Reflections Week 5

In the last week of 5301 we looked back over everything we learned in this class.

I liked the five quality indicators discussed in the text:
Leading With Passion and Knowledge: The Principal as Action Researcher
By: Nancy Fichtman Dana

They include:

1. Context of Study

This quality indicator will help me as the ”Primary Researcher” to remember to fully describe where my research came from, and include all information so that those who look into my research can fully understand where I was coming from, why I looked into it, and how it effects or will affect the school, district, teachers, students, content, and curriculum.

2. Wonderings and Purpose

This quality indicator helps the researcher to really prove the reasoning behind their project.  Here I have to ask myself if my question is one that has a solution and can create a change.  As for my current project, I know that it is one that my principal wants/needs the findings so that we can help and show improvement with the PLC process on campus.  I know that there is room to change things, but I need to research what is currently happening within departments so that I know how to help, or if help is possible at all.  This again is a step to show others where and why I came up with this project, and prove that the efforts will benefit our campus in some way.

3. Principal Research Design (Data Collection and Data Analysis)

Here the researcher gathers data from a variety of sources.  It is imperative that the researcher use different forms of research such as test scores, surveys, field notes, student work interviews, journal entries, and so forth. 

I have already planned for several of these within my matrix, and here assures that I do this to prove that I am using a variety of data to come to a well-rounded conclusion that assists with my final decisions.

4. Principal – Researcher Learning

Here researchers articulate clear, thoughtful statements about what they learned through their process.  Here you explain how your data and research did or did not support your claims.  Principal researchers also include personal reflections about their learning through this process.  This helps hold the researcher accountable for all claims, and all findings. 

This will help me to make sure that I explain all areas of my research so that it can be considered accurate.

5. Implications for Practice

Here the researcher gives detailed examples of change that they have made or will consider making based on what they have learned through their research. These changes would go hand-in-hand with the research findings that they have made.  Here researchers can also discuss new wonderings that may have arisen from the research conducted. 

This step proves that research is never done.  I am sure that as research begins new questions will arise to begin a new branch of action research.  I will need to remember to make sure to finish one project before beginning a new one!

Suggestion Box

If you have any suggestions or thoughts about Professional Learning Communities please leave them here!  I have no experience and little knowledge of them, and so this research will be an all new experience for me.  Please leave comments about successes or failures!  They will all be appreciated!!!

Leah

Force Field Analysis and The Delphi Method

This week's reading gave me a better direction for some of my research. 
On pages 94-96 of, Examining What We Do To Improve Our Schools: 8 Steps from Analysis to Action By: Sandra Harris, Stacey Edmonson, and Julie Combs, we find the following model ideologies that can help as we research and search for solutions on our campuses:

Force Field Analysis

This theory derives from Kurt Lewin who thought that, “there are forces that drive change and forces that resist change,” (94).  As educators, we have all witnessed the pockets of teachers, faculty, and staff that resist change, but in order to insure that we are doing what is best for our students we have to identify these forces in order to best facilitate real change within our schools.  In conducting Force Field Analysis there are 8 steps to take which include:

1. Describe the current situation.

2. Describe the proposed change.

3. Identify what will happen if no change occurs.

4. Identify the forces driving the proposed change.

5. Identify forces resisting change.

6. Determine whether the change is viable.

7. If change is viable, what is needed for implementation?  Will you need to reduce the strength of the forces opposing the change, or increase the forces driving the change?

 

I think that Force Field Analysis is something that most educators run into when making change, and this analysis allows you to note this and continue on toward change not being discouraged by the negative forces wanting to keep the status quo. 

I think that in my action research I will be able to see these forces right from the start.  While I understand that the administration and I see the benefits of implementing the PLC mentality into our planning, I hope to find that others on campus embrace this tough change so that further work is viable.

 

Delphi Method

This method is used in order for a group of people to develop a deeper understanding in a specific area.  This method requires usage of experts or those who would be affected by the change at hand.  This is done mostly through email so that people feel they can speak freely, and time is less of an issue.  The format is as follows (pg. 96):

1. Send a problem statement to the staff asking them to write down what he or she believe needs to be done.

2. Retrieve these comments from the staff, and reproduce everyone’s comments.

3. Return all comments to the participants, and write a synthesis of the various ideas (optional).

4. Collect the synthesis statements and make a list of these ideas.

5. Send the new list back to participants, and ask them to rank them in order of priority.

6. Collect and compute an average and frequency of ratings; returning the tallies to the participants to re-rank.

 

This should help the staff to come to a consensus on an issue in an easier less confrontational manner while immediately creating solutions.

I can consider using this method with my project, because what I am researching is something that is required of all staff, and is something that I assume we all have a difference of opinion upon.  This may be an effective way to come up with a solution.

Action Research Plan

I have made a decision to do my action research over Professional Learning Community (PLCs) implementation on my home campus.  Below you will find my Action Research Plan!

School Vision: To enhance and promote a lifelong love for learning in a climate that fosters trust, acceptance, and success for all people while preparing individual students for the challenges of tomorrow.

Goal: To research the implementation of Professional Learning Communities within Highland Middle School, at all grade levels, to ensure that we are working towards improving student achievement.

L. Roberts’ Revised Action Plan

Action Steps	Person (s) Responsible	Timeline: Start / End	Needed Resources	Evaluation
1. Survey Faculty Using Survey Monkey.	-Leah Roberts -Principal Approval  -Faculty Responsible for Responses	Give teachers one week to complete the survey.	-Survey Monkey  -Teachers will need access to the Internet.	-Review Results by reading responses, creating additional questions for my next step. -Reflect to make sure that there is enough here to actually complete research on – discuss with administrators before proceeding.
2. Research PLCs through the internet, published journal articles, published books, and other campuses who have implemented them.	-Leah Roberts -Campus Advisors	Prior to sending out faculty survey, and throughout the implementation of this plan.  Have a great deal of research done prior to first meeting with the PLC Action Committee.	-Internet -Library -Other campuses	-Discuss findings with administration -Compile information to bring to PLC Action Committee.
3. Email Faculty to Invite to an Action Committee to discuss PLCs on campus.	-Leah Roberts -Principal Approval -Teacher Voluntary Participation	Give teachers one week to volunteer.	Email	If possible make sure that you have teachers from each grade level as well as from different content levels to ensure that we get an accurate sample of the entire school.  If enough faculty members do not respond I will seek out one-on-one meetings with teachers from different areas, or possibly meet with them during their PLC time.
4. PLC Action Committee Meeting	-Leah Roberts -Principal Approval -Volunteer Faculty Members	First meeting should happen three weeks after the initial survey.	-Data pulled from the survey. -Additional questions and or concerns to discuss with the group. -Ask group to look for specific best practices, and examples of how instruction and assessments have changed as a result of using PLCs.  Bring these to next meeting. (Ask that teachers seek to find samples of assessments used before PLC implementation, and new assessments created with the use of PLC) -If possible compile a list of pros and cons that teachers have voiced about PLCs within our planning sessions. -Supplies to take accurate notes	Take results of meeting to administration to discuss how to further progress.
5. Look into observing different PLCs over time to see differences and or best practices.	-Leah Roberts -Principal Approval -PLC Approval	Because PLCs happen once a week this process would happen over several months.	-Notes	-Take accurate notes to see similarities and differences between different PLCs. -Discuss with administrators.
6. Meet with Administrators to Determine Direction of My Action Research.	-Leah Roberts -Administrators	This should take place soon after my meeting with the PLC Action Committee	-Detailed notes taken from meeting. -We will discuss whether my research is on point. -If I am seeking an obtainable solution that will help our teachers and students. -Determine the best course of action at this point.	Evaluate all information given to compile an order for the next meeting with the PLC Action Committee.
7. Meet with PLC Action Committee again.	-Leah Roberts -Principal Approval -PLC Action Committee	-This meeting should happen a month from the first meeting.  This will give members time to get samples if possible, as well as time to observe different PLCs and bring findings to the group. -We need to go over samples provided by teachers to organize a list of best practices to help all teachers better implement ideals of PLCs into their classrooms.  -Create data that shows student improvement.	-Data Samples -Observation Findings -Additional Discussions/Concerns for the group to consider -Notes	Bring findings of meeting to administrators.
8. Address Faculty at the Next Faculty Meeting	-Leah Roberts -Principal Approval -PLC Action Committee Members	Formulate all data to discuss findings with the staff. Tell them of upcoming survey to see if things have changed on campus.	-Technology Presentation of Data -Samples of Best Practices for PLC	Discuss with Administrators.
9. Final Survey	-Leah Roberts -Principal Approval -Faculty Participation	Create Survey in Survey Monkey to ask faculty about PLCs to find out if there has been a change in motivation towards them as well as evidence of higher student achievement.	-Approval of Questions -Survey Monkey -Internet Capability	Discuss Findings With Administrators
10. Continued Research	-Leah Roberts -Principal Approval -PLC Action Committee	Create a way for teachers to continuously provide samples of improved assessments with data showing improvement.  Discuss what this could look like with Administration and PLCAC. (Possibly have teachers turn in samples at department meetings – or have an online dropbox or area for them to be turned into the T-Drive). Allow for teachers to present best practices at faculty meetings to encourage one another to continue positive change for higher student achievement.	-Samples of Improved Assessments with improvement data.	-This has potential to show continued progress through PLCs which will eventually change with new TEKS requiring teachers to refresh assessments, and allow for ongoing research and sharing of best practices.

Week 2 Refelction

This week we heard from three different administrators about Action Research.  I really believe we have to be lifelong learners, and so we should always be ready to research, investigate, and change our practices for the better.  It is imperative that we empower our teachers to research problems and bring solutions to the entire campus.  We are all in this together, and we can all use data every day to make a change now.  We are lucky to be able to research now, but we have to admit that there could be a better way to do things.  I believe that things can always change for the better!

Leah Roberts

How Can Educational Leaders Use Blogging?

-          Blogging can be an excellent tool for educators.  I think that campus principals could have a blog to inform parents, staff, and students about the campus news.  This is a unique way to keep in contact with everyone and inform them of events on campus.

-          Blogging can also be used to have an open dialogue between staff members about issues of the day, and encourage professional conversations about how to improve our classrooms.

-          Blogging could also be used by our student leaders to have similar discussions about things in school, and to be a positive influence about campus events, and news.  This could be very tricky, and would have to have major limits, boundaries, and be closely monitored to ensure the safety of all students.

What is Action Research?

Action Research vs. Traditional Education Research:

I have learned that action research differs from traditional research in that is actively seeks to change something immediately while seeking data and research to prove what is best for a campus.  It is a way for administrators to inquire about issues on campus, actively work to see if change is needed, and implement change quicker than we have done in the past. Traditionally education research has been reactive in that it simply collects data to understand what is happening after it is obvious that something is not working.  Change does not necessarily go hand in hand with traditional education research because it is simply data driven. 

Implementing Action Research on My Campus:

I am considering using action research on my campus to assist my principal in looking into the effectiveness of Professional Learning Communities on our campus.   Our school district is strongly pushing towards effective and active use of PLCs on every campus, but teachers seem to be struggling with how to implement this into their planning.  Many teachers are confusing PLC time with common planning time, and I want to conduct research to find out what teachers know about PLCs, how teachers feel about PLCs, and how effective PLCs can improve student progress.  If I am able to effectively research this process, I will be able to help reduce stress on both teachers and administrators.  This could also greatly improve teacher assessments so that our school creates the most beneficial assessments for student learning.