Sunday, September 29, 2013
Action Research Update
As I began working on my action research project, I realized that I could more effectively impact the classroom management of a few teachers than trying to generalize ideas and trainings for an entire campus. Although my campus has implemented several professional trainings that have positively impacted classroom management campus-wide, I began to feel I could have a greater impact by focusing on a few at time, as many on my campus implement stellar classroom management strategies on a daily basis. Upon that realization, I have collected and analyzed discipline data and involved myself in a coaching program within my district that will give me access to beginning teachers and resources to help them in any way I can. My goals for the remaining portion of my project largely revolve around coaching the beginning teachers I am matched with in the coaching program. I will observe them 3 times over the next few months, meeting with them after each observation to commend their successes and give advice in areas where attention is needed. During this process, I will create at least one video modeling specific and effective classroom strategies. This video will be available for new teachers to view if they are struggling with a particular strategy so they may see it used in a real classroom. By the end of this school year, I hope to see these new teachers not only grow and improve in their own classroom environments, but also to see their confidence in their own teaching improve as they learn how to effectively manage problems and "roll with the punches."
Sunday, March 17, 2013
Sunday, March 10, 2013
Oh the possibilities...
This week as I read through our text book, I was very interested to see so many examples of action research projects other teachers and administrators have undertaken. After just learning what action research is last week, and feeling a little anxious about finding a purposeful topic to research, I have quite a different perspective at the end of this week. I am now beginning to see how integrated action research will be with an educators desire to find answers to problems and increase student performance. Action research seems to merely provide a guiding process so that the questions (or "wonderings") can be answered more quickly and efficiently.
Saturday, March 2, 2013
Why does a principal need a blog?!
School administrators are not thought of as bloggers. However, there are many reasons they should be, and in fact, many administrators do utilize blogs exactly because of their many uses. A blog could simply be used as an online journal for an administrator to reflect on things going on within a campus. A blog could be used to post upcoming events, to share pictures and media from past events, to update stakeholders on a critial issue, to share student achievements, and to publish class, grade level, or campus goals. The list goes on, and as I find more speicific examples I will tag them on...
What is "Action Reserch?"
"Administrative inquiry refers to the process of a principal engaging in systematic, intentional study of his/her administrative practice and taking action based on what he/she learns as a result of the inquiry" (Dana, 2009)
Administrative inquiry, or action research, can be a powerful tool for school improvement whether you are a becoming an administrator, have a few years experience under your belt, or if you are a veteran administrator. The process begins by posing questions or "wonderings." Data based upon these questions is to be collected, and this can be done in a variety of ways, largely depending on the nature of the "wonderings" that guide it. Possibly the most interesting step is to analyze the data that has been collected, followed by its application; making changes based on what has been learned during the inquiry. The last step is to share any findings with others.
Administrative inquiry works because "effective staff development for administrators is long-term, planned, and job-embedded; focuses on student achievement, supports reflective practice; and provides opportunities to work, discuss, and solve problems with peers." (Educational Research Service Publication: Professional Development for School Principals, 1999)
Traditional educational research has been either "process-product research" (Shulman, 1986), which portrays teaching as a primarily linear activity, and teachers and principals as technicians, and qualitative or interpretive studies, which portray teaching and schooling as highly complex, context-specific, interactive activities. While both the process-product and qualitative research paradigm have provided valuable information, the information is still defined and generated by outsiders to the school and classroom.
Action research focuses on the concerns of practitioners rather than outside researchers. It also engages the practitioners in the design, data collection, and interpretation of data around their question. Action research is grounded in the realities of educational practice, collaborative, and practitioner involved.
Already in my reading, I am finding that action research has many benefits. However, one multi-faceted benefit I have noticed are the many different ways a principal can gain during action research. Many principals who participate in action research find that it is the most rewarding and powerful professional development they have ever experienced. From the conversations I have had with my own administrators, I have learned that it can be difficult to take time out of your schedule as an administrator to participate in professional development. The wonderful thing about action research, from a professional development standpoint, is that it happens alongside regular daily principal duties. In my studies and conversations so far in my internship, I've learned that principals have a lot on their plates. Finding a way to participate in professional development so that it not only doesn't cut into daily duties, but also can help find ways to improve the campus is an incredible benefit.
The launching point for an action research plan are the "wonderings" an administrator has about issues or problems within their realm of responsibility. Because of this, the time involved, the data collected, and the conclusions reached should all contribute to making the school function better. And because this entire process takes place within the school, among educators, collaboration and team building take place along the way, as well as building and strengthening relationships.
Administrative inquiry, or action research, can be a powerful tool for school improvement whether you are a becoming an administrator, have a few years experience under your belt, or if you are a veteran administrator. The process begins by posing questions or "wonderings." Data based upon these questions is to be collected, and this can be done in a variety of ways, largely depending on the nature of the "wonderings" that guide it. Possibly the most interesting step is to analyze the data that has been collected, followed by its application; making changes based on what has been learned during the inquiry. The last step is to share any findings with others.
Administrative inquiry works because "effective staff development for administrators is long-term, planned, and job-embedded; focuses on student achievement, supports reflective practice; and provides opportunities to work, discuss, and solve problems with peers." (Educational Research Service Publication: Professional Development for School Principals, 1999)
Traditional educational research has been either "process-product research" (Shulman, 1986), which portrays teaching as a primarily linear activity, and teachers and principals as technicians, and qualitative or interpretive studies, which portray teaching and schooling as highly complex, context-specific, interactive activities. While both the process-product and qualitative research paradigm have provided valuable information, the information is still defined and generated by outsiders to the school and classroom.
Action research focuses on the concerns of practitioners rather than outside researchers. It also engages the practitioners in the design, data collection, and interpretation of data around their question. Action research is grounded in the realities of educational practice, collaborative, and practitioner involved.
Already in my reading, I am finding that action research has many benefits. However, one multi-faceted benefit I have noticed are the many different ways a principal can gain during action research. Many principals who participate in action research find that it is the most rewarding and powerful professional development they have ever experienced. From the conversations I have had with my own administrators, I have learned that it can be difficult to take time out of your schedule as an administrator to participate in professional development. The wonderful thing about action research, from a professional development standpoint, is that it happens alongside regular daily principal duties. In my studies and conversations so far in my internship, I've learned that principals have a lot on their plates. Finding a way to participate in professional development so that it not only doesn't cut into daily duties, but also can help find ways to improve the campus is an incredible benefit.
The launching point for an action research plan are the "wonderings" an administrator has about issues or problems within their realm of responsibility. Because of this, the time involved, the data collected, and the conclusions reached should all contribute to making the school function better. And because this entire process takes place within the school, among educators, collaboration and team building take place along the way, as well as building and strengthening relationships.
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