Action Research 5301

Action Research Progress notes

This past week I had a meeting with my principal in regards to my Action Research. She approved it and gave me her blessings to start my endeavor. She along with me is excited to see how it impacts the student learning in a positive manner and extended her full support in my journey to find some answers.

My Next Step

I created surveys for the entire first grade team on survey monkey to collect data on the DPM testing (District Progress Monitoring) previously known as Benchmarks. The purpose of the survey is to collect data on academically fragile boys so I can provide interventions and support to enhance their scores.

Human Resources Development

Discussions (EDLD 5345) July 15^th – Aug 9^th,2013

Discussion Week 1
Attributes of a Positive School Culture
The critical attributes that my school exhibits are the clear academic standards and aligned assessments of student performance, opportunity for a professional development and share sessions that help teachers to improve teaching practices and student achievements. A public outreach strategy like apartment tutoring that engages schools, students and community.

Discussion Week 2
How do you define ethics?
In what ways do you think that your personal code of ethics may be tested in a school leadership position?
How would your personal code of ethics guide your decision making as a school leader?
Ethics is a series of beliefs and principles held by a person about how to determine which human inter-actions they believe are right or wrong. These core beliefs are often interconnected and overlap with other value systems, religious views, legal systems, philosophies, social conventions and moral codes. Personal ethics refers to the ethics that a person identifies with in respect to people and situations that they deal with in everyday life. Professional ethics refers to the ethics that a person must adhere to in respect of their interactions and business dealings in their professional life. In some cases, these types of ethics may clash and cause a moral conflict. A person's ethical code determines their views on right and wrong, and influences how they interact with other people. While personal ethics and professional ethics sometimes differ dramatically, each influences the other. And each comes into play in the workplace, as more schools seek to infuse their culture with a sense of ethical responsibility. Often, professional ethics encompass many of the same principles of personal ethics, such as honesty and fairness but may also extend to principles like school loyalty. "The principal must serve as the role model of integrity, fairness and ethics." I believe to do this well we must follow the state code of ethics, but it is also advantageous to keep in mind the cultures of the groups of students we are teaching. We may not be able to change something about them that seems unethical to us, but we can at least understand their culture in our interactions with them.

Discussion Week 3
What do you feel would be the most difficult aspect of evaluating teachers and campus staff?
How do you overcome that difficulty?
What criteria do you feel is appropriate in evaluating teacher effectiveness, and how do you ensure fairness and objectivity during the evaluation process?
I believe that the most difficult aspect of evaluating teachers and staff is personal conflict of interest because some of them may be close friends and some not. Therefore it is vital as an administrator to keep professional relationship separate from personal relationship. I would keep in mind that the evaluation process is a way to provide feedback and an opportunity for improvement and learning instead of making the teachers feel appalled.  The performance evaluations can be nerve- racking for many teachers and for this very reason it may not be a fair demonstration of the teacher’s performance. Therefore, as an administrator, every time I plan to evaluate a classroom teacher, I would inform them ahead of time about the mandatory performance evaluation. I would set up a meeting with the teacher few days prior to formal evaluation to discuss what to expect during the evaluation. The meeting will benefit teachers to enhance their skills, be-prepared, have more confidence and do their best at the day of evaluation. This criterion is appropriate in evaluating teacher effectiveness, and ensuring fairness and objectivity during the evaluation process.

Discussion Week 4
How does a principal develop decision making and problem-solving skills?
Are those skills that an administrator must instinctively have?
Do they come with experience?
As an aspiring administrator, what do you feel are your strengths and weaknesses in terms of decision making and problem solving?
As a leader, it is not enough to exemplify the leadership traits and principles and possess an appropriate leadership style, you must also know how to plan, identify and solve problems, make decisions, and supervise. After being introduced to a leadership framework, you will then examine several variations of those processes deciding for yourself the best way to use them to get the job done and achieve excellence. I believe that leadership and problem-solving skills can be developed with experience and work but it is easier in some people than others. .  With a little humility and respect for the opinion of others, we can learn to be a leader that proactively works to eliminate problems before they occur.  As leaders, we know we will not be able to please everyone, but with time and skill, we can say “no” in a positive way that is accepted by most. Some skills that I believe an administrator must have are the ability to use discernment and wisdom, the ability to put on a Teflon suit, and the ability to diffuse an explosive situation. Discernment or perspicacity is the ability to make quick and accurate judgments about people or circumstances. I believe some skills are gifts with which we are uniquely born. But others can be learned or built upon through hard work and experience. I have always been a problem solver. If I do not know the answer, I can find a resource to get it. Depending on the decision that must be made, decision making may be done alone, or may require other’s input. Just like in problem solving, if I do not know the answer, I’ll go to the appropriate resources for input. People see me as someone who can get things done, and I feel that is important in any leadership position. My biggest weakness is "I tend to have difficulty saying 'no' to people so I better learn to set priorities."

Discussion Week 5
This week's lecture covered a number of the Educational Leadership Constituent Council's ( ELCC ) Educational Leadership Policy Standards. Which of these standards do you feel represent your strengths as an aspiring educational leader?
For which standards do you feel you need more experience and training, and how do you plan to acquire that experience and training?
I feel comfortable when it comes to standard 1, 2 and 3 as I feel I have enough experience in that field. As a teacher we do promote a positive school culture and provide best practices to student learning. I also feel standard 4 and 5 could be learned with more training and experience as an administrator. The standard that I do not feel confident about is standard 6 that deals with understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. As in this area I feel inadequate I would call on experts in the field to act as mentors until I gain the skills necessary for success in this field.

Leadership of accountability

Discussions EDLD 5333 June 3 – July 5, 2013

Discussion Week 1

Attributes of a Positive School Culture
The critical attributes that my school exhibits are the clear academic standards and aligned assessments of student performance, opportunity for a professional development and share sessions that help teachers to improve teaching practices and student achievements. A public outreach strategy like apartment tutoring that engages schools, students and community.

Discussion Week 2
Each school is required by No Child Left behind (NCLB) to hold a public meeting after receipt of the campus performance reports (AYP & AEIS). How does your school maximize attendance at this annual meeting to ensure that a cross section of the community you serve is well represented? Do you advertise? Do you hold an appealing event along with the informational meeting agenda? Share your strategies.

Typically my campus sends out a flyer in English and Spanish to notify the parents about the meeting. The meeting information is also posted on the school website. This meeting is usually combined with the PTA meeting and a grade level performance. Our public meeting is open house event where cookies and punch is provided for everyone. Our community is very family oriented so large majority of families and the extended families of a number of students attend. We even have door prizes for attending populations to encourage them and recognize their effort.
Share the approach your campus has taken to train the staff in effective data use, or explain how you would manage this challenge?
At the beginning of each school year we look at data. The principals and Instructional specialist use the data to give a breakdown of how students scored in each sub-group. Once we are given the disaggregated data, we break into groups to discuss how to improve scores in each sub-group. We discuss strengths and weaknesses. We try to devise plans that can be used campus wide to help areas where we are weak. Once we finish in groups, we come back together to share our findings. We talk about best practices and share what works best. We rely on data throughout the year during staff meetings and PLC’s to address the needs of the students and implement interventions for students to be successful.

Discussion Week 3

Review the article, “How to Survive Data Overload,” by R.S. Thomas in this week’s readings. What do you think of the tool titled, “Team Dialogue Guide: Moving from Data to Classroom Instructional Improvement” and the “Reflection Guide” Included in the article? As the principal, how might you introduce these tools and use them with your teachers?
First of all, I think “Team Dialogue Guide” and Reflection Guide are the great tools to learn about different aspects of data and how to use it to their best advantage. As the principal, I would use these guides in grade-level or staff meetings. I would model the use of the Team Dialogue Guide step by step. I would involve the staff through questioning. The questions would come from the planning section of the Reflection Guide. I’d ensure that all of the staff was familiar with the data source I was using to model the completion of this guide. Next, I’d introduce the Refection Guide. I would then provide an opportunity for the teachers to collaborate within their grade-levels to complete the guide on a different subject area. Once the activity was complete, I would share my observations of the collaborative groups with the entire staff. I would also provide opportunities for groups to share their findings as well. I’d finalize this first session by asking teachers to implement what they have planned. I’d provide them with a grade-level reflection sheet with the questions from the “…beginning of instruction…” section of the reflection guide. Their reflections would be shared with me at a grade level meeting. Following this session, I would then provide the reflection questions for the “…during instruction…” part of the guide to be shared and reviewed at the next grade-level meeting. I will continue to introduce the guide step by step until every part is complete. I will ensure that I was there to support my staff through modeling, observation and feedback. It will be a worthwhile experience for the staff to explore the implications of the data patterns for individual students and as well as for instructional improvement.

Discussion Week 4
Discuss the role of learning communities as a professional development tool to move teachers from knowledge to action in using formative assessments to improve student performance. What implications might this information have for the professional development portion of the campus action plan that you develop in the Week 4 Application assignment?
According to Dylan William “Meeting regularly in teacher learning a community is one of the best ways for teachers to develop their skill in using formative assessment”. Formative assessment has the power to produce unprecedented improvements in student achievement in our schools when implemented well, It can effectively double the speed of learning.” Furthermore, the author found that “…Teacher learning communities appear to be the most effective, practical method for changing day-to-day classroom practice. The most effective teacher learning community, according to “Dylan William” includes the following: .Plan for the teacher learning communities should last for at least two years, start with volunteers, meet monthly for at least 75 minutes, aim for a group size of 8-10, group teachers with similar assignment, establish building-based group, and require teachers to make their own detailed action plans. During the first meeting each teacher needs a specific plan about what he or she needs to change and each group should have a facilitator to help keep things running smooth. I found this article extremely helpful in understanding learning communities. Learning communities are essential for teachers to be lifelong learners. Teachers need to make sure that what they are teaching is being received and understood. By using regular formative assessments, teachers are given valuable data to take back to their peers. As teachers reflect and discuss the results of ongoing assessments, they are better able to determine where the students are or do we need to spend more time on this topic? Do they need more practice? Do they have it?  and if any adjustments need to be made. A cycle of constant feedback is generated between student and teacher and among teachers. Teachers feel supported by each other and can obtain accurate and honest feedback on a regular basis. Educators need to be involved, engaged, and be shown that a real change is needed. During the professional development, it would be wise for my campus to begin motivating teachers and support their ideas. This would be the first step toward establishing learning communities.

Discussion Week 5
What should schools do when they get stuck? "Stuckness" typically happens when people feel like they are doing their best work and it's not paying off in visible evidence of improved student performance. Have you or has your school found itself in that position? What are some things that can be done at that point to gain forward momentum? What is the value of consensus building in the school improvement process, and how does your school go about the process of consensus building?
There are times that everyone feels “stuck” at some point, especially as educators, students, leaders and administrators. It is at that point that changes in techniques and style is a must. Change can help students learn better and the teachers teach better and help them both to grow and show improvement. The main tool to keep our forward momentum going, is being very” adaptable to change” The faculty and staff should be able to adapt to new methods or ways to teach to make a difference in their students’ scores and academics. The value of consensus building in the school improvement process is very important tool for student success. “Although it is more time consuming and complex than traditional decision making, consensus is an optional method for resolving educational policies and issues because it incorporates the varied knowledge and experience of all involved.” (Richardson, 2005).Our School works as a team towards establishing our goals. This collaborative partnership fosters an atmosphere of ownership and pride in the school community. It is also rewarding for student achievement and enhances teacher performance.

         

Revised Action Research

Action Research Draft
Describe the problem and area of focus.	Boys struggling at Elementary School in academics. The focus will be First grade. Data will be collected and analyzed to create a plan.
Define the factors involved in your area of focus	Factors involved in my area of focus: 1.     Student’s socio- economic status 2.    Student’s psychological background 3.    Student’s home life. 4.    Students behavior referrals. 5.    Benchmarks ( Now known as "DPM" District Progress Monitoring) 6.    Attendance
Develop research questions.	Am I able to control all the factors involved in my area of focus to persuade student’s ability to change and be successful.
Describe the intervention/innovation to be implemented	The implementation of comprehensive, research based strategies which can help increase success rate among academically struggling boys.
Develop a timeline for implementation.	September, 2013 Analyze Data. Share results with staff members through PLC, newsletter, blogging and email.  Implement effective strategies and share reading materials.
Describe stakeholders.	Stakeholders include: Myself as well as the other First grade teachers, other staff members, parents, and Administrative personnel.
Develop a list of resources to implement the plan.	Involve all teachers when creating teaching strategies that promotes student achievement, reward system to promote positive student reinforcement, parental involvement, social skill lessons, professional development, reading resources.
Describe the data to be collected.	I will collect consistent data showing student improvement ( benchmarks, behavior referral, Attendance)
Develop a data collection plan.	Keep track of benchmark scores, behavior referrals, attendance, and parental involvement. It could be done through surveys.
Develop an analysis plan.	Data will be collected and analyzed and comparisons will be made throughout the research.
Carry out the plan and Report the results	Results of the plan will be reported to all stakeholders through the implementation of emails, grade level meetings, blogging etc.