EDLD 5301 Research Weeks 1-5 Assignments by Holly Dornak

EDLD 5301 Research

Holly Dornak

Week 1 Assignment Overview Welcome to EDLD 5301, an Action Research course. The course has been designed to further address your transformational leadership skills as you engage stakeholders in an effort to make a dramatic difference in the lives of students, staff and the community as you prepare them for life in our ever increasing diverse global village. The professors are committed to helping you learn the skills to conduct action research that will improve your campus, district and larger community throughout your participation in this program, and more importantly, provide the knowledge and skills to continue applied research as part of your lifelong learning and professional development. As most of you know from your experiences and expertise, there are no programs, and for sure no single product, that can solve all of the conflicts and problems, or even address all of the issues faced everyday in our public schools. You also know that our Lamar program has focused on developing leadership knowledge and skills that we sometimes say need to be in your â&#x20AC;&#x153;leadership toolboxâ&#x20AC;? to help you improve your campus, district, and self. Two of the resources that we selected for your leadership toolbox are the texts for this course, Leading with passion and knowledge: The Principal as Action Research by Nancy Fichtman Dana, and Examining what we do to improve our schools: 8 steps from analysis to action by Sandra Harris, Stacey Edmonson, and Julie Combs. We will reference these texts as the Dana text and the Harris et al. text. There are many action research education texts, and we have listed some of those, along with other resources, in the Resource section of this course. But we think these books will be excellent sources to help us achieve our larger goal. That goal is expressed succinctly by Michael Fullan in the Foreword to this text. Commenting on the value of action research texts, Fullan states: Dana has produced a book steeped in passion and strategy that makes action research not an ad hoc project but, rather, a way of life. This project is not a linear one. It is about becoming and continually cultivating what it means to become the best possible leader you can, (Dana, 2009, p. x). Harris, Edmondson and Combs state: These (8) action steps provide a framework for examining school improvement that is an ongoing thoughtful evaluation of the work. We believe that when this framework is implemented, schools can be improved, (Harris, Edmonson, and Combs, 2010, p. xvi). We hope you can sense we feel passionate about this action research initiative and the value to you as a leader! As an overview, we hope to address the following in Week One: Learning Outcomes: 1) Understand the nature and purpose of practitioner inquiry and action research. 2) Know the benefits of action research for campus or district leaders. 3) Be familiar with the steps to develop a blog and share action research progress. Page 1 of 9

EDLD 5301 Research

Holly Dornak

4) Understand the importance of using “reflective techniques” to enrich communication on the blog and in monitoring the action research project. Performance Outcomes: 1) Examine definitions of practitioner inquiry, action and applied research and write a definition of action research that is a synthesis of these definitions. 2) Review examples of action research in educational settings and provide a written analysis of the benefits of action research. 3) Develop a blog focusing on sharing information and insights on the action research project and communicate to other students the needed information for accessing the blog. 4) Using the blog, engage in reflective practice and share what is being learned about your action research plan, process, and progress. Submit comments to at least three other class member’s blogs.

Page 2 of 9

EDLD 5301 Research

Holly Dornak

Rubric Use the following Rubric to guide your work on the Week 1 Assignment. Tasks

Why do action research?

Accomplished

Proficient

Needs Improvement

The evidence suggests that this work is a “Habit of Mind.” The educator is ready to mentor others in this area.

The evidence suggests that performance on this work matches that of a strong educator.

The evidence does not yet make the case for the educator being proficient at this task.

Student clearly answers both questions thoroughly, and answers reflect reference to the readings. (3 Points)

Identifying action research in educational settings

Student clearly identifies three examples of action research in educational settings and provides a thorough response describing the benefits of action research. (3 Points)

Student answers both questions, but does not provide any indication of applying the readings to the responses.

Student answers only one question and does not provide any indication of applying the reading to the answer.

(2 Points)

(1 Point)

Student identifies only two examples of action research in educational settings and responds with a brief description of the benefits of action research.

Student incompletely responds to the two activities – either does not identify 3 examples or fails to describe the benefits of action research, but the student does make some response, although incomplete.

(2 Points)

(1 Point) Action Research Blog

Student follows directions on building a blog, posts the blog name and URL address; writes at least a 200 word description of what the student has learned about action research; and describes how leaders can use blogs. (3 Points)

Student does two of the following: • Creates a blog with name and URL address • Writes a 200 word description of what he or she has learned about action research • Describes how leaders can use blogs (2 Points)

Reflection in Action Research

Student clearly answers both questions thoroughly, and answers reflect reference to the readings. (3 Points)

Page 3 of 9

Student answers both questions, but does not provide any indication of applying the readings to the responses, or only partially answers one of

Student does one of the following: • Creates a blog with name and URL address • Writes a 200 word description of what he or she has learned about action research • Describes how leaders can use blogs (1 Point) Student answers only one question and does not provide any indication of applying the readings to the answer.

EDLD 5301 Research

Holly Dornak the questions.

(1 Point)

(2 Points) Assignment Mechanics

Responses are relevant to course content; no errors in grammar, spelling, or punctuation.

Responses are relevant to course content; few errors in grammar, spelling, or punctuation.

(3 Points)

(2 Points)

Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation. (1 Point)

Page 4 of 9

EDLD 5301 Research

Holly Dornak

Week One Assignment, Part 1 – Why do action research? Based on the reading from the Dana text, pp. 1 – 15 and Harris et al., pp. 5 - 7, answer the following questions: 1. What is administrative inquiry or action research? 2. How does action research differ from traditional educational research? Type in your answers in the box below. The box will expand as you type. According to Dana (2009) administrative inquiry or action research refers to a systematic examination of one’s own professional practice intended to bring about a change of some kind. Action research is conducted by administrators and teachers who are “inside” a problem. Action research differs from traditional educational research in that it is focused on inquiry into, and solution finding for a problem identified by the campus principal. The focus, therefore, is school improvement rather than broad social reform, prediction and testing, or explaining why something occurs. School improvement is driven from the inside out, rather than the outside in. (Dana, 2009, p. 8). Problems are identified by the school administrator, inquiry is made into what causes and possible solutions there are for the problem, action is taken and the results are then evaluated and inquired into to determine if further action is warranted. This differs from more traditional methods of research which identify an overarching problem faced by society, proposes a hypothesis, tests experimental and control groups against the hypothesis and reports upon the findings. While the researchers are most likely well meaning, they have no vested interest in the finding of the “best” solution to the problem because they are most often brought in from outside the community facing the challenge. References Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press. Harris, S., Edmonson, S., & Combs, J. (2009). Examining what we do to improve our schools: 9 steps from analysis to action. Larchmont, N.Y.: Eye on Education.

Page 5 of 9

EDLD 5301 Research

Holly Dornak

Week One Assignment, Part 2 – How does action research work in educational settings? From the Dana text, What are some contexts that are ripe for principal inquiry?, pp. 19 – 25, and the article, Action research: An Effective Instructional Leadership Skill for Future Public School Leaders, answer the following questions: 1. Give at least three examples of action research in educational settings. 2. Describe the benefits of conducting action research. Type in your answers in the box below. The box will expand as you type. According to Dana (2009) four contexts that are ripe for principal inquiry are University Coursework, Professional Learning Committees, Leadership Teams, and Superintendant/District Meetings. The benefits of conduction action research are numerous and include, but are not limited to increases in: student performance, job satisfaction amongst staff members of every level, stakeholder ownership, participation, and personal initiative in problem solving. I have witnessed action research in several educational settings. During PLC’s this year, the first grade team focused on inquiring into how to effectively improve student reading. Together they decided to try guided reading. Each week during their PLC’s they shared strategies, challenges and insights with one another. Across the board, significant growth occurred in the reading levels of first grade students, thanks, in no small part to their teacher’s examination of what was and wasn’t working in the classroom. Additionally, action research is in evidence during monthly Site Based Committee Meetings wherein teachers, parent representatives and administrators collaborate to find and test solutions for various campus problems. Specifically, this year, our SBC met throughout the year to examine the previous year’s TAKS scores, identify areas of weakness, and propose solutions, and take action. Out of this came our mentoring program which was modestly successful, and will be revisited by next year’s SBC. Action research can be seen at the district level in the process by which a new district-wide online grade book system was chosen. The problem was identified and brought to the superintendant’s attention, “How can we best track and communicate student progress on a daily basis?” and after much brainstorming by committee members it was determined that an online grade book with the capability for controlled parent access was in order. The process for choosing and developing the online grade book was lengthy and took several years during which time individual classrooms piloted several online grade book systems, and gave feedback to their administrator. Throughout the process of choosing a company to write the grade book program, teacher, student, administrator, and parent input feedback were solicited and examined. Finally, D2SC was chosen to write our new grade book program. Last year was our first year “rolling out” the grade book and there were many issues along the way. That being said, each issue was patiently ironed out by administrators, teachers, technicians, and software developers in true “action research” fashion. No single person built the grade book, it was a community effort. Through the test results now easily available and comparable because of our new grade book it was CLEARLY evident that one special education program was hands down more successful than the other 3 we were using. As a result, campuses using the other 3 programs have now adopted the first, more effective program. WOW! Developing a central database to help educators district-wide Page 6 of 9

EDLD 5301 Research

Holly Dornak

collaborate to examine evidence and make informed decisions was a powerful solution to an overarching problem. Our grade book program was the answer to several different problems, and serves as one set of criteria through which educators throughout our district can answer the question posed by a hopeful administrator, “Is what I’m doing differently making a difference?” (Ringler, 2007, p. 36). References Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press. Harris, S., Edmonson, S., & Combs, J. (2009). Examining what we do to improve our schools: 9 steps from analysis to action. Larchmont, N.Y.: Eye on Education. Ringler, M. (2007). Action Research an Effective Instructional Leadership Skill for Future Public School Leaders. AASA Journal of Scholarship & Practice, 4(1), 27-42.

Page 7 of 9

EDLD 5301 Research

Holly Dornak

Week One Assignment, Part 3 – Building a Blog on Action Research* Some of you may have built a blog in EDLD 5352, or in another context. We wish to thank Dr. Kay Abernathy, Associate Professor and Coordinator of the Ed Tech Leadership Master’s at Lamar, for helping us to learn to build blogs. In this course, we are requiring you to build a blog where you can share your action research project and progress, as well as learn from reading others’ blogs on action research. To accomplish building a blog, we ask that you: •

Access the video, “Blogs in Plain English” by entering the following address in your web address bar: http://www.youtube.com/watch?v=NN2I1pWXjXI

•

View “Blogs in Plain English” as preparation for this assignment.

•

Enter the following address in your web address bar: www.blogger.com.

•

Read the information about the site.

•

Click “Create a Blog.” Complete the information required to use the site, including the selection of a username and password. (If you already have a Google account, you can enter your username and password at the top of the home page.) Check the box to accept the terms of service, and click “Continue” to move to the next step.

•

After creating your blog account, click “Name Blog.”

•

Select a title for the blog (example: Jo Ann’s Action Research Journeys or something a little more creative) and a blog address URL (example: http://yourname.blogspot.com). Click “Continue” to move to the next step, “Choose a Template.”

•

Choose a template for your blog, then click “Continue.”

•

When the “Your Blog Has Been Created” screen appears, click “Start Blogging.”

•

On the screen provided, write a description of what you have learned about action research and how you might be able to use it. This description should be at least 200 words.

•

Next write an analysis of how educational leaders might use blogs – 25 words or more are recommended.

•

Also, read your Dana text, Data Collection Strategy 7: Reflective Journals and/or Blogs, pp. 87 – 89

•

*Note on Blog Sharing: The Dana text also discusses the power of sharing action research projects and progress on pages 149 – 151, and offers the following link to educational blogs: http://supportblogging.com/Links+to+School+Bloggers

•

Be sure to post your blog information below: Your Blog’s Name Tech Talk

Page 8 of 9

Your Blog’s URL http://sites.google.com/site/hollydorna k/tech-talk

EDLD 5301 Research

Holly Dornak

Week One Assignment, Part 4 Reflection in Action From the Dana text, please read, How do I find time to engage in inquiry as a principal?, pp. 15 – 19, and from your EDLD 5311 text, School leadership internship, 2nd edition, read Reflection in Action, pp. 104 – 107, and answer the following: Describe why reflection is an important skill in leadership. Why is reflection an important aspect of action research? Type in your answers in the box below. The box will expand as you type. Reflection is critical leadership skill. Without reflection, one is unable to learn from mistakes or build upon success. Like a ship sailing in the dark, leadership without reflection results in the stakeholders on board, being tossed about with little hope that they will arrive at their destination. Since administrators are typically “over-busy” Dana (2009) suggests that they safeguard a weekly block of time for inquiry and reflection. Without this scheduled time set aside for such an important – but easy to neglect task, the school will function like a car driving around without headlights. Things may go alright at first, but inevitably, it will run into something big. Reflection is an important aspect of action research in that it drives further inquiry. Ringler (2007) notes that reflection is important throughout the phases of action research as a means by which instruction is improved. During phase 1 action researchers must reflect in order to define which issue is to be studied. Phase 2 finds researchers reflecting upon the observations, findings, and reflections of other professional educators during the review of professional literature. Phase 3 requires action researchers to reflect upon all that they’ve learned during the previous 2 phases, determine what action is appropriate to take, and take it. And a great deal of reflection is required in phase 4 as action researchers examine the results of their action and share their results with other educators. References Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press. Ringler, M. (2007). Action Research an Effective Instructional Leadership Skill for Future Public School Leaders. AASA Journal of Scholarship & Practice, 4(1), 27-42.

Page 9 of 9

EDLD 5301 Research

Holly Dornak

Week 2 Assignment: Background – Real Life Research Action Examples Overview Last week students had an opportunity to examine the differences in action research and traditional research. Students began to answer questions like: •

Why do action research?

•

How will action research benefit leaders and stakeholders in educational settings?

•

Why is reflection an important skill for leaders?

•

Why are blogs beneficial in sharing what we are learning about action research?

This week’s lecture, interviews, readings and assignments focus on examples of action research in educational settings. These examples will help you begin to identify your topic for your action research project and provide you with a clear purpose describing why this action research project is important in your professional development. Here are the Learning and Performance Outcomes for Week Two: Learning Outcomes 1) Identify possible action research topics from the intern plan developed in EDLD 5311 and skills needed to successfully lead the research project. 2) Be familiar with areas frequently identified by school leaders needing further research (e.g., school and curriculum development, school culture/campus improvement, school performance in reducing achievement gaps, etc.). Performance Outcomes: 1) Describe some examples of action research from reviewing interviews with current school leaders. 2) Review your internship plan and meet with the site supervisor to brainstorm potential needed and/or desired research topics. 3) Using Leading with passion and knowledge: The principal as action researcher, identify at least nine areas that are common targets or themes of school-based action research.

EDLD 5301 Research

Holly Dornak

Rubric Use the following Rubric to guide your work on the Week 2 Assignment. Tasks

Action Research – Lessons from Scholar Practitioners

Accomplished

Proficient

Needs Improvement

The evidence suggests that this work is a “Habit of Mind.” The educator is ready to mentor others in this area.

The evidence suggests that performance on this work matches that of a strong educator.

The evidence does not yet make the case for the educator being proficient at this task.

Student selects two of the interviewed scholars and clearly answers questions thoroughly, and for each selected scholar, the student identifies at least one topic for action research; suggestions for conducting action research; and writes a meaningful reflection on lessons learned from the interviews.

Student selects two of the interviewed scholars and attempts to answer questions, but does not thoroughly address all three areas addressed in the activity.

Student only comments on one interviewed scholar and does not thoroughly respond to all areas addressed in the activity. (1 Point)

(2 Points)

(3 Points) Common action research topics in educational settings

Student clearly identifies eight or nine of the text topics and provides an example of action research for each of those 8 or 9 areas, along with explaining the benefit(s) of conducting action research in each of the identified topics. Student basically receives a full point for each topic identified and providing thorough responses to each topic. (8 – 9 Points)

Selecting an Action Research Topic

Student identifies six or seven of the text topics and provides an example of action research for each of those 6 or 7 areas, along with explaining the benefit(s) of conducting action research in each of the identified topics. Student basically receives a full point for each topic identified and providing responses to each topic. (6 – 7 Points)

Student follows directions and provides thorough responses to the following:

Student responds to only two of the following acitivities:

• Identify at least three

topics for possible

topics for possible action

Student identifies five or fewer of the text topics and provides an example of action research for each of those 8 or 9 areas, along with explaining the benefit(s) of conducting action research in each of the identified topics. Student basically receives a full point for each topic identified and providing thorough responses to each topic. (1 – 5 Points) Student responds to one of the following:

• Identify at least three

topics for possible action research

EDLD 5301 Research

Holly Dornak action research

research

• Describe the conference • Describe the conference with the site supervisor(s) regarding topics of interest for action research

• Describe the topic or

problem agreed upon for the action research project.

Assignment Mechanics

with the site supervisor(s) regarding topics of interest for action research

• Describe the topic or

problem agreed upon for the action research project.

(3 Points)

(2 Points)

Responses are relevant to course content; no errors in grammar, spelling, or punctuation. Students demonstrate proper APA style.

Responses are relevant to course content; few errors in grammar, spelling, or punctuation.

(3 Points)

(2 Points)

• Describe the

conference with the site supervisor(s) regarding topics of interest for action research

• Describe the topic or

problem agreed upon for the action research project.

(1 Point) Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation. (1 Point)

EDLD 5301 Research

Holly Dornak

Week Two Assignment, Part 1 – Action Research Lessons from Scholar Practitioners Go to Week Two Lectures and watch the interviews with three school leaders who discuss action research projects and suggestions for conducting action research. The three school leaders completed their doctorates at Lamar University, and their dissertations are available in the Lamar library and in the resource section of this course. The three leaders are: •

Dr. Johnny Briseno, Principal, Rancho Isabella Elementary, Angleton ISD

•

Dr. Timothy Chargois, Director of Research, Planning and Development in Beaumont ISD

•

Dr. Kirk Lewis, Superintendent, Pasadena ISD

After watching and listening to these three scholar practitioners, select two of them and answer the following based on the comments from the two interviews you analyzed: 1. Identify the scholars you selected For each scholar, answer the following: 2. Identify at least one area or topic for action research discussed by each scholar. 3. Describe at least one suggestion or purpose described by each scholar for conducting action research. 4. Reflect on what you learned from watching and listening to each of these scholars. Remember if you wish to follow-up on the topics these scholars selected for their action research, please see their respective dissertations located in the Resource Section of this course, as well as available with other Educational Leadership dissertations at the Lamar University library site. Also, in the Week One Lecture, we discussed an outstanding web resource on action research, Electronic Textbook - A Blast from the Past: Your Literature Review http://jan.ucc.nau.edu/~mid/edr720/class/literature/blast/reading2-1-1.html. Dr. Mary Dereshiwsky, who served as a consultant and action research scholar, to this course, shared her web site, and this particular link provides you with insightful information regarding conducting a literature review, also discussed in the Dana text, Data Collection Strategy 9: Literature, pp. 93 – 94. This website provides you with guidance in researching what has been written or published on a particular research topic of interest. The professors strongly suggest that you examine this website, also referenced in the Resource Section of the Course.

EDLD 5301 Research

Holly Dornak

Workspace Complete your work on Part 1 of this assignment below. The box will expand as you type.

Scholar: Dr. Johnny Briseno, Principal, Rancho Isabella Elementary, Angleton ISD Area/Topic for action research discussed by scholar: •

Data driven action

•

Professional development lead by faculty members

•

Ssharing success stories (what works) amongst faculty members.

Suggestion/Purpose for conducting action research: Look at what other campuses have done. Others may have faced similar problems and been successful solving them. There is no reason to reinvent the wheel! If a solution worked on one campus, chances are, a similar solution may work on your campus as well. Reflection: (What have I learned?) In the ten years I’ve been teaching, not once have I consulted the multitude of resources, ideas, and solutions readily available on the EBSCO Host database in order to solve problems within my classroom. Why? Prior to this, I’ve viewed EBSCO Host as a resource to be used for lofty academic purposes far beyond my fourth grade classroom. I completely agree with Dr. Briseno that the EBSCO Host database is a resource that can and should be used as a reference to solve everyday problems in everyday classrooms and in the future, I intend to use it as such.

Scholar: Dr. Timothy Chargois, Director of Research, Planning and Development in Beaumont ISD Area/Topic for action research discussed by scholar: •

Data Driven Instruction o

Using software to view and manipulate data in order to influence how teachers teach tomorrow

•

Effective/ineffective teachers: ethical situations involving how teachers deal with students

•

Performance management: connecting data to instruction – taking a close look at data streams in order to influence what teachers do on a systemic level

•

Constant focus: How can we help each student improve their performance?

Suggestion/Purpose for conducting action research: All research should be conducted following strict ethical standards. All identities must be protected. By themselves, pedagogy and content are not sufficient to prepare effective future teachers. Future teachers and administrators must be intrinsically motivated to grow professionally on a daily basis. Having a positive influence on only one student is not enough. Teachers must realize they are accountable for having a positive influence on the performance

EDLD 5301 Research

Holly Dornak

of each and every student in their classroom. To that end, action research is a necessary tool for effective teachers. Reflection: (What have I learned?) On an academic level, I know that data driven instruction is a key component in creating differentiated lessons that meet the needs of each student. From a practical standpoint, however, data driven instruction can be overly time-consuming if the data stream is an unfocused spray of information. Even during a drought, no one wants to take a drink from a fire hose. In the same way, the data gleaned from summative assessments can often be too much too late. For this reason, effective teachers make decisions and plan lessons based on data provided through formative assessments. When they are at a loss for what to do, they take their data and consult other qualified professionals, resources, and departments – while at the same time protecting the rights and identity of the students they serve.

Scholar: Dr. Kirk Lewis, Superintendent, Pasadena ISD Area/Topic for action research discussed by scholar: •

Expectation Graduation: Changing the way instruction is delivered, increasing rigor of curriculum

•

Using data to analyze areas of growth and areas that present challenges at district, campus and individual levels

•

Practical application of academic research and student performance data to and improve instruction and ultimately student performance

Suggestion/Purpose for conducting action research: It is important to train/retrain teachers to disaggregate data so that teachers are able to evaluate and make decisions based on the data they observe. It is critical that teachers are able to use data from their classroom as well as outside data, research, and resources in order to make informed decisions that benefit each learner in their classroom. Teachers must be able to pull apart these data sources and apply what best suits their students on a practical level. Reflection: (What have I learned?) It is important for stakeholders at every level to examine and respond to data. So often we do the former, and not the latter. If there is no response to the data collected through summative and formative assessments, then it is highly likely that student performance will – at best – remain the same. More likely, however, is that student performance will suffer if we neglect to respond constructively to student data.

EDLD 5301 Research

Holly Dornak

Week Two Assignment, Part 2 – Common Action Research Topics in School Settings Read chapter two, The Passions That Drive Your Journey, from the Dana text, pp. 29 – 68, and focus on the following nine areas that the author describes as major wonderings of many school leaders: 1. Staff development 2. Curriculum development 3. Individual teacher(s) 4. Individual student(s) 5. School culture/community 6. Leadership 7. Management 8. School performance 9. Social justice or equity issues For each of the identified areas, do the following: •

Provide at least one example of action research in each of the nine areas

•

Describe why this might be an important area for action research in schools

Workspace Complete your work on Part 2 of this assignment below. The box will expand as you type. 1. Staff development •

Example of action research:

What role can professional development (specifically peer coaching) play in the growth of staff members who are already successful and accomplished instructors? •

Why might this be an important area for action research in schools?

I really find the statement, “When teachers stop growing, so do their students.” (Barth, 1981, p. 145) quite thought provoking. Good teachers have an unquenchable thirst for knowledge and pass this thirst on to their students. On the surface, veteran teachers with consistently successful student outcomes may not seem to need any further staff development opportunities. By providing veteran teachers the opportunity to become peer coaches to other, less senior faculty members they not only are able to share their expertise, but are able to engage in (and thus benefit from) self-reflection. 2. Curriculum development •

Example of action research:

How does hands-on learning in real world situations affect student outcomes? •

Why might this be an important area for action research in schools?

Examining the effectiveness of hands-on learning is important for many reasons, not the least

EDLD 5301 Research

Holly Dornak

of which is…if it’s an effective program, stakeholders may (and should) consider expanding it. Teachers will plan lessons in a new, more-effective manner and perceptions about best-practice campus-wide will be expanded and transformed. 3. Individual teacher(s) •

Example of action research:

How can I “light the flame of learning” beneath a teacher who disregards best-practice and may be considered “stuck in a rut?” •

Why might this be an important area for action research in schools?

Even the best of us sometimes need someone with a new perspective to gently give us insight into our classroom practices, and how to better them. As a result of this inquiry, the teacher in question will do some self-reflection, observe best-practice in action, and identify several ways to improve their own classroom instruction. This should, in-turn, facilitate further areas of professional growth and improve student outcomes. 4. Individual student(s) •

Example of action research:

What are the outcomes for students who exit reading intervention programs in elementary school (such as reading recovery and dyslexia intervention) in subsequent years? •

Why might this be an important area for action research in schools?

Through this inquiry, teachers will examine the outcomes of various students who have been through the reading recovery and/or dyslexia intervention programs. By becoming informed of the success and challenges that face these students in subsequent years, teachers will thoughtfully identify ways in which these programs can be modified and improved and extended so as to improve the success rate of future students. 5. School culture/community •

Example of action research:

How are our weekly faculty meetings building a shared vision? How can we improve levels of collaboration between and among grade level teams, facilitators, and administrators at our school? •

Why might this be an important area for action research in schools?

By identifying the strengths and weaknesses of our weekly meeting, administrators, facilitators, and faculty members can open channels of communication and collaboration focus the shared vision of leadership on campus. Greater communication and collaboration, in turn, will manifest itself in improved student outcomes as teachers and staff work together to improve classroom instruction. 6. Leadership •

Example of action research:

What is the best way to improve my ability to inspire those I lead, to take ownership of the goals

EDLD 5301 Research

Holly Dornak

I hold for our school? •

Why might this be an important area for action research in schools?

If I can’t articulate clear goals, model appropriate action, and move others to take action of their own to achieve those goals, I’m not much of a leader. Actions speak louder than words. Finding ways to build consensus and inspiring appropriate action are critical qualities if one is to become a leader who helps stakeholders achieve successful outcomes. 7. Management •

Example of action research:

If given the opportunity to affect change, what improvements would the teachers on my staff make? How would these changes improve student outcomes? •

Why might this be an important area for action research in schools?

As an administrator, it is important to remember that there are as many unique perspectives as there are stakeholders. As the saying goes, two heads are better than one! No one can know or anticipate everything. By seeking out feedback, and making changes as appropriate the administrator will not only build a shared vision for the campus, but undoubtedly improve student outcomes along the way. 8. School performance •

Example of action research:

How will the implementation of Guided Reading in First Grade affect student outcomes in subsequent years? •

Why might this be an important area for action research in schools?

If Guided Reading is an improvement for certain students, then teachers will continue to use it. If guided reading does not seem to improve other students as rapidly or effectively as other methods used in the past, then other methods should be sought out and applied with that particular student. Only by studying data, will the effects of Guided Reading on the student population become apparent. Additionally, a full study will ascertain whether or not the teachers applied the Guided Reading philosophy and methodology in the manner in which it was intended. This too, may affect student outcomes. 9. Social justice or equity issues •

Example of action research:

Do we adequately meet the needs of students in each sub-population? Which subpopulation(s) of students would most benefit from a transformation in instruction? •

Why might this be an important area for action research in schools?

Insanity is doing the same thing over and over and expecting different results. If one subpopulation is identified as being particularly challenged in a certain subject area(s) then it is nothing short of insanity, to assume that if teachers make no changes in instruction, somehowmiraculously – student outcomes will improve dramatically from year to year. It is far better to know where instructional weaknesses lie, and who is most greatly affected by them, so as to make changes, and reap the benefits of those instructional improvements.

EDLD 5301 Research

Holly Dornak

References Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

Barth, R. (1981). The principal as staff developer. Journal of Education, 163(2), 144-162.

EDLD 5301 Research

Holly Dornak

Week Two Assignment, Part 3 – Selecting Action Research Topics Review your intern plan and identify at least three topics that might appeal to you and your site supervisor(s) as possible action research projects. Indicate if you have reviewed these topics with your site supervisor(s). Students may have reviewed the potential action research projects in the initial conference reviewing the intern plan with the site supervisor(s) in EDLD 5311. If you have not discussed your top three topics with your site supervisor(s), schedule an interview and discuss the possibilities of doing your action research project on a mutually agreed upon topic. If you cannot meet face to face with your site supervisor at this time, select 3 topics or questions you are considering for your action research project and email or communicate those to your site supervisor and ask for some feedback. Remember in Week 4 of this course, we ask that you meet with your site supervisor(s) and try to reach consensus on an action research topic(s) or question(s). So instead of having two interviews, you can do the Week Two brainstorming via email or other communication that is effective for you and your site supervisor and then complete the decision-making process on the action research project in Week Four. If you have selected a topic of interest not in your intern plan, be sure to add it to your revised intern plan, and visit with your site supervisor(s) to make sure this is a topic that can be researched and supported. In completing this assignment, do the following: •

Identify at least three topics for possible action research

•

Describe the conference with the site supervisor(s) regarding topics of interest for action research

•

Describe the topic or problem agreed upon for the action research project

EDLD 5301 Research

Holly Dornak

Workspace Complete your work on Part 3 of this assignment below. The box will expand as you type. Identify at least three topics for possible action research

• • •

Is the, “Use, Make, Guide, Share” method an effective way to train, encourage, and give constructive feedback to teachers as follow-up to the INTERACT Academy professional development opportunity. Is our INTERACT professional development program effective in improving student outcomes? What is the best way to promote the interactive use of Promethean boards so as to promote student success?

Describe the conference with the site supervisor(s) regarding topics of interest for action research The “Use, Make, Guide, Share” method of training will be implemented for the first time this year as our new approach to follow-up professional development with the participants of the INTERACT Academy. Prior to this, we have approached follow-up to the INTERACT Academy in a more haphazard, but not in-effective way. It would be great to know that we are on the right track, by providing more systematic follow-up support of our participants. Likewise, it would also be useful to know to what degree teachers who have been through the INTERACT Academy have changed their classroom instruction so as to integrate technology. An inquiry with this focus would also involve an examination of the degree to which classroom instruction had changed, and subsequent changes in student outcomes. Finally, an inquiry into the promotion of the interactive use of Promethean boards would be significant as I am responsible for one campus (which could serve as a control/comparison group) who has had Promethean boards throughout the campus for 2 years now, (and was trained somewhat hap-hazardly) and 2 campuses who will be outfitted with Promethean boards in every classroom this summer. The results of this inquiry would be helpful for my district in that each year the number of interactive white boards on campuses increases dramatically. It is vital that these boards be used to their full, if they are to change/improve student outcomes. Describe the topic or problem agreed upon for the action research project

What is the best way to promote the interactive use of Promethean boards so as to promote student success? I plan to begin by surveying all 3 groups of teachers regarding their instructional practices. This will be followed by TBD professional development opportunities (on all 3 campuses) and will conclude in December with a follow up survey of instructional practices. Antidotal evidence will also be collected from the three principals, and three assistant-principals involved in the study. Blog Reflection – Please remember to post at least one reflection or comment regarding lessons learned from Week Two on your blog. Tech Talk - http://sites.google.com/site/hollydornak/tech-talk

EDLD 5301 Research

Holly Dornak

Week 3 Assignment: Background – Developing Your Action Research Plan Overview The first two weeks provided a variety of readings, lectures, interviews and activities that helped students recognize the importance of action research in addressing many needed topics or areas of need in schools. You even had an opportunity to hear from three school leaders discussing their interests in action research. As we have explained in our lectures and our written comments, we did not design this course as a precursor to a dissertation. Instead, we wanted to provide each of you with the tools to conduct action research in whatever leadership position you may pursue. This week will focus on developing a detailed action research plan. You will see from our examples, as well as from the readings and resources, there are a variety of strategies and steps to follow in conducting action research. Two of the major goals this week will be providing a framework, or a how to approach action research perspective, as well as sharing strategies that will empower you to conduct an action research project. Remember the action research plan is a part of your intern plan – it is an overview, a guide for conducting your action research. The action research project is the process and product – it is the implementation and assessment of your plan and it may take several months to complete. This course focuses on the development of an effective plan that will guide your action research project. Learning Outcomes: 1) Know which areas for action research to address school improvement are priorities of the site supervisor. 2) Develop a clear and concise research question and/or statement to address the school improvement project(s). 3) Identify and analyze the common steps or format to design an action research plan (e.g., methods for data collection/analysis, research tools needed, etc.). 4) Understand the importance of disseminating the results of the action research project in the final intern report and to other scholar practitioners and interested stakeholders. Performance Outcomes: 1) Write a research question and/or clear statement to address the possible areas for action research emerging from the interview and brainstorming. 2) Draft an action research plan that includes: •

Goals and objectives of the research investigation

•

Resources and research tools needed for data gathering

•

Persons responsible for implementation of the action research plan

•

Process for monitoring the achievement of goals and objectives

•

Assessment instrument(s) to evaluate the effectiveness of the action research study

3) Review the steps in your research plan and make any needed revisions. 4) Include in the action research plan, the methods used to disseminate findings of the research project.

EDLD 5301 Research

Holly Dornak

Rubric Use the following Rubric to guide your work on the Week 3 Assignment. Tasks

Action Research – Developing your question(s) or problem(s) statement

Accomplished

Proficient

Needs Improvement

The evidence suggests that this work is a “Habit of Mind.” The educator is ready to mentor others in this area.

The evidence suggests that performance on this work matches that of a strong educator.

The evidence does not yet make the case for the educator being proficient at this task.

Student provides a clear description of the action research question(s) or problem(s) statement that reference rationale and previous research into this question(s) or problem(s).

Student briefly describes a research question or problem statement, but does not discuss the rationale or research leading to the development of the question or statement.

Student fails to identify a research question or statement and does not discuss any of the rationale or previous research in trying to develop a research question or problem statement.

(2 Points)

(1 Point)

Student identifies less than the seven areas addressed in the draft action research plan and does not provide complete descriptions for each area.

Student identifies fewer than five areas of the draft action research plan and does not provide complete descriptions for each of the areas.

(5 – 7 Points)

(1 – 4 Points)

(3 Points) Draft Action Research Plan and Blueprint

Student clearly identifies all areas of his or her action research plan and includes:

• Goals and objectives/outcome s of the research investigation

• Activities designed to achieve the objectives

• Resources and research tools needed for data gathering

• Draft timeline for completion or implementation of activities

• Persons responsible for implementation of the action research plan

• Process for

EDLD 5301 Research

Holly Dornak monitoring the achievement of goals and objectives

• Assessment instrument(s) to evaluate the effectiveness of the action research study (8 – 10 Points) Reviewing, revising and posting the draft action research plan using the recommended template(s)

Student reviews the draft action research plan and posts a completed draft Action Research Plan that addresses all elements identified in Tool 7.1 Action Planning Template or completes all elements of the SIP/PIP (School or Professional Improvement Plan of Action.

Student posts the draft action research plan using one of the templates (i.e., Tool 7.1 or the SIP or PIP Plan of Action), but does not complete all elements of the template.

Student posts a draft action research plan but the plan addresses less than half of the elements of the recommended template. ( 1 Point)

(2 Points)

(3 Points) Describing your dissemination plan

Students provide a thorough description of a plan to disseminate and share their action research plan, and their dissemination plan addresses:

• Background information on action research project

• Design of the action research project (must include procedures, data collection and data analysis)

• Describes what is being learned from the action research project

• Includes concluding

Students provide a dissemination plan but addresses only three elements of the plan. (3 Points)

Students provide a partial dissemination plan. (1 Point)

EDLD 5301 Research

Holly Dornak thoughts and recommendations

(4 Points) Assignment Mechanics

Responses are relevant to course content; no errors in grammar, spelling, or punctuation. Students demonstrate proper APA style. (3 Points)

Responses are relevant to course content; few errors in grammar, spelling, or punctuation. (2 Points)

Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation. (1 Point)

Week Three Assignment, Part 1 â&#x20AC;&#x201C; Writing an Action Research Question(s) or Problem Statement You have had many opportunities (e.g., review and conference regarding your intern plan; the interviews with the school leaders; the Dana text identification of nine common topics for school action research, Step 1 in the Harris et al. text) to review and analyze topics or questions for action research. The Dana text provides a sampling of research questions corresponding to the nine common topics for action research; see Sample Inquiry Questions, pp. 65 â&#x20AC;&#x201C; 66. We have also provided another sample of action research questions from an action research project; see the Resource Section for the Equity Audit of Mathematics by Jo Ann Colson and Valerie Petrzelka, two elementary principals in Tomball ISD, who are doctoral students in the Lamar Educational Leadership program. Please read their research questions that guided their equity audit. Using the various examples of action research questions or statements, write a research question and/or clear statement to address the possible areas for action research emerging from the interview(s), readings and brainstorming. This action research question(s) or statement describing the action research project should clearly identify the agreed upon topic that you will research throughout this program, or until, the project is completed. The question or statement should briefly describe the rationale or previous research you have conducted leading to this question or problem statement.

EDLD 5301 Research

Holly Dornak

Workspace Complete Part 1 of this assignment below. The box will expand as you type.

Problem: In the past, LCISD elementary teachers who have Promethean boards installed in their classrooms have not received systematic ongoing professional development regarding the use of their Promethean Board/ActivInspire software. Unknown: Does the hands-on interaction of elementary students with Promethean boards have a positive impact on student performance? Fact: An increasing number of elementary classrooms within Lamar Consolidated ISD are being outfitted with Promethean boards each year. Question Which Invites Action Inquiry: Will the â&#x20AC;&#x153;Use, Make, Guide, Shareâ&#x20AC;? method of professional mentorship improve and promote the interactive use of Promethean boards, and what is the impact of that interactive use on student performance?

EDLD 5301 Research

Holly Dornak

Week Three Assignment, Part 2 – Developing an Action Research Plan Draft an action research plan that includes: • • • • • • •

Goals and objectives/outcomes of the research investigation Activities designed to achieve the objectives Resources and research tools needed for data gathering Draft timeline for completion or implementation of activities Persons responsible for implementation of the action research plan Process for monitoring the achievement of goals and objectives Assessment instrument(s) to evaluate the effectiveness of the action research study

Please check the Resource section of the course for a template, SIP or PIP (School or Professional Improvement Project) Plan of Action that you may wish to use in developing and submitting your Action Research Plan of Action Brief or Outline. You may also use the template found in the Harris et al. text, Tool 7.1 Action Planning Template, p. 85, this is also available as a free download, see p. vii.

EDLD 5301 Research

Holly Dornak

Workspace Complete Part 2 of this assignment below. The box will expand as you type.

Tool 7.1

Action Planning Template

Goal: Promote the interactive use of Promethean boards using the “Use, Make, Guide, Share” method of professional mentorship and determine whether or not there is a positive correlation between student performance and the interactive use of Promethean Boards within the classroom

Needed Resources/Tools 1. Obtain principal’s Holly August Written document permission to conduct Dornak 1, 2010 indicating the principal action inquiry on 3 sites. – August at each site grants 5, 2010 permission for this • Travis Elem. action inquiry project to • Ray Elem. be conducted on their • Jane Long Elem. site 2. Survey teachers at all Holly August Survey created with 3 sites regarding their Dornak 5, 2010- Google Forms comfort level with Septem technology in general and ber 1, Promethean 2010 hardware/software in particular. 3. Select and obtain Holly Septem Written document permission from 3 Dornak ber 1, indicating each teacher teachers from each site to 2010grants permission for conduct action research Septem this action inquiry with. (One novice ber 10, project to be conducted technology user, one 2010 within their classroom. intermediate technology user and one advanced technology user from Action Step(s)

Person(s) Responsibl e

Timeline: Start/Stop

Evaluation Process and Tool N/A

Spreadsheet of answers, graph results or each answer set.

N/A

EDLD 5301 Research each site.)

Holly Dornak

4. Conduct in depth interviews with all 9 teachers regarding their use of Promethean boards prior to mentorship beginning to establish a baseline of Promethean hardware/software use.

Holly Septem Dornak ber 1, 2010 – Septem ber 15, 2010

• • •

5. Examine prior year TAKS, Proficiency and Benchmark scores of all students involved to establish a baseline of student performance.

Holly Septem Dornak ber 1, 2010 – Septem ber 15, 2010

Student data collected from cumulative folders • TAKS • Benchmark • Proficiency • Average first semester grade in each of 5 Subjects • Demographic and other subpopulation data

6. Meet bimonthly with teachers at all 3 sites and provide “Use, Make, Guide, Share.” mentorship.

Holly Septem Dornak ber 15, 2010 – Decemb er 1, 2010 Holly Septem Dornak ber 15, 2010 – Decemb er 1, 2010

“Use, Make, Guide, Share” plan for professional development mentorship

Researcher notes will determine the degree to which the plan was followed.

• • •

Teacher satisfaction with support will be assessed during exit interview and survey. This data will stand in contrast to their entry interview and survey to determine their overall comfort and satisfaction with the “Use, Make, Guide, Share” professional development mentorship.

7. Provide “just in time” technical support via Skype, site visits, cheat sheets, email, and phone support.

• •

Voice recorder Interview Questions Notebook for written notes

Skype Email access Cheat sheets (developed in response to teacher request and posted on the icafe tech blog under “resources”) Internet access Cell phone/classroom phone access

Voice to text tool will transfer oral interview into a written document. Anecdotal evidence will be collected and compared with exit interview data to determine the impact of the “Use, Make, Guide, Share” professional development mentorship model on classroom practice. Spreadsheet of student data.

EDLD 5301 Research 8. Conduct in-depth “exit” Holly interviews at the end of Dornak the semester regarding teacher growth, and increases in interactive use of Promethean board by students.

Decemb er 1, 2010 – Decemb er 15, 2010

9. Re-Survey participating teachers at all 3 sites regarding their comfort level with technology in general and Promethean hardware/software in particular.

Septem ber 15, 2010 – Decemb er 1, 2010

10. Conduct student survey of interactive use of Promethean Board and student satisfaction/interest in learning.

Decemb er 1, 2010 – Decemb er 15, 2010

11. Examine student data from the current year’s Benchmark and Proficiency scores and determine what, if any effect the “Use, Make, Guide, Share” method of professional development mentorship had on student performance.

Decemb er 1, 2010 – Decemb er 15, 2010

Holly Dornak Voice to text tool will • Voice recorder • Interview Questions transfer oral interview into • Notebook for written a written document. Anecdotal evidence will notes be collected and compared with initial interview data to determine the impact of the “Use, Make, Guide, Share” professional development mentorship model on classroom practice. Survey created with Spreadsheet of answers, Google Forms graph results or each answer set. – Compare with initial survey results to determine the impact of the “Use, Make, Guide, Share” method of professional development mentorship. Survey created with Spreadsheet of answers, Google Forms graph results or each answer set to determine the degree to which students actually interact with the Promethean Board on a daily basis. Student data collected Spreadsheet of student from cumulative folders data. Graph will compare differences between each • TAKS student’s scores from the • Benchmark prior year, with their • Proficiency scores from the current • Average first years in order to semester grade in determine the impact of each of 5 Subjects the “Use, Make, Guide, • Demographic and other subpopulation Share” professional development mentorship data on student performance.

Examining What We Do to Improve Our Schools Sandra Harris, Stacey Edmonson, Julie Combs © Eye On Education

EDLD 5301 Research

Holly Dornak

Week Three Assignment, Part 3 – Steps to Follow in Your Action Research Plan As discussed previously, there are many how to conduct action research steps or strategies to follow in developing your Action Research Plan. Some of the readings have already described the action research process, and some have even provided illustrations demonstrating the action research cycle. One of the better and concise texts describing steps in action research* is your supplemental text, Examining what we do to improve our schools: 8 steps from analysis to action by Sandra Harris, Stacey Edmonson, and Julie Combs, (Eye on Education, 2010). We added this to the course because we think it provides an excellent how to implement action research blueprint that you may use for any school or professional improvement project. Here are the steps they outline: 1. Examining the work: Setting the Foundation – in other words, identifying needs or topics for action research and this may emerge from the Site Based Decision Making Committee, or from needs like those identified in your intern plan. 2. Analyzing data – you have had many opportunities to do this, and you examined at least 9 data gathering strategies from your text in Part 2 of this week’s assignments 3. Developing deeper understanding – these are additional data collection techniques, as well as, examining qualitative data through active listening, focus groups, etc. 4. Engaging in Self-Reflection – this summarizes much of what you have been doing in this course, and throughout the program, beginning with your many self-assessments of leadership in EDLD 5311 5. Exploring Programmatic Patterns – This includes asking the appropriate questions, identifying data patterns and gaps, and learning to address equity issues 6. Determining direction – Working collaboratively to address action research questions, monitoring progress, and assessing achievement 7. Taking action for school improvement – Using appropriate steps or templates like the SIP or PIP Plan of action to guide the action research 8. Sustaining improvement – Learning to use the tools of action research as an on-going process for professional development and school improvement. *Please see the Action Research Project Process Overview Example: Student Use of Cell Phones in the Resource Section for a more detailed outline. Using this outline, or the PIP/SIP template, review the steps, make any needed revisions and submit your draft Action Research Plan. Be sure to also upload your Plan on your Action Research Blog for others to view and share insights.

EDLD 5301 Research

Holly Dornak

Workspace Complete Part 3 of this assignment below. The box will expand as you type.

1. Examining the work: Setting the Foundation – Through collaboration with three elementary principals and my direct supervisor, it was determined that training and support of teachers on Promethean hardware/software was a challenge. It was also noted that no direct link between the interactive use of these boards and the improvement of student performance. Thus the question was posed: Will the “Use, Make, Guide, Share” method of professional mentorship improve and promote the interactive use of Promethean boards, and what is the impact of that interactive use on student performance? 2. Analyzing data Data has been gathered regarding various forms of effective mentorship. Research indicates that the “Use, Make, Guide, Share” method may be an effective method for our purposes. 3. Developing deeper understanding Anecdotal evidence has been gathered from principals and teachers at all three sites indicating the need for mentorship and professional development support in this area, especially considering the number of boards being installed over this summer. 4. Engaging in Self-Reflection I have the skills and resources, as well as the support of my instructional technology and site principals to conduct this research. By myself, I cannot provide campus-wide “Use, Make, Guide, Share” support for all three sites. However, if a significant connection can be made between this support and the improvement of student performance (through this action research plan), perhaps a larger portion of my job description will fall under this umbrella, or perhaps additional employees will be hired in the future to provide this support on each site campus-wide. 5. Exploring Programmatic Patterns After talking with my direct supervisor, Chris Nilsson, about this action research project, he identified several areas I had overlooked. For example, I had overlooked the need to gain written approval from all three principals involved. He also suggested that I conduct a survey of student satisfaction with technology use and board interactivity. This will help determine the degree to which the boards in each classroom have been used interactively on a regular basis. We may conduct the survey several times, in order to get a clearer picture of the board’s use. Part of this survey will be objective and part will be subjective, anecdotal evidence. 6. Determining direction While it is impossible to know for sure if I am ready to embark upon this action research journey, I currently feel that I have “covered all my bases.” Time will tell if this is, in fact, true. I have clearly defined my proposed research question and activities, and feel I have the skills and resources available to me to conduct this inquiry. I feel that my timeline, planned activities and evaluative methods are reasonable and will the impact of my actions, as well as other strengths and challenges on each campus. 7. Taking action for school improvement Please see Tool 7.1 Action Planning Template (in Part II of this week’s assignment) for my proposed activities and evaluative methods. 8. Sustaining improvement Results of this research will be shared with principals at all 3 of the sites involved. Additionally, I will

EDLD 5301 Research

Holly Dornak

collaborate with my direct supervisor in order to determine the implications of this research on the methods by which the campus instructional technology specialist team provides support and mentorship. I will also post the results of my project on my blog and invite others to comment on my work.

EDLD 5301 Research

Holly Dornak

Week Three Assignment, Part 4 – Sharing Your Action Research Plan, Progress, Findings, and Recommendations Read chapter 5 from the Dana text, The Travelogue: Sharing your work with others, pp. 135 – 169, and write a description of how you will share the progress and process of your action research project, as well as discussing ways to disseminate your action research project findings and recommendations. Be sure to include information on the four critical tasks you must include in effectively sharing your action research project, see the Dana text, pp. 163 – 169.

EDLD 5301 Research

Holly Dornak

Workspace Complete Part 4 of this assignment below. The box will expand as you type.

Background Information: I am a Campus Instructional Technology Specialist responsible for promoting and supporting the integration of technology in daily classroom use. I work mainly on four elementary campuses. One campus, Jane Long Elementary, has had Promethean boards available campus-wide for about a year and a half. Two of my other campuses, Travis and Taylor Ray Elementary are currently beginning the roll out of Promethean boards in every classroom campus-wide. The widespread (and spreading) use of interactive whiteboards throughout our district is the impetus behind inquiry into the best way to provide professional development to promote the interactive use of these boards. Likewise, if these boards are not improving student performance, then why are we spending so much money on them? Thus my action research question: Will the “Use, Make, Guide, Share” method of professional mentorship improve and promote the interactive use of Promethean boards, and what is the impact of that interactive use on student performance? Design of the Action Research Project: 1. Obtain principal’s permission to conduct action inquiry on 3 sites. • • •

Travis Elem. Ray Elem. Jane Long Elem.

2. Survey teachers at all 3 sites regarding their comfort level with technology in general and Promethean hardware/software in particular. Form of Evaluation: Spreadsheet of answers, graph results or each answer set. 3. Select and obtain permission from 3 teachers from each site to conduct action research with. (One novice technology user, one intermediate technology user and one advanced technology user from each site.) 4. Conduct in depth interviews with all 9 teachers regarding their use of Promethean boards prior to mentorship beginning to establish a baseline of Promethean hardware/software use. Form of Evaluation: Voice to text tool will transfer oral interview into a written document. Anecdotal evidence will be collected and compared with exit interview data to determine the impact of the “Use, Make, Guide, Share” professional development mentorship model on classroom practice. 5. Examine prior year TAKS, Proficiency and Benchmark scores of all students involved to establish a baseline of student performance. Form of Evaluation: Spreadsheet of student data.

EDLD 5301 Research

Holly Dornak

6. Meet bimonthly with teachers at all 3 sites and provide “Use, Make, Guide, Share.” mentorship. Form of Evaluation: Researcher notes will determine the degree to which the plan was followed. 7. Provide “just in time” technical support via Skype, site visits, cheat sheets, email, and phone support. Form of Evaluation: Teacher satisfaction with support will be assessed during exit interview and survey. This data will stand in contrast to their entry interview and survey to determine their overall comfort and satisfaction with the “Use, Make, Guide, Share” professional development mentorship. 8. Conduct in-depth “exit” interviews at the end of the semester regarding teacher growth, and increases in interactive use of Promethean board by students. Form of Evaluation: Voice to text tool will transfer oral interview into a written document. Anecdotal evidence will be collected and compared with initial interview data to determine the impact of the “Use, Make, Guide, Share” professional development mentorship model on classroom practice. 9. Re-Survey participating teachers at all 3 sites regarding their comfort level with technology in general and Promethean hardware/software in particular. Form of Evaluation: Spreadsheet of answers, graph results or each answer set. – Compare with initial survey results to determine the impact of the “Use, Make, Guide, Share” method of professional development mentorship. 10. Conduct student survey of interactive use of Promethean Board and student satisfaction/interest in learning. Form of Evaluation: Spreadsheet of answers, graph results or each answer set to determine the degree to which students actually interact with the Promethean Board on a daily basis. 11. Examine student data from the current year’s Benchmark and Proficiency scores and determine what, if any affect the “Use, Make, Guide, Share” method of professional development mentorship had on student performance. Form of Evaluation: Spreadsheet of student data. Graph will compare differences between each student’s scores from the prior year, with their scores from the current years in order to determine the impact of the “Use, Make, Guide, Share

EDLD 5301 Research

Holly Dornak

What I hope to learn: I hope to learn that one-on-one â&#x20AC;&#x153;Use, Make, Guide, Shareâ&#x20AC;? professional development/mentorship promotes and increases the interactive use of Promethean Boards by students. Additionally, I hope to learn whether or not the increase in interactive Promethean boards has a positive impact on student performance. Concluding Thoughts: While I want to be able to help all teachers (and thus all students) on each of my campuses, hopefully, this action inquiry will steer the direction or Instructional Technology team takes as we increase our mentorship of teachers using technology.

Blog reflections As noted above, please post your Action Research Plan on your blog, and make every effort to read and review action research plans from at least two other blogs this week or by early next week. Blog Entry Posted: http://sites.google.com/site/hollydornak/tech-talk/planforactioninquiry

EDLD 5301 Research

Holly Dornak

Week Three Assignment, Part 2 – Developing an Action Research Plan

Tool 7.1

Action Planning Template

Person(s) Responsibl e

Timeline: Start/Stop

Evaluation Process and Tool N/A

Spreadsheet of answers, graph results or each answer set.

N/A

Voice to text tool will transfer oral interview into a written document. Anecdotal evidence will be collected and compared with exit interview data to

EDLD 5301 Research Promethean hardware/software use.

Holly Dornak determine the impact of the “Use, Make, Guide, Share” professional development mentorship model on classroom practice. Spreadsheet of student data.

5. Examine prior year TAKS, Proficiency and Benchmark scores of all students involved to establish a baseline of student performance.

Holly Septem Dornak ber 1, 2010 – Septem ber 15, 2010

Student data collected from cumulative folders • TAKS • Benchmark • Proficiency • Average first semester grade in each of 5 Subjects • Demographic and other subpopulation data

6. Meet bimonthly with teachers at all 3 sites and provide “Use, Make, Guide, Share.” mentorship.

Holly Septem Dornak ber 15, 2010 – Decemb er 1, 2010 Holly Septem Dornak ber 15, 2010 – Decemb er 1, 2010

“Use, Make, Guide, Share” plan for professional development mentorship

Researcher notes will determine the degree to which the plan was followed.

• • •

7. Provide “just in time” technical support via skype, site visits, cheatsheets, email, and phone support.

• •

8. Conduct indepth “exit” interviews at the end of the semester regarding teacher growth, and increases in interactive use of Promethean board by students.

Holly Decemb Dornak er 1, 2010 – Decemb er 15, 2010

• • •

Skype Email access Cheatsheets (developed in response to teacher request and posted on the icafe tech blog under “resources”) Internet access Cell phone/classroom phone access Voice recorder Interview Questions Notebook for written notes

Voice to text tool will transfer oral interview into a written document. Anecdotal evidence will be collected and compared with initial interview data to determine the impact of the “Use, Make, Guide, Share” professional development mentorship model on classroom practice.

EDLD 5301 Research 9. Re-Survey participating teachers at all 3 sites regarding their comfort level with technology in general and Promethean hardware/software in particular.

Septem ber 15, 2010 – Decemb er 1, 2010

Survey created with Google Forms

10. Conduct student survey of interactive use of Promethean Board and student satisfaction/interest in learning.

Decemb er 1, 2010 – Decemb er 15, 2010

Survey created with Google Forms

Decemb er 1, 2010 – Decemb er 15, 2010

Student data collected from cumulative folders • TAKS • Benchmark • Proficiency • Average first semester grade in each of 5 Subjects • Demographic and other subpopulation data

Holly Dornak Spreadsheet of answers, graph results or each answer set. – Compare with initial survey results to determine the impact of the “Use, Make, Guide, Share” method of professional development mentorship. Spreadsheet of answers, graph results or each answer set to determine the degree to which students actually interact with the Promethean Board on a daily basis. Spreadsheet of student data. Graph will compare differences between each student’s scores from the prior year, with their scores from the current years in order to determine the impact of the “Use, Make, Guide, Share” professional development mentorship on student performance.

EDLD 5301 Research

Holly Dornak

Week Three Assignment, Part 3 – Steps to Follow in Your Action Research Plan 1. Examining the work: Setting the Foundation – Through collaboration with three elementary principals and my direct supervisor, it was determined that training and support of teachers on Promethean hardware/software was a challenge. It was also noted that no direct link between the interactive use of these boards and the improvement of student performance. Thus the question was posed: Will the “Use, Make, Guide, Share” method of professional mentorship improve and promote the interactive use of Promethean boards, and what is the impact of that interactive use on student performance? 2. Analyzing data Data has been gathered regarding various forms of effective mentorship. Research indicates that the “Use, Make, Guide, Share” method may be an effective method for our purposes. 3. Developing deeper understanding Anecdotal evidence has been gathered from principals and teachers at all three sites indicating the need for mentorship and professional development support in this area, especially considering the number of boards being installed over this summer. 4. Engaging in Self-Reflection I have the skills and resources, as well as the support of my instructional technology and site principals to conduct this research. By myself, I cannot provide campus-wide “Use, Make, Guide, Share” support for all three sites. However, if a significant connection can be made between this support and the improvement of student performance (through this action research plan), perhaps a larger portion of my job description will fall under this umbrella, or perhaps additional employees will be hired in the future to provide this support on each site campus-wide. 5. Exploring Programmatic Patterns After talking with my direct supervisor, Chris Nilsson, about this action research project, he identified several areas I had overlooked. For example, I had overlooked the need to gain written approval from all three principals involved. He also suggested that I conduct a survey of student satisfaction with technology use and board interactivity. This will help determine the degree to which the boards in each classroom have been used interactively on a regular basis. We may conduct the survey several times, in order to get a clearer picture of the board’s use. Part of this survey will be objective and part will be subjective, anecdotal evidence. 6. Determining direction While it is impossible to know for sure if I am ready to embark upon this action research journey, I currently feel that I have “covered all my bases.” Time will tell if this is, in fact, true. I have clearly defined my proposed research question and activities, and feel I

EDLD 5301 Research

Holly Dornak

have the skills and resources available to me to conduct this inquiry. I feel that my timeline, planned activities and evaluative methods are reasonable and will the impact of my actions, as well as other strengths and challenges on each campus. 7. Taking action for school improvement Please see Tool 7.1 Action Planning Template (in Part II of this weekâ&#x20AC;&#x2122;s assignment) for my proposed activities and evaluative methods. 8. Sustaining improvement Results of this research will be shared with principals at all 3 of the sites involved. Additionally, I will collaborate with my direct supervisor in order to determine the implications of this research on the methods by which the campus instructional technology specialist team provides support and mentorship. I will also post the results of my project on my blog and invite others to comment on my work.

EDLD 5301 Research

Holly Dornak

Week 4 Assignment: Background â&#x20AC;&#x201C; Developing Consensus and Addressing Challenges in your Action Research Plan Overview The first three weeks of this course have focused on exploring topics or questions for action research, examining background information on the topics and questions, and designing an action research plan to address the questions or topics you have identified. This week and the next will provide you an opportunity to review your draft action research plan, confer with your site supervisor and reach consensus on your question(s) or topic(s) and design of your action research plan. You will also have an opportunity to study some additional strategies to sustain and support your action research. Remember, your action research plan, process, progress and project may take several weeks or several months to complete. One of the key goals of this course is providing an effective blueprint, a how to conduct an effective action research project in collaboration with your site supervisor(s), peers, Instructional Associates, and university faculty. Learning Outcomes: 1) Examine research strategies designed to sustain action research. 2) Learn the process of reaching consensus with the site supervisor and university professor in the monitoring and evaluation of the effectiveness of the research design and implementation. (It should be noted that monitoring is designed to assist and support the student and site supervisor throughout the duration of the research project. The larger project or multiple smaller research projects will be completed during the 18month internship for those students who have just completed EDLD 5311). Performance Outcomes: 1) Describe research strategies to support and sustain ongoing action research. 2) Reach consensus with the site supervisor on the overall internship plan, including the action research plan to be implemented. (Note: The site supervisor must sign or use email verification of approval. The approved overall plan will be uploaded to the Electronic Portfolio).

EDLD 5301 Research

Holly Dornak

Rubric Use the following Rubric to guide your work on the Week 4 Assignment. Tasks

Action Research – Identifying strategies to support and sustain action research

Accomplished

Proficient

Needs Improvement

The evidence suggests that this work is a “Habit of Mind.” The educator is ready to mentor others in this area.

The evidence suggests that performance on this work matches that of a strong educator.

The evidence does not yet make the case for the educator being proficient at this task.

Student provides a clear description of the following strategies:

Student briefly describes at least two of the strategies, but does not discuss how the strategies may improve his or her action research plan.

Student only describes one strategy and does not discuss how the strategies may improve his or her action research plan.



Force field analysis



Delphi method



Nominal group techniques

(1 Point)

(2 Points)

Student also discusses how he or she can use these strategies to improve their action research plan. (4 Points) CARE Model and your Action Research Plan

Student clearly addresses all areas of the CARE Model and provides at least two points under each of the following topics:



Concerns



Affirmations



Recommendations



Evaluations

Student addresses each of the areas of the CARE Model but provides less than two points under each of the key topics:

Student fails to address each of the areas of the CARE Model and provides no follow up points under each area:



Concerns



Concerns



Affirmations



Affirmations



Recommendations



Recommendations



Evaluations



Evaluations

(5 – 7 Points)

(1 – 4 Points)

Student describes comments from one student regarding their Action Research Plan and identifies any changes made to their plan as a result of the comments and suggestions.

Student describes one comment about their Action Research Plan but fails to identify what impact or changes resulting from the comments and suggestions.

(8 – 10 Points) Responses to Peer Comments and Recommendations

Student describes comments from at least two peers (i.e., other students) regarding their Action Research Plan of Action, and identifies any revisions or changes made to their Action Research

EDLD 5301 Research

Holly Dornak

Plan based on the comments and suggestions.

(2 Points)

( 1 Point)

Students provide a brief description of the conference with the site supervisor(s) but only addresses two of the critical components. Those components include:

Students provide a partial description of the conference with the site supervisor(s).

(3 Points) Site Supervisor(s) Conference and Consensus

Students provide a description of their conference with their site supervisor(s) to discuss and attempt to agree on the Action Research Plan. The description includes:



What happened during the conference (who, when, where, what happened)?



Identify highlights or key insights from the conference



Describe any changes or revisions made to the Action Research Plan as a result of the conferfence



What happened during the conference (who, when, where, what happened)?



Identify highlights or key insights from the conference



Describe any changes or revisions made to the Action Research Plan as a result of the conferfence

(1 Point)

(2 Points)

(3 Points) Assignment Mechanics

Responses are relevant to course content; no errors in grammar, spelling, or punctuation. Students demonstrate proper APA style. (3 Points)

Responses are relevant to course content; few errors in grammar, spelling, or punctuation. (2 Points)

Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation. (1 Point)

EDLD 5301 Research

Holly Dornak

Week Four Assignment, Part 1 – Strategies to support and sustain action research You now have your draft Action Research Plan, but this plan is a guide, a blueprint, and like most blueprints, it may need to be reviewed, revised and improved. This activity should provide you with some strategies to address this ongoing review process. Please read Chapter 8, Sustaining Improvement, in the Harris et al. text, pp. 91 – 103, and specifically focus on Strategies for Sustaining Improvement, pp. 94 – 97, and briefly describe:   

Force Field Analysis Delphi Method Nominal Group Technique

Write a brief reflection on what you learned from examining these three strategies – describe any ways you might be able to use these strategies.

EDLD 5301 Research

Holly Dornak

Rubric Complete Part 1 of the assignment below. The box will expand as you type.

Force Field Analysis Social scientist, Kurt Lewin theorized that if change is to occur, forces supporting change must outweigh forces against the change. Using Force Field Analysis researchers identify a proposed change, and hypothesize what will happen if no change is made. Along with other stakeholders they brainstorm to identify all forces in favor of the change as well as all forces against the change. In order to quantify these forces points are sometimes assigned to indicate the strength of each. Once this has been done researchers can examine each force and determine if change is possible, what steps, if any need to be done in order to strengthen forces in support of changeâ&#x20AC;Śof if it would be more beneficial to propose and examine the forces surrounding an alternate solution to the problem. Force Field Analysis is a great idea when proposing an innovative solution to any problem that has festered on campus. In my research, I will use Force Field Analysis to examine the forces hindering the interactive use of Promethean Boards on Jane Longâ&#x20AC;&#x2122;s campus. I feel that important insights will be gained as I and my colleagues brainstorm and examine the many benefits and problems surrounding the interactive use of the Promethean Board. Delphi Method The Delphi Method is a means of growing consensus through an often anonymous collaboration of stakeholders who complete questionnaires and examine their collective thought process regarding a certain topic. Once the questionnaire is complete, all stakeholders take a close look at the results of the survey in order to gain insight into one anotherâ&#x20AC;&#x2122;s viewpoints. A follow-up questionnaire is completed, and the collective results are again examined. This process is repeated until consensus, compromise, or a deep appreciation for the viewpoint of others has been achieved. Google Forms would be the perfect tool through which to administer the Delphi Method. The anonymity of the survey could be maintained, while easily allowing the survey results to be shared amongst participants. Nominal Group Technique The Nominal Group Technique is another means by which awareness and consensus building may be achieved. In contrast to the Delphi Method, the Nominal Group Technique is often used during small group face-to-face meetings. First, each participant makes a list of perceived needs/issues. Next, group members go around the room orally sharing one issue at a time with the group. The facilitator records each issue visually so that all can see. Each issue is then discussed by the participants in a small group in order to clarify the issue. Each small group rewrites the issue in order to clarify and reframe it. They then rank each issue in order of importance so that action can be taken on the most pressing

EDLD 5301 Research

Holly Dornak

matters first. The only problem I see with the Nominal Group Technique is that by itself, it does not set forth any parameters by which to solve a problem. It would have to be used in conjunction with another method in order to evoke change.

Harris, S., Edmonson, S., & Combs, J. (2009). Examining what we do to improve our schools: 9 steps from analysis to action. Larchmont, N.Y.: Eye on Education.

EDLD 5301 Research

Holly Dornak

Week Four Assignment, Part 2 The Harris et al. text provides an excellent model to help leaders sustain what is working well, while supporting or building strategies for future improvement. Review Tool 8.1 CARE Model: Planning Tool and complete the form explaining how your Action Research Plan corresponds to each of the tools of the CARE Model: (e.g., identifying what future focused concerns will be addressed by your Action Research Plan; describe at least three positive aspects of your current campus that need to be sustained to support the Action Research Plan; describe how your Action Research Plan has SMART recommendations or goals; and identify how you will evaluate your Action Research Plan). The CARE Model review will provide you with a strong rationale and framework to enrich your Action Research Plan conference with your site supervisor. Examining What We Do to Improve Our Schools Sandra Harris, Stacey Edmonson, Julie Combs Tool 8.1 CARE Model: Planning Tool Identify Concerns that must change (look to the future) (Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)

1. Students must become engaged in learning through the interactive means available using Promethean’s hardware and software. (ActivBoard, ActiVotes, ActivExpressions, ActivSlate and ActivInspire) 2. Teachers must learn how to design interactive flipcharts and activities by using Promethean’s ActivInspire Software at an advanced level. 3. Areas to the 3 feet to the right and left of the Promethean Board must be cleared out so as to allow teachers/students to stand next to the boards as they interact with content. Identify Affirmations that must be sustained (look to the present) (Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)

1. Continue independently seeking out professional development suited to the individual teacher’s skills and needs. 2. Continue sharing flipcharts (teacher created, and those found on Promethean Planet) with teammates. 3. Continue using Promethean Planet to search for flipcharts that can be modified to meet student needs. SMART Specific, Measurable, Attainable, Relevant, Timely Recommendations that must be implemented: (Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)

1. Teachers will meet biweekly with Campus Instructional Technology Specialist. 2. Teacher and CITS will develop and follow a plan for advancing teacher’s ActivInspire skills using the “Use, Make, Guide, Share” model for mentorship.

EDLD 5301 Research

Holly Dornak

3. All teachers on campus will clear 3 ft. areas to the right and left of their Promethean Board to allow demonstration and interactivity. EVALUATE â&#x20AC;&#x201C; Specifically and Often (Identify the best ways to evaluate the implemented recommendations.)

1. Compare initial teacher/student surveys with exit surveys and interview. 2. Teacher self-evaluation of video-ed lessons 3. Round-table discussion with all teachers involved in this action-research project to identify strengths/changes in instruction as well as new areas ripe for change.

EDLD 5301 Research

Holly Dornak

Week Four Assignment, Part 3 – Peer suggestions and revisions We ask that you develop your blog and participate in the Discussion Boards to try to provide you some opportunities to learn from your peers. We strongly recommend that you continue to share your action research plan, process and progress throughout the completion of your project. You will learn from this sharing. As you progress with your research, your professors hope to assist you by linking you to similar action research projects. For example, if you have decided to research the question, “How can block scheduling improve classroom instruction?,” we will make every effort to connect you to all of the other action research projects examining block scheduling. At this point, we ask you to review at least two comments about your Action Research Plan from your blog and identify or describe any changes or revisions you might make in your plan based on the feedback. In writing your reflections on these comments, be sure to identify the comments that caught your attention and describe how these comments contributed to any revisions of your action research plan. If comments indicated that you should keep the plan as is, please describe what was shared that led you to not change your plan.

EDLD 5301 Research

Holly Dornak

Rubric Complete Part 3 of the assignment below. The box will expand as you type.

Two comments from my blog that caught my attention and that will lead to changes in my action inquiry plan are: Although you have lots of detail in your plan, one of the things that I am still confused a little about is what the "Use. Make. Guide. Share." looks like. How are you going to find teachers that are willing to put the energy and effort into this project with you? It seems that there could be a large time requirement on their part. I have found that teachers are not too fond of giving up their time. Though I know what the “Use, Make, Guide, Share” method looks like, I feel that I need to flesh the method out by writing up exactly what it entails and including this information in my action inquiry plan. So that point is well taken. Likewise, the comment about teacher buy-in is a point that I had somewhat taken for granted. I feel like teachers at the two schools who are just now receiving new boards in every classroom will be eager to learn how to use their board interactively. So it is my hope that I won’t have to do a great deal in order to achieve teacher buy-in. Getting 3 willing participants from Jane Long, the school that has had boards for a year and a half, will be more challenging. At all three campuses, I plan on using volunteers. Hopefully, relying on teachers who are intrinsically motivated to learn will prove to alleviate some of the “I don’t have time for this attitude.” I also plan to share what the teachers are doing in promotional pieces for our LCISD blog. I often find that when teachers know their ideas are going to be published and shared with other teachers, they tend to have a more positive outlook. Ultimately, I’ll have to wait and see if attitude is a deciding factor in the success of my inquiry.

EDLD 5301 Research

Holly Dornak

Week Four Assignment, Part 4 â&#x20AC;&#x201C; Site Supervisor Conference and Consensus on your Action Research Plan Throughout this course, we have asked you to collaborate with your site supervisor(s) in designing and implementing your action research plan. During Week Four, we hope you will be able to schedule an appointment with your site supervisor(s) to review your action research plan. Try to reach consensus on the action research topic and plan. Describe the conference, review your draft Action Research Plan using your Tool 7.1 template or your SIP/PIP template. Be sure to identify any recommended changes or revisions, and then submit the agreed upon Action Research Plan and your Intern Plan into your E-Portfolio. The submission to the Electronic Portfolio should be completed by Week Five. For Part 4 of this weekâ&#x20AC;&#x2122;s assignment, write a description of your conference with your site supervisor(s), include insights into what was discussed, and identify any revisions to your Action Research Plan and template.

EDLD 5301 Research

Holly Dornak

Rubric Complete Part 4 of the assignment below. The box will expand as you type. When I conference with my site supervisor, Chris Nilsson, on Tuesday, he was very encouraging and interested in the results of my action inquiry project. Upon completion of the project, he proposed we share the results with all the principals in our district during one of their monthly administrative meetings. In order to clarify my inquiry, my supervisor suggested that I write up an explanation of what will be accomplished at each bimonthly meeting with teachers. In large part, this entails explaining the “Use, Make, Guide, Share” process. We will work together to develop an accurate, detailed description of this process since it is one the CITS intend to use with all INTERACT participants during this coming school year. This clarification will not only benefit my inquiry, but our team as a whole. Blog – Also post your agreed upon Action Research Plan and encourage others to post comments as you continue to describe the process and progress implementing the plan.

EDLD 5301 Research

Holly Dornak

Week 5 Background â&#x20AC;&#x201C; Exploring Ways for Continuous Improvement of your Action Research Project By this week you should have had provide an opportunity to review your draft action research plan, confer with your site supervisor and reach consensus on your question(s) or topic(s) and design of your action research plan, and uploaded your draft action research plan into your intern plan in the electronic portfolio. This week you will examine and analyze some strategies for assessing your action research project. You will also have an opportunity to reflect on lessons learned so far in developing your action research project. We will ask you to describe what you have learned about identifying, designing, planning, and beginning to implement your action research project. Remember, your action research plan, process, progress and project may take several weeks or several months to complete. One of the key goals of this course is providing an effective blueprint, a how to conduct an effective action research project in collaboration with your site supervisor(s), peers, Instructional Associates, and university faculty. Learning Outcomes: 1) Examine and analyze strategies to assess action research. 2) Reflect on lessons learned about developing an action research project. Performance Outcomes: 1) Identify strategies for assessing action research. 2)

Describe lessons learned about planning an action research project.

EDLD 5301 Research

Holly Dornak

Rubric Use the following Rubric to guide your work on the Week 5 Assignment. Tasks

Action Research – Identifying quality indicators assessing action research

Accomplished

Proficient

Needs Improvement

The evidence suggests that this work is a “Habit of Mind.” The educator is ready to mentor others in this area.

The evidence suggests that performance on this work matches that of a strong educator.

The evidence does not yet make the case for the educator being proficient at this task.

Students identify all five quality indicators and describe how each indicator may be used to assess and improve their actions research.

Student briefly identifies the five quality indicators, but does not discuss how the indicators may improve his or her action research plan.

Student only describes some of the quality indicators and does not discuss how the strategies may improve his or her action research plan.

To be accomplished, each student also discusses how he or she can use these indicators to improve their action research plan.

Student may receive one extra point if he or she describes how he or she may use the indicators to improve the action research.

(0 – 4 Points)

(10 Points)

(5 – 9 Points) Final Reflection

Students write a thorough reflection, at least one page in length, highlighting what has been learned in this action research course, and the student provides at least three references to course resources (e.g., lectures, readings, assignments, discussion boards, electronic searches, blogs, etc.) supporting their reflection.

Students provide a reflection describing what they learned in this course, but fail to provide adequate references supporting their reflection. Adequate references must include at least three references to course resources as sources of their learning.

Students provide a partial description of what they learned in the course but without any references to course resources. (1 Point)

(2 Points)

(3 Points) Assignment Mechanics

Responses are relevant to course content; no errors in grammar, spelling, or punctuation. Students demonstrate proper APA style. (3 Points)

Responses are relevant to course content; few errors in grammar, spelling, or punctuation. (2 Points)

Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation. (1 Point)

EDLD 5301 Research

Holly Dornak

Week Five Assignment, Part 1 – Assessing the quality of inquiry in your action research In order to continually improve your action research project, the professors are suggesting that you identify and apply some strategies for ongoing assessment of your action research project. This activity should provide you with some strategies to address this ongoing review process. Please read Chapter 6, The Continuing Journey as “Head Learner,” in the Dana text, and carefully review the section “What Are Some Quality Indicators for Practitioner Research,” pp. 179 – 186. Identify each of the quality indicators and describe how this indicator will help you assess your action research.

EDLD 5301 Research

Holly Dornak

Workspace Complete your work for Part 1 of Assignment 5 below. The boxes will expand as you type.

Quality Indicator 1 Context of Study It is important to document the context within which one is conducting research so that as your findings are communicated to others, they can identify similarities and differences between your campuses and determine whether or not your research inquiry is relevant and helpful to them. Only by fully describing “where we’re at” can one describe “where we want to go…and why we need to go there.” Providing and examining one’s context is critical. Additionally, a self-examination of context is important so that any factors that may hinder or skew the inquiry process may be eliminated, noted, or “worked around.” Quality Indicator 2 Wondering(s) and Purpose Describing the administrative tension which inspired research inquiry is critical if outsiders are to truly understand the significance of an action inquiry topic. Worth-while action inquiry involves a close examination of a problem, to which the best solution is not yet known. This wondering should be succinctly and clearly worded so as to easily communicate the question and intent of the action inquiry to others. Quality Indicator 3 Principal Research Design (Data Collection and Data Analysis) Nothing lasts long with a foundation of sand. Likewise, if action inquiry is not built upon a sound foundation of data from a wide variety of quantitative and qualitative sources, then the conclusion drawn by the action inquiry cannot be fully relied upon. For conclusions to be relied upon, data must be drawn from many wells. Student survey, state/district scores, portfolios, anecdotal evidence, rubrics, and teacher narratives are all excellent places to obtain data. The key is, data may not be relied upon when it is drawn from only one source. Quality Indicator 4 Principal-Researcher Learning Clearly the meat of any action research project, lies in what the Principal-Researcher

EDLD 5301 Research

Holly Dornak

learned. As statements are made regarding reflections one may have had during the action-research process, it is critical that these statements be backed up by data collected during the action-research process. Likewise, if the data is in contrast to what the researcher feels to be true, then the researcher must fully and completely explain and account for the contradiction. Quality Indicator 5 Implications for Practice Finally, if nothing changes and improves because of the action research process, then the entire process was a waste of time. Thus it is critical for the Principal â&#x20AC;&#x201C; Researcher to identify the steps that ought to be taken as a result of what was learned through the action research process. Remember in addition to identifying the quality indicator, be sure to describe any ways you might be able to use these indicators to improve your action research.

EDLD 5301 Research

Holly Dornak

Week Five Assignment, Part 2 – Final Reflections Write a reflection describing highlights of this course and include any insights from the following:      

Lectures Readings Searches, like electronic searches of topics and questions Assignments and activities Discussion Board Blogs

The reflection may be as long as needed, but should be at least one page in the assignment space below. Also be sure to provide accurate APA citations (e.g., if you reference a passage or quote from one of the texts be sure to give credit so readers may know the source of your citation).

Blog – You may wish to post some of your reflections or provide readers with insights into your future implementation of your action research project.

EDLD 5301 Research

Holly Dornak

Workspace Complete your work for Part 2 of Assignment 5 below. The boxes will expand as you type.

Greatest Insight I totally came into this class thinking that we would do a lot of research and “reading up” on problems that others have already published their conclusions about. I never considered myself a researcher until now. I feel really empowered, now that I consider myself an action researcher. In fact, I think that has informed my instruction to others, as I consider them “action researchers” as well. We may not be publishing every single thing that we learn, but in some small way, ALL learners are “action researchers.” I think this idea will empower others that I work with as well. I feel like I have gained insight into the research process as a whole and expect the daily data that I collect and examine, on a variety of topics, to inform my decisions in new lights as I consider the context and reliability of the data.

Area for Growth The area that I expect to grow in, and am frankly, still a little apprehensive about…is my formal research itself. I feel like I have a really good plan in place for providing the staff development that I have planned, and am not worried about getting teachers to participate, I just worry about carrying through with everything, and finding the time to do as good a job as I would like to do. I really want our district to benefit from what I learn. So I also worry about my adequacies as a researcher; will my conclusions be sound? Will my perceptions of the data that I collect help teachers/staff developers improve student performance? The last thing I want to do is provide crack-pot research to anyone. So that’s what is frightening. I need to build confidence.

Growth Plan The only way to build confidence as a swimmer is to swim. So with help from my peers, professor and instructional assistant, it’s time for me to jump into the water and begin my research. I feel like the deeper I get into my research plan, the more confident I will be in the data that I collect and the conclusions that I draw.