. I really needed it. It has been a busy first week and a half back and tonight is the first time I have stopped to think about my reactions over the last week or so and how they reflect on me as an administrator. I will admit that my week has been nothing short of stressful and I find myself not really liking the me that has come out. When I looked at it with the lens of an administrator, I see that I still have a lot to learn. Stress brings out an interesting side to people. I am not looking forward to add more stress of another class but I think that the discipline that it forces me to have will be well worth it in the long run.
As for progress on my action research project, I have already begun collecting the initial surveys. Not sure I am "teaching like a champion but here we go on again. On to a new semester...
In other notes, I enjoyed my Christmas break. I really needed it. It has been a busy first week and a half back and tonight is the first time I have stopped to think about my reactions over the last week or so and how they reflect on me as an administrator. I will admit that my week has been nothing short of stressful and I find myself not really liking the me that has come out. When I looked at it with the lens of an administrator, I see that I still have a lot to learn. Stress brings out an interesting side to people. I am not looking forward to add more stress of another class but I think that the discipline that it forces me to have will be well worth it in the long run.
As for progress on my action research project, I have already begun collecting the initial surveys. Not sure I am "teaching like a champion but here we go on again. On to a new semester...
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