Week 5: This is not the end of Action Research- it's just the beginning!

Over the past few weeks, I have begun to deepen my understanding of the type of leader I aspire to become. Through my investigation of action research, I have a clearer vision of the type of culture I desire to foster within the schools I serve. I not only hope to become an effective leader as a principal, but also an effective lead learner:

 “…through engagement in practitioner research you become the “head-learner” in your school” (Dana, 2009, p. 172).

 Furthermore, I wish to encourage a culture of discovery where teachers feel empowered to challenge their understanding and employ the process of action research to continuously improve.

When learning about action research, a key insight I gained from Dana (2009) and Harris et al (2010) was the thought process behind examining a topic for action research. They both discuss that it is not so much about finding a solution to a problem, but more about developing a state of mind that leads to a greater understanding through examining and wondering:

“…true examination or looking at the work to improve schools, leads to something greater than seeking an answer to a problem” (Harris, 2010, pgs xiv-xv).

  

Before completing the assignment in week 4, I was unaware of the various strategies that could be utilized for sustaining improvement. Through learning about Force Field Analysis, the Delphi Method, the Nominal Group Technique and the CARE Model, (Harris, 2010) I have discovered insight into a variety of ways to examine school improvement. It encourages me to look for ways to utilize these techniques and has heightened my awareness that there are other possibilities to investigate.   

      Perhaps I have gained the most insight about the process of action research from the many examples. Dana (2009) cited many in her book Leading with passion and knowledge: The principal as action researcher, such as Deirdre Bauer’s experiences with peer coaching or Jim Brandenburg’s use of action research to promote professional development. The discussions with my peers have provided many examples and it has been insightful to watch their wonderings develop and grow into action research plans. There have been many excellent discussion posts and blogs through which I have learnt. I have particularly enjoyed following Janet TerLouw’s action research concerning the introduction of the Rachel’s Challenge Anti-Bullying Curriculum and Elizabeth Bentrup’s reading intervention project.

            There have been numerous highlights throughout this course and I will take away a greater understanding of administrative inquiry. More importantly, I have reformed my concept of an effective leader to encompass becoming a “lead learner” who embraces what can be achieved through the process of action research.

   

References

Bentrup, E. (2011, July 13- August 8). (Re)Searching for solutions [Web log message]. Retrieved from http://researchingforsolutions.blogspot.com/

Dana, N.F. (2009), Thousand Oaks, CA: Corwin Press

Harris, S., Edmonson, S., Combs, S., (2010), Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, N.Y.: Eye On Education.  

TerLouw, J. (2011, July 9- August 12). Jt's action research musings [Web log message]. Retrieved from http://jtlamaredu.blogspot.com/

Week 4:Sustaining Improvement

So far this week I have learnt about the need to plan for sustaining improvement. I have looked at different stategies for gathering information so that practices that work can be quickly identified to influence future campus needs and to develop further goals.  These methods have included Force Field Analysis, the Delphi Method, the Nominal Group Technique and the CARE Model.

Week 3: Inquiry Project Plan

As you can see below I have been developing my action research plan. Most aspects of the plan seemed to follow a logical set of steps. However, the readings this week encouraged me to include more aspects of reflection and ways to disseminate the findings of the project. These are processes that I'm sure would have been incorporated as the project unfolds, nevertheless planning for them seems like a good idea.
I'm enthusiastic about taking this plan to my site supervisor next week and getting to grips with the data and research aspects of the plan -I'm a real nerd and love numbers!

My Action Research Plan so far...

Goal: To improve the basic math skills of students and increase achievement in standardized scores

Outcomes	Activities	Resources/ Research needed	Person(s) responsible	Timeline	Evaluation
Analyze data for patterns that may be affecting it.	Collect and Analyze Current Math Facts Data	2010- 2011 EOY Math Facts Data inc. census information & demographics	D. Ward (Project Leader)	July-Aug 2011	Data Analysis will compare grades, gender, race and social economics.
Developing a deeper understanding by gathering more specific data to achieve a baseline assessment and to set targets from.	Research other forms of assessing basic math skills.	Internet/ access to Library resources	D. Ward (Project Leader)	July-Aug 2011	- Literature review on Math Skills
Developing a deeper understanding of effective practice and current thinking	- Research relevant historical background and modern theory in the teaching of Math.  - Research district expertise and good practice in the area of Math Facts	Internet/ access to Library resources, Interviews with district personnel	D. Ward (Project Leader)	July-ongoing	- Literature review on Math Skills - Journal notes on district research findings
Analyze Data surveying current teaching methods and attitudes	- Survey staff – Self Assessment of Math Skills. - Collect and Analyze data. - Create and target needs for staff development in the area of Math. - Investigate and promote opportunities for staff development in Math in relation to survey findings.	Staff surveys (survey monkey)	D. Ward (Project Leader)	Aug-Sept 2011	Completed surveys and targeted areas identified for staff training
Developing a deeper understanding of effective practice and current thinking	Research possible intervention strategies and programs.	Internet/ access to Library resources	D. Ward (Project Leader)	Oct 2011- Nov 2011	Minimum of 3 possible projects for intervention
Explore Programmatic Patterns  by forming Collaborative team	- Form a Basic Math Skills Committee with representatives from each Grade Level. - Collaborate with team members to develop vision and goals, (targets); in line with district targets and the CIP.	Data/ research findings, access to other personnel	D. Ward (Project Leader), Basic Skills Committee	Sept 2011	Committee Handbook including: Team norms, mission and goals set.
Determine Direction: Completed Action plan	Lead project to develop a plan to increase student’s Math Facts and basic math skills.	Data/ research findings	D. Ward (Project Leader), Basic Skills Committee	Oct 2011	- Committee Meeting Minutes, - Draft Action Plan
Self-Reflection- Skills/ resources assessment:	- Reflect on whether I/ we have the skills and resources necessary to complete the action plan. - How do we develop/ procure what we need?	Action Plan	D. Ward (Project Leader), Basic Skills Committee, Principal	Oct 2011	-Meeting minutes
Effective Communication: Parents informed about action plan	-Inform parents about Math Basic Skills project	Data, Action Plan	D. Ward (Project Leader), Basic Skills Committee, Principal	Oct-Nov 2011	- Meeting minutes
Taking Action: Action plan in place with evaluative measures	Monitor and Assess the development of the Basic Math Skills Action Plan.	Basic Skills Action Plan, Intervention strategy	D. Ward (Project Leader), Basic Skills Committee	Dec 2011 – June 2012	-Journal notes from teacher, student, parent comments. - committee and faculty meeting minutes
Data Analyzed and impact of the Basic Skills Action Plan evaluated.	Collect and Analyze 2012 Math Facts Data, collect other forms of assessment data that may have been implemented	2011- 2012 EOY Math Facts Data, all other assessment data	D. Ward (Project Leader), Basic Skills Committee	Feb- July 2012	Data Analysis comparing baseline information with current data.
Sustaining Improvement: Completed reflection report  of Basic Skills Action Research Plan	Reflect on the impact of the plan and develop the next steps to improving student performance in Math	Data Analysis	D. Ward (Project Leader), Basic Skills Committee, Principal	July 2012	Action Plan reflection report.

Week 2: The nine passions that enlightened mine!

Reflecting on the nine passions of action research as outlined by Dana Fichman (2009) made me feel extremely humble. Just thinking about all the areas a principal had influence was overwhelming.  However, on the other hand the possible opportunities for development through action research were also so exciting...just think what we could achieve! From individual teachers, students and the school climate to social justice the possibilities for development are there!
Reading the examples of how practitioners utilized action research to influence their schools in these nine ways not only helped me generate ideas and wonderings, but it lit my fire to lauch my own action research. I cannot wait to begin!  

How Educational Leaders might use blogs.

Weblogs are an easy way of interacting with other administrators and building relationships where you can not only read each others blogs, but share data, link sites and post comments; building a community that supports each other and learns together.

Educational leaders might use blogs to:

- gather and compare data from different schools,

- ask advice on current or future action,

- design solutions,

- seek research material or recommended reading,

- reflect on instruction,

- question and explore different policies

What is Action Research?

       Action research is inquiry aimed at dealing with the specific needs and current issues of the school campus. It is a reflective process that begins with a practitioner asking questions about their concerns and about ways they can develop educational instruction and improve pupil achievement.
       Action research employs the techniques of research to understand these issues in light of data gathered by the practitioner and current pedagogical theory.  Practitioners then use this information to make informed decisions and plans that directly change current practice.

       A circulative process of continuing reflection and modification, action research involves the monitoring and evaluation of the plan through the gathering of further data that leads to reassessing action with the aim of continuous improvement.  

       I intend to use the process of action research to better understand the major discrepancies found in the student achievement of Math Facts on our campus.  I plan to examine past and current data concerning student achievement in this area, looking for any patterns.  I will explore and research current theory which may highlight better ways of implementing assessment and instruction.  Employing the collaborative nature of action research I intend to involve others in constructing an action plan based on these findings to improve student achievement in this area.  Throughout the process I will monitor and reassess the impact of the action we take in order that we may achieve the best result possible.