Time to Celebrate!

At the beginning of each week, I attempt to participate (or view) the web conference.  This helps me to create a schedule for the week’s assignment.  Each web conference and lecture outlines the assignments concerned with issues and problems that arise in professional practice.   The web conferences provide better communication in terms of sharing and coordinating questions/answers.  As a tool, they have helped improve my relationships with fellow students and have helped create a support system that allows me to maximize learning.  I am grateful to have had the opportunity to participate in this online trend!

The readings have contributed to my learning by defining research in terms of the aims of the course.  Through the weeks, I have learned that practitioner research provides a framework for formulating knowledge and reflective practice.  Through research, educational leaders should become researchers into their own practice and engage in a continuing process of professional development.  

Recently I referred to the chapter on data collection.  I am most concerned about selecting the right strategies for my action research project.  I have discussed the chapter with my site supervisor to ensure that we agree on the goals, the target data, and the methods to be carried out in my plan.  Not only has the text been a resource for these five weeks, but it will continue to be a reference through the entire research process.

The assignment that had the largest impact on my action research course was in week two.  I thoroughly enjoyed reading about each of the passions.  Not only did they provide wonderings, but they also provided examples, benefits, and exercises to implement on campuses.  My hope is that I can conquer an action research project related to my campus in each of the nine areas over my career. 

The action research plan week was extremely challenging.  The plan evolved over several meetings with my site supervisor, ultimately ending with a feeling of accomplishment! The best part of the entire experience is that I have built a strong relationship with my principal.  I am looking forward to developing, implementing, researching, documenting, reporting, and sharing the outcomes of my proposed inquiry.

Discussion boards and blogs have provided reflective communication. I have been able to read other perspectives and carefully consider my responses.  I participate regularly, and in a more attentive manner.  I have had several conversations through the discussion board, and have developed a strong sense of connection and trust through the online interaction. As I create what I want to write in a blog posting, I often integrate research, reflections, or class readings and information.  I am impressed with my creativity, thoughtfulness, and willingness to capture my thinking.  I plan to continue the habit of updating my online diary throughout my action research project and coursework. 

In closing, I have launched my action research project with the ultimate goal of being a life-long researcher.  I will continue my journey as a model for principal inquiry as I await my next course.  It’s time to celebrate!

Improved Action Research Plan

Action Planning Template – Rachel Lee
Goal: Goal: To implement campus-wide professional development on Special Education that will provide staff access to tools that will improve grades and increase scores on End-Of-Course Exams.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Review of Special Education data through ILT Meetings and Collaboration with 4 Special Education teachers	Instructional Leaders, Content Area Teachers, Special Education Teachers, Administrative Team	By the end of June 2013	Bi-Monthly Meetings, Student Lists, Student Transcripts, EOC Results	Agendas and Notes
Conduct Initial Teacher Survey (KWL) Needs for Special Education Training	Rachel Lee	May 31, 2013	Survey Research Methods by Fowler, Designing Surveys:  A Guide to Decisions and Procedures by Czaja, Blair	Survey Reflections and Staff Development Plan
Contact Special Education Department Head, Co-Op Director, SpEd Attorney	Rachel Lee, Principal, School Diagnostician, LSSP Intern	May 31, 2013	One Day-Summer Leadership Retreat, 1 or 2 Days-August in Library, 45 Minutes Once/Month During 2nd Planning Period	Master Calendar Schedule Confirmation
Conduct Follow-Up Survey to Campus Teachers for Feedback on Summer Training, August Training, Leadership Retreat; Determine Needs for Additional Training in PLC’s	Rachel Lee, Special Education Department Head	August 2013-September 2013	1 Faculty Meeting AM or PM	Survey Reflections, Literature from Special Education Resources on the Internet, NASSP Conference Ideas
Implement Training Plan through PLCs	Rachel Lee, Instructional Leaders	Second Week of the Month by Department (Ongoing)	Teacher Classrooms, Second Planning Period – Once Per Month	Focus Group Interviews and Discussions, Field Notes
Implement Remediation for STAAR EOCs Using Professional Development Practices	Content Area Teachers, Special Education Teachers, Paraprofessional Staff	September 2013 – March 2014	Student Advisory Period, Weekly Tutoring	Student Attendance Sheets/Tutoring Logs, Observations
Collect Student Work During 2nd and 3rd Six Weeks and Monitor Student Progress	Content Area Teachers, Special Education Teachers, Inclusion Teachers, GCS Teachers, SAP Committee	Email Window October 7, 2013 – January 17, 2014	Email Deadline, Support of Instructional Leadership Team; Monday SAP Meetings @ 2:45	Student Work Submissions, Student Transcripts, SAP Minutes, Behavior Observation Sheets
Attend PLC Meetings; Conduct Teacher Interviews (What tools are you using? What do you still need?)	Rachel Lee, Principal	End of February 2014	Teacher Classrooms	Informal Interview Questions and Notes; Focus Group Discussions
Conduct Student Surveys/Interviews for Reflection of Personal Progress	Rachel Lee	March 31, 2014	30 Minutes During School Day (Study Hall Periods and Advisory Periods) Survey Research Methods by Fowler, Designing Surveys:  A Guide to Decisions and Procedures by Czaja, Blair	Survey Reflections, Report Cards
Monitor Student Progress 4th and 5th Six Weeks	Rachel Lee, Special Education Teachers, GCS Teachers, SAP Committee Team	January 20, 2013 – April 18, 2014	Monday SAP Meetings at 2:45PM	Student Report Cards, Agenda, SAP Minutes, Teacher Behavior Observation Sheets
Administer EOC Exams and Compile Results	Campus Teachers, Counselor	March 2013 – May 2014	District Testing Schedule	Student Data Reports
Plan Student/Teacher Recognition for Passing Students	Rachel Lee, Principal, Special Education Staff	June 2014	High School Cafeteria, Budget	Invitation and Attendance
Review Field Notes and Write Reflection on Outcomes	Rachel Lee	July 2014	Outline and Blog Updates	Evaluation of Research Plan by Checklist
Create PowerPoint or Presentation for Staff of Action Research Plan and Final Results	Rachel Lee	August 2014	Secure Staff Development/Faculty Meeting Date	Principal Feedback and Meeting
Purchase and Completion of NCEA Teacher Survey	Principal	September 2014	All Staff, Computer Lab, Faculty Meeting	Online Completion, Data Analysis and Report

CARE Model for Action Research Planning

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.  Create a campus culture and expectation for staff to participate in ongoing Professional Learning and PLCs

2.  Implementation of remediation program for struggling students

3.  Increase in test scores on End of Course Exams

Identify Affirmations that must be sustained (look to the present)

(Assign points to affirmations from 1 to 3 in the order of the most important issues to consider.)

1.  Student participation in before school and after school tutoring

2.  Teacher commitment to using additional conference period for departmental collaboration

3.  Monitoring student progress through advisory period and Student Assistance Program

SMART Recommendations that must be implemented:

(Specific, Measurable, Attainable, Relevant, Timely)

(Assign points to recommendations from 1 to 3 in the order of the most important recommendations to implement.)

1.  Implement PLCs focused on Special Education training and tools

2.  Examine attendance logs to monitor attendance to remediation sessions and tutoring sessions

3.  Increase in grades and increase in scores on End of Course Exams

EVALUATE – Specifically and Often

(Identify the best ways to evaluate the implemented recommendations.)

1.  Attendance logs for students and teachers

2.  Monitor focus groups, departmental meetings, and SAP meetings (monitor student list)

3.  Evaluate student grades each six weeks and examine EOC scores (AEIS Report)