Action Research Quality Indicators

Quality Indicator 1

Context of Study “Principal-researchers provide complete information about the context in which their research took place.” (Dana, p. 179) This indicator will insure that I consider multiple sources of information for my research such as the school, the district, teachers, students, content and curriculum. By using this indicator, transferability will more likely occur when studying my research and the research of others. Detail about the actual research will enable me to fully share the context of the research and allow others to understand the research. I believe that in order for my research to be transferrable, it must have meaning which I am responsible for making sure that those who read my research (or hear about it, etc.) know WHY I focused where I did and why this “wondering” was important to me and how someone else, perhaps in another district, can use my findings to help them on their journey.

Quality Indicator 2

Wonderings and Purposes Wonderings and purposes must be explained in the root of the principal researcher’s question. “The explanation makes a convincing case for the wondering’s personal importance to the researcher.” (Dana, p. 180) This indicator is the purpose to the research. It comes from the principal-researcher’s own dilemmas or issues within their own administrative practice or from their own personal “wonderings.” They are clear and free of educational jargon and are not “fix-its” for someone else, but truly reflect concerns of the administrator and how they can affect an issue. This is an area where I see a great need in my own “wonderings and purposes.” I need to make sure that it is not a “band aid” that I am trying to put on something that needs to be fixed, but rather an idea that if clearly articulated, can affect change and will be something that focuses on the principal (me). And lastly – can I get others to “buy in” on passion for this wondering.

Quality Indicator 3

Principal Research Design (Data Collection and Data Analysis) Is the data collected from multiple sources; is the collection strategy clearly explained and logical; did the principal-researcher include details in the explanation of the data collection and analysis. This is a huge indicator in my opinion. Because of my Special Education background, I know the importance of data and I know how when not perceived as accurate, the data can be misleading. The data must be from various sources, timely and easy to understand and analyze in order for it to be relevant to those it is being presented to. And further – if there is no date, it does not exist.

Quality Indicator 4

Principal-Researcher Learning “Principal-researchers articulate clear, thoughtful statements about what they learned through the process. Each statement is supported, in detail, by data. Principal-researchers not only discuss what they learned about their topic of study but also include a personal reflection on what was learned about the process of inquiry.” (Dana, p. 182) In order for staff to “buy in” to what is being researched, the principal must share his/her learning with others. In other words, is the principal actually learning something, or are they strictly sharing information that everyone already knows and has already heard? We must be, ourselves, lifelong learners and in that process share what we have learned – and in transfer of that learning, does my research reflect and support what I am assessing. Again, the importance of data applies here. I must be able to fully illustrate, through data, my findings. Data, data, data – it is key!

Quality Indicator 5

Implications for Practice This indicator is all about implementing change – how will I/we change, or what changes will be considered based on the research. Any change must flow out of the researcher’s statements of learning (Dana, p. 83) and other wonderings that come from the current research to prompt further research. This is already occurring in my research – one question/idea/wondering/data prompts another question/idea/wondering (and eventually, data). I believe the idea of research to be fluid and dynamic – always prompting more learning and wonderings from what we have already learned and wondered. I am committed to being in a constant state of research – always wondering how I can be better, how my school can be better and how we can better serve students.

Action Research Course Reflections

When I began this course, I was not in the least bit, excited about doing research. What came to mind was the old senior English research paper of old (and I do mean old-1983 to be exact!), and I thought, “ugh! I don’t want to do this!” Well – I was wrong! Come to find out, I already do this on a regular basis, and if fact, was already looking at my own personal topic out of necessity in my own particular district/campus. It was exciting to know that I was already doing something that good leaders do and that there was a way in which to do it.

At our school/campus, we have implemented PLC’s - Professional Learning Communities. Through our PLC meetings, many of the ideas of what I am currently researching have evolved. This gives me clarity and sets a path for what I am researching. It also is evoking many other topics/wonderings, that I am anxious to look into and research.

I have found the discussion boards to be very interesting to read, also. I am curious as to the topics that everyone has chosen for their research, but I am also elated as to the connections that many of us have in our wonderings – and none of us work together. Many wonderings that my other classmates have had and have chosen are similar to some of the wonderings that I have. It tells me that we are all on the “same page” so to speak, without duplicating each other’s work. I am anxious to continue reading about what others are doing and seeing how I use their research to help my campus and district.

One thing I will most definitely say about this course – I feel as if I ramble on and on. I am continually going back and editing what I am saying, because I feel as if I’ve already said it! I’m not sure if this is because I am unclear on the assignment, or if it is just because of the way the assignments are laid out. I also feel the books seem to say the same things over and over. Again – not sure if it is me, or just the time frame and the inability to really connect to the text. I feel as if I know what is being asked of me – and have a plan for relaying that information back, but when I am asked, I do not feel I was asked in a manner that was conducive for my reply. I’ve talked with others on the discussion boards who have felt the same way. I am hoping that having more time to really look at the text, meet with my intern supervisor and others, that I can more closely relate my “plans” to the way/design of the course plans.

I am wanting to really get into blogging more. As of today, no one has commented on my blog which disappoints me, however, again, I feel as if what I am “required” to blog about is not what’s on my blog…uncertainty prevails again. But I am committed to continue blogging and hoping that those circumstances change. I know that it is the closest thing to sitting around with a group of classmates and discussing the class we just were in. I miss that by being “online.” Convenience has it’s place, but so does the classroom.

The discussion boards were great! I loved seeing what all everyone was researching. Like I said earlier, it has generated other ideas for research in my own mind. I will be watching the blogs to see where things go. The only thing I didn’t like was the reply format. Again, it feels like by the discussion boards, the blogging, the assignment, that we are saying the same things over and over. It became a little frustrating.

I personally miss the little summative quiz at the end of the videos. Personally, know that those were coming made me really concentrate and listen better. Just a thought…

I know that personally I will be using the texts in the upcoming weeks as I continue with my research. I am hoping that I can really sit down with each book and really learn from them. Five weeks is a little fast…and when you work full/plus time like many of us do, it feels hurried. But they are definitely tools I will use.

I have enjoyed this class...however, I am a little frustrated with the Epic System and TK20 this class period. Just when I think I have everything done - oops, no I don't. I am currently sitting here waiting for TK20 to load so that I can see if everything is posted...and waiting...and waiting...and waiting.

On a more positive, content note - I will be leading a staff development at the beginning of the next school year regarding my action research! I'm truly excited and anxious to get it all put together. I will submit details once everything is finalized.

Action Research Project

Process Overview

1. Setting the Foundation: Through classroom observations, meetings with principal and other key stakeholders, the issue of using classroom teaching strategies that ensure that all students are engaged in learning in the general education classroom first, before special education referrals, before removal, and before discipline referrals occur. This is a concern that has been identified on my campus and in our classrooms.
2. Analyzing Data: Using a variety of data gathering (e.g., grades, sped referrals, discipline referrals-primarily those for refusal  to work or time off task) as well as interviews with classroom teachers, curriculum coordinators and  administrators.
3. Developing a Deeper Understanding: Deal with pros and cons of the data and selected conclusions. Discuss with stakeholders solutions for implementing conclusions and review additional resources as needed. Do additional research if needed.
4. Engage in Self-Reflection: Find reflective questions regarding research choices and consequences.
5. Exploring Programmatic Patterns: Formulate more programmatic solutions to the research data and talk with site supervisor about the pros and cons of such solutions. Identify pitfalls.
6. Determining Direction: Launch the research project. Be sure to answer the questions: 1) Are you clear on what you are attempting to solve? 2) Have you adequately addressed the skills and resources questions? 3) Have you established a collaborative approach to the issue? 4) Are your timelines realistic? 5) Do you  have a reasonable plan to monitor the project? 6) Do you  have a reasonable plan for determining the level of success-how do you evaluate if the plan is effective? 6) How will you revise and improve the plan based on monitoring and evaluation?
7. Taking Action for School Improvement: Develop a written polan of action. Develop formative and summative assessments to monitor results.

Sustain Improvement: Maintain the positive aspects of the project.

1. Goals/Objectives/Outcomes of the Research Investigation

*Create an “every student is a general ed student first” climate

*Teach all teachers how (general ed/special ed, multi-discipline)

*Reduce the attitude/belief system of “our kids-their kids” – they are ALL our kids

*Teach teachers strategies for dealing with multiple learning styles and/or disabilities so that they have the tools to teach as many students as possible in the general ed setting

*Reduce Special Education Referrals

*Reduce Discipline Referrals

2. Activities Designed to Achieve the Objectives

*Professional Development

*Book/Literature/Website studies

*Classroom Observations

*Teacher interviews

3. Resources

*Field observations of teachers already doing this type of teaching

*Interviews from teachers who are successful and those that are struggling

*Collaboration with administrators, counselors and curriculum coordinators for effective strategies already in place

4. Timeline for Completion/Implementation of Activities

*This study/research plan should be completed by end of summer staff development (summer 2012) for  the beginning of the Fall Semester of 2012, in order to begin the 2012/2013 school year with strategies in place.

5. Persons Responsible

*We will use a team approach that will consist of myself (student intern), site supervisor, curriculum coordinators for general ed and special ed, a counselor and a campus administrator.

6. Process for monitoring the achievement of goals and objectives

*Classroom Observations

*Meetings with persons responsible for monitoring

*Achievement Data, attendance, discipline referrals, sped referrals

7. Assessment Instrument

*Attendance records

*Sped referral data

*Discipline referrals

*Meeting Agendas

*Survey feedback

Because ALL students that enter our school doorways are general education students first, how can I as a leader, guide my staff in seeking teaching strategies and classroom management styles (i.e. differentiated instruction, collaborative learning, multiple intelligences, etc.), that will ensure that a) all students are actively engaged in learning; b) fewer students are referred to special education and pulled out of the master/highly qualified teacher’s classroom; c) fewer students are seen as discipline problems that could result in pull-out type settings? How will I create “buy-in?” How will I facilitate teacher learning regarding these strategies (professional development, professional learning communities)? Will my data prove beyond a shadow of a doubt that these strategies are effective and will thus enhance the teachers classroom without creating more of a workload?

In looking at this week's discussion board and viewing the videos in our week 2 assignment, the resounding theme I keep hearing over and over is "increasing student achievement." In other words, if what we are researching does not ultimately lead to increasing student achievement, then what is the point. Our accountability as educators and districts is now measured on a state level by increasing student achievement. This "theme" as it were, makes me feel secure in my choice of research topics.

Why Blog?

I don't really know, to be honest! I guessing that this will give "us" as classmates the chance to "chat" with each other, gleen ideas from each other, and learn from other professionals. I am an avid "facebooker" but have never been a blogger or a tweeter. So I will have to remind myself to post...and to check others blogs. But I'm anxious to learn...and anxious to blog!

What I'm Learning about Action Research

I find this whole idea of action research so interesting, primarily because we a right in the middle of an action research at our school right now. When I came to this district, I was introduced to "concept" of PLC's and last year, even attended their annual nationwide conference in New Orleans. Currently we are examining how the process of RTI (Response to Intervention) works at our school, and where we need to make improvements. One of the issues that I see is that many people don't really understand how Response to Intervention works, especially as it pertains to the high school level, nor do they truly understand how to "intervene" in their classroom before just sending referrals to special education. There seems to be a lack of understanding in HOW to differentiate instruction while keeping standards high and holding students accountable. My plan is to conduct my own action research plan to discover ways that the general education staff  and special education can work together to reach students in the general education classroom FIRST, and then create "cross-curriculum" PLC's (math and history, science and English, etc.), to learn from master teachers how they differentiate and engage learners at the highest level.