Sunday, March 24, 2013

Week 5 REFLECTION ON EDLD 5301

Prior to beginning this course, EDLD 5301, I didn’t know what to expect.  I had only heard the term action research on one other occasion and I was not certain as to what it was or what it entailed.  Each week, I began by watching the video lectures.  Dr. Jenkins and Dr. Arterbury were reassuring and gave clear explanations and guidance throughout the course.  In week one, Dr. Arterbury suggested six tips for searching the literature and writing the literature review.   His tips included focus/stay on topic, create a visual roadmap for the reader, begin with an introductory statement that previews what is to come, use a general-to-specific flow, create a varied blend in writing style, and utilize a summary narrative.  These tips served to focus my ideas and get me started on the process.  As I progressed through the course, the lectures became more informative and helped me feel at ease when creating my action research plan.

This course required two textbooks, Leading with Passion and Knowledge: The Principal as Action Researcher by Nancy Fitchman Dana and Examining What We Do To Improve Our Schools by Sandra Harris, Stacey Edmondson, and Julie Combs.  While both texts were informative, I learned more from the Dana text.  The first reading assignment allowed us to examine the difference between traditional research and administrative inquiry.  The Dana text clearly defined administrator inquiry as “the process of a principal engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns  as a result of the inquiry.  Inquiring professionals seek out change and reflect on their practice by posing questions or “wonderings,” collecting data to gain insights into their wonderings, analyzing the data along with reading relevant literature, making changes in practice based on new understandings developed during inquiry, and sharing findings with others” (Dana, 2005, pp. 2-3).  This definition helped to identify what this course would be about and was essential to the planning of my action research plan.

I found the assignments in this course to be very time consuming and frustrating at times.  However, the weekly video conferences were a valuable tool for asking questions and getting clarification on assignment expectations.  Our video conferences were typically held on Thursday evening.  I feel that it would be advantageous to hold these conferences earlier in the week. 
The class discussions were one of the most useful and stimulating components in this class.  It was nice to share ideas/wonderings with my colleagues and to get feedback and suggestions. While we don’t see each other face-to-face, I feel that the discussion board and our class Facebook page have allowed us to connect and begin to form personal and professional relationships that will continue to be beneficial throughout our coursework.    

Finally, blogging has been helpful to me because it has taught me how to reflect upon my learning.  The blog has been another avenue for sharing ideas and supporting others.  It has been very helpful to receive comments and feedback on my action research plan.  I have also enjoyed viewing my colleagues’ blogs to explore other action research topics and/or to find commonalities among our campuses.  The tools, resources and knowledge gained in this course will hopefully make the implementation of my action research project seamless and very rewarding. 

Dana, N. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher.
Thousand Oaks, CA: Corwin Press.
   
Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools, 8 steps from analysis to action.

PBL Cadre Site Visit

On Friday, our campus PBL Cadre spent the day visiting a PBL elementary campus in a neighboring district.  This was such a great experience.  I spent much of my time in the K-2 classrooms observing and interacting with the students and teachers.  The students were engaged in their learning and were so excited to share their ideas with me.  The teachers were very receptive and willing to share their struggles and successes in implementing PBL in their classrooms.  We had a wonderful day and this visit made me even more enthusiastic about implementing my action research project. After this visit and meeting with our district elementary science curriculum coordinator, I may make a few slight revisions to my action research plan.  If so, I will have them posted by week's end.

Wednesday, March 20, 2013

Action Research and CARE Model

Well, this week was fairly uneventful.  After reading comments from my colleagues and meeting with my site supervisor, I have decided not to make any changes to my action research plan at this time.  I am attaching my CARE model from this week's assignment...this was a bit challenging to complete.  My site supervisor and I discussed the concerns, affirmations and SMART recommendations and developed this plan together.  This Friday will be a fun step in my action research project as the science cadre is conducting a site visit to a neighboring campus to see problem/project based learning in action.  I am excited to see the learning taking place!

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. Time for implementation of problem/project based learning:  This includes the time for site visits, researching/writing PBL lessons, training teachers on how to teach PBL lessons, additional class time for students to full engage in PBL lessons rather than “doing a project”, and evaluating lessons for gaps and extensions.
2.  Campus/District Resources: Resources will have to be made available to implement PBL lessons with fidelity.  This includes minor supplies to the use of space such campus courtyards as well as the district outdoor learning center. 
3.  Student engagement/achievement:  The goal of this action research project is to improve student engagement and achievement in science.  In order to do this, students must be able to retain science concepts and terminology, and use critical thinking skills to apply this knowledge to abstract scenarios. 

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.  Classroom Observations:  Classroom observations and focused walkthroughs will continue each month.  Peer feedback and field notes will be reviewed at vertical team meetings.
2.  Grade Level PLCs:  We will continue to meet as grade levels every other week to review data and determine protocols for improvement and ways to meet the needs of those students who are not meeting the standard/expectation.
3.  Vertical Team Meetings: We will continue to meet vertically (K-5) as a science team with a focus on the implementation of the PBL lessons, student engagement and benchmark data.  These meeting should occur no less than once a month.
4.  Communication: Our campus has strong communication among the staff as well as with the students and parents.  In order to sustain improvement, we will continue to focus on student communication or means by which they can demonstrate their knowledge.  This will include but is not limited to the use of technology in the form of netbooks & ipads with various programs such as Educreation and iMovie.

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.  Identify Areas of Need/Review Data:  Benchmark data (formative & summative) will be reviewed to identify concepts that students consistently miss. 
2.  Creation of Purposeful Lessons:  After identifying concepts that require more depth of instruction, TEK aligned PBL lessons will be written into the scope and sequence.  This process will initially take place spring/summer 2013, but an ongoing review of benchmark data will occur throughout the school year.
3.  Incorporate PBL lessons into the K-5 Science Curriculum:  Teachers will utilize at least one PBL lesson in each science section (physical, earth & life) during the 2013-2014 school year.

EVALUATE – Specifically and Often
(Identify the best ways to evaluate the implemented recommendations.)

1. Student Surveys & Interviews: students will complete surveys after one PBL and one non-PBL lesson in physical, earth and life science. 
2.  Staff Surveys: Teachers/Staff will complete surveys once each six weeks to evaluate student engagement and implementation of PBL lesson.
3.  Formative/Summative Assessments: Formative assessments will be used to drive instruction.  District assessment data (physical summative, earth summative & life summative) will be used to evaluate student achievement.

Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools, 8 steps from analysis to action.

Tuesday, March 12, 2013

Draft Action Research Plan & Process Review

Well, this has been quite a week...lots of questions swirling about concerning assignments and expectations.  After completing all the readings and supplemental readings, I feel that I have given my best attempt at creating my draft action research plan.  I will be meeting with my site supervisor next week and I am looking forward to her insight and expertise in creating the final plan.  Please share your thoughts and ideas about the draft below. 


School Vision: Students at Kay Granger Elementary will leave prepared for middle school through the implementation of effective instructional practices, relevant assessments, progressive technology, and measurable accountability standards.
Action Research Question:
How does incorporating problem based learning (PBL) curriculum help to support positive student attitudes, enhance student participation, and improve student achievement in science?
Goal: To implement PBL lessons into the 2nd-5th grade physical science, earth science and life science curriculums to increase student participation, improve student attitudes and ameliorate student achievement on district and state science assessments. 

Action Research Plan

Action Steps
Person(s)
Responsible
Timeline:
Start/End
Resources
Needed
Evaluation
1. Develop campus PBL cadre
T. La Fara
T. Motley
Principal
March 2013
 
Science Faculty grades K-5
 
None
2. Collect/analyze assessment data
(2012-2013 dist. Assessments; 2011-2012 5th grade science STAAR data)
T. La Fara
T. Motley
Science Cadre
March 2013 –
May 2014
Dist. Assessments
STAAR Data
 
Categorize data into formative, summative, and STAAR assessments and determine concept areas of greatest need.
3. Identify current research on problem based learning and conduct site visits to PBL campuses
T. La Fara
T. Motley
Principal
Science Cadre
March 2013 – June 2013
PBL Literature
Model Campus
Surveys (Survey Monkey)
 
 
Interview/survey staff members at model campus.
 
4. Interpret data from literature review and reflect on commonalities between the literature & campus needs.
T. La Fara
March 2013 – June 2013
PBL Literature
Campus assessment data
Reflection on commonalities & alignment between literature & my campus.
5. Incorporate PBL lessons into the
K-5 curriculum
T. La Fara
T. Motley
Dist.  Elem. Science Curr. Writers
May 2013 – July 2013 (curr. writing)
Aug. 2013 – May 2014 (utilize PBL lessons ins classroom)
Dist. Curriculum
PBL Lessons
Supplemental science materials
Surveys
Review student surveys on PBL and non-PBL lessons.
Review staff surveys on PBL and non-PBL lessons (student engagement).
Review of classroom observations, field notes & student artifacts.
 
6. PBL training
T. La Fara
T. Motley
Science Cadre
Summer 2013 (initial training with ongoing trainings throughout the school year as needed)
 
Presentation Materials
PBL Lessons
PBL Model Campus
Review of lesson plans, classroom observations, field notes & interviews/discussions at Science PLCs.
7. Completion of Summative Assessments
Campus Science Teachers
Campus CIT
October 2013 – May 2014
District Formative & Summative assessments;
STAAR Testing Materials
Comparison of assessment data from 2 school years as well as STAAR data on PBL campus vs. non-PBL campus.
8. Present outcomes for 2013-2014 school year
T. La Fara
June 2014
All relevant data sources and student artifacts; Literature review
Action Research Paper/Blog Posting
Digital presentation to administration

Format based on Tool 7.1 Examining What We Do to Improve Our Schools
(Harris, Edmondson, and Combs 2010) 
 

Action Research Project
Process Overview

1.   Setting the Foundation – After meeting with my grade level professional learning community (PLC) and Vertical Science Team to review district and state assessment data, it was noted that our science benchmark scores indicated room for improvement.  With this knowledge, I met with my site supervisor to discuss possible action research topics and reached a consensus to research the effects that problem based learning (PBL) has on improving student engagement and achievement.

2.      Analyzing Data – My initial data collection included the 2011-2012 STAAR 5th grade science scores as well as 3rd-5th grade district benchmark scores for the 2012-2013 school year.  My data collection will include site visits, staff/student surveys, classroom observations/field notes, student artifacts, subsequent test scores and a literature review.

3.      Developing Deeper Understanding – I plan to gain a deeper understanding of the PBL process and PBL lessons by conducting site visits to a PBL campus at a neighboring district, conducting a literature review, researching/implementing PBL lessons into the science curriculum, and through interviews with the science cadre members. 

4.      Engaging in Self-Reflection – Throughout the action research process, I will reflect on the success of PBL implementation, PBL staff trainings, student engagement & attitudes, and whether there are significant academic gains seen by the implementation of PBL or if other solutions should be researched.

5.      Exploring Programmatic Patterns – During my action research project, I will engage in reflective conversations with my site supervisor, the district elementary science curriculum coordinator and the science cadre members.  These interactions will help to gauge in problems in the PBL process, help to guide in change in direction in implementation that is needed, and will allow for celebrating successes along the way.

6.      Determining Direction – After speaking with my site supervisor and the district elementary science curriculum coordinator, I believe I have a specific and realistic action research question and goal.  I have collaboration on this project with my site supervisor, curriculum coordinator and a group of 5 other science teachers who will be serving on the science cadre.  I also have collaboration from a model PBL campus in a neighboring district.  I believe my timelines are adequate.  Some work on this project will take place in the next few months.  However, the implementation of PBL lessons will not occur until the beginning of the 2013-2014 school year.  Once implementation begins, I will immediately begin collecting data with surveys, classroom observations, field notes and subsequent benchmark assessments.

7.      Taking Action for School Improvement – Our science cadre has been established and we will be conducting our first site visit of the model PBL campus on March 22nd.  My draft action research plan is complete and I will be meeting with my site supervisor on March 18th for her comments/amendments.  PBL lessons will be reviewed and written into the science curriculum in May and June and PBL training will be available on a district level this summer and on a campus level in August.  I will be creating student and staff surveys in the near future.

8.      Sustaining Improvement – If the implementation of PBL lessons in the curriculum proves to be an effective means of improving student engagement and academic achievement, I will share these finding with my colleagues via my blog, with my campus using a digital presentation format at a faculty inservice, and with our district Executive Director of Curriculum & Staff Development via my final action research report and/or digital presentation.    


Friday, March 8, 2013

REFLECTING ON ACTION RESEARCH

 
 
     One thing I learned from this week's readings is that action research is not about reinventing the wheel.  It is about analyzing data and tearing it apart to find what is applicable on my campus.  The translation of data, or looking at similarities in demographics and academic needs, can lead you naturally in the selection of an action research topic. 
 
     Prior to meeting with my site supervisor, I explored several topics for my action research project.  I initially had a list of about eight topics.  I then thought about my interests and concerns within my practice which narrowed my scope to four topics/questions which I presented to my site supervisor:
 
1.     What is the best way to incorporate iPads into the classroom?  How can the iPads be used as an assessment tool and enhance student engagement?
·         My site supervisor immediately rejected the iPad topic due to a lack of funding.  We currently have 50 iPads for use on a campus of just under 900 students.  She did not see that it would be feasible to gain enough data with our limited resources and stated that no additional iPads were going to be purchased.
2.     How will the use of classroom/teacher blogs increase parent involvement in the classroom and on the campus?
·         My site supervisor and I discussed the parent involvement on our campus.  Through our discussion, we decided that we actually have very high parent involvement and this is not an area of concern on our campus.  Just for my personal knowledge and experience, I will be utilizing a classroom blog in addition to my class website next year.
3.     Is assigning science based reading homework an effective technique for increasing scientific literacy?
·         Because our STAAR scores in 5th grade science were not where we would have liked them, this was a topic that sparked an interest from my principal.  While she did not feel that this would be the best topic for my research project, she would like to see this gradually implemented across all grade level K-5.
4.     How can incorporating problem based learning (PBLs) enhance student participation and attitudes, and improve student achievement?
·         Again, due to STAAR test results this is an area of need/concern on our campus and across our district. Therefore, I will be doing an action research project over the implementation of PBLs and student engagements and academic achievement.
After discussing these four topics, my site supervisor and I agreed upon the 4th topic: How can incorporating problem based learning (PBLs) enhance student participation and attitudes, and improve student achievements?  I have scheduled a follow up meeting with my site supervisor to make modifications to my original action research plan.  I will soon be joining a PBL cadre...and so the adventure begins!