Action Research Update

     My action research plan is designed to evaluate the effectiveness of the district’s current ESL 100% Graduation Plan.  My intention is to examine areas of the plan such as building relationships with the parents and students, tracking completed credits, analyzing attendance, evaluating state assessments, and tracking graduation rates.  This examination will show what areas of the plan are successful and what areas, if any, need adjustment.  In the beginning, the plan was going well.  I was gathering data and trying to evaluate administrator, teacher, parent, and student perception of the plan. 

     However, during the summer, the ESL/Bilingual Department in our district suffered a complete personnel turnover.  Everyone in the department, from the director of the department down, has left and been replaced.  It is not clear yet if the new director will continue using the current ESL 100% Graduation Plan.   Because this is the case, having access to district personnel that are able to assist in the gathering of data has been difficult.  This difficulty has led me to rethink the scope of my research.  I will need to figure out a way to evaluate areas that have data that will be readily accessible to me.  For example, I have easy access to the state assessment data, graduation rates, grades and attendance of students on my own campus.  I will continue my action research project but will try very hard to narrow the scope of my plan. 

     Any suggestions would be greatly appreciated. 

The discussion this week focuses on reflection. For this discussion, we are asked to reflect on this course and on a specific topic of our greatest interest and learning. For me it is hard to pick one item of interest. I have learned several things.

For one, I have always admired the principal on my campus for all that she does. She performs her duties at the school with regard to personnel and maintenance and then is expected to attend countless numbers of meetings and events. I often wonder how she balances her duties and her home life! But then to think that she also becomes involved in one or more research projects that involve our campus and district! I really don't know how a person does all of it!

Second, I never connected research to professional development. However, I learned that not only is action research good for professional development, it is good for motivation. Once faculty and staff become involved in working through and implementing a project, and seeing its benefit, they begin to develop a sense of ownership and collaboration. Because campus personnel are taking an interest in an action research, all stakeholders can be assured that the implementation of the plan has been done with a focus on what is good for the students at that campus. The sense of ownership, the real collaboration, and the time invested, almost guarantee the successful implementation of the project.

One area that I would like to learn more about would be these last data gathering methods. There was one, the Nominal Group Technique, that I wasn't sure that I really understood. I would like to have more examples of the Nominal Group technique, and of all of the data gathering methods, so that I could model some of my research after them. Using the techniques in my research, reading more about them in other texts or journals, and seeing them used in other research projects, will help me to master these skills.

Overcoming Challenges

Some of you will probably notice that the following comments are what I posted on the discussion board.  Sorry for that but I just wasn't sure if we were supposed to post the information on the blog as well or not.  I believe in the old addage, better to be safe than sorry! 

This week requires us to post thoughts about what we feel will be challenges to completing the research that we have planned.

1) My site supervisor is on an extended trip and I am unable to speak with her to get feedback on the draft of my plan.

To overcome this challenge, I have a meeting planned with her on Thursday, March 28th at 10 am. Until then, I have some colleagues at our district office that will be happy to answer any questions that I have and to offer suggestions. In addition to that, the Academic Principal, who is part of our site ESL Team, will also be happy to offer help.

2) I am concerned about how broad the plan that I am evaluating is. There are parts that involve improving parental involvement, offering SIOP training to teachers who are designated as ESL teachers, transcript review, grade monitoring, state assessment monitoring, improving student involvement in extra curricular activities, etc. I am concerned that I will end up with too much to monitor and have research that is not focused on the most important issues.

To overcome this issue, I plan to ask the advice of my site supervisor, the ESL Director, the ELL Specialist from our district, and the Academic Principal. I would like to get the feedback of the site supervisor, the Academic AP, and the Principal in particular because they might have more of an insight into what should be considered for our campus and offer a direction on what they would like to see highlighted.

3) I am concerned that I will not be able to keep up with everything - school, work, personal life, etc...

To overcome this issue I plan to use my calendar and task manager A LOT! Hopefully, I will be able to learn to strike a balance that will help me suceed in getting everything done. That and praying without ceasing... ;o)

Action Research Plan Draft - Week Three

Hello All!  I believe that I have a draft of my action research plan that is ready for your critique, finally!  Please look it over and let me know what you think.  Thanks so much for any comments or suggestions. 

Action Research Plan Project Evaluation of ESL 100% Graduation Plan
Research Question:  Are the expectations of the ESL 100% Graduation Plan being met?  What portions of the plan are successful?  Where can the plan be improved?  Should any part of the plan be deleted?  Are there any additions that need to be considered or added? Goal:  To determine the effectiveness of the implemented plan and to adjust, delete, or add new requirements as indicated by research findings.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Setting the Foundation - Obtain a copy of the ESL 100% Graduation Plan and become familiar with every detail of the plan.	Tammy Watson	April 2013 (2 weeks)	Copy of the ESL 100% Graduation Plan	Notes on Concerns and/or issues with the plan.
Analyzing Data - Interview the members of the ESL Team Members on campus regarding how they perceive the success or failure of the plan	Tammy Watson	April 2013 (2 weeks)	Questionnaire Notepad ESL Team Members	Review completed interviews of all team members.  Make note of areas that team members consider success or problem areas in order to gather data to either support or disprove.
Analyzing Data - Survey teachers and counselors who work with these students regarding how they perceive the success or failure of the plan	Tammy Watson Site Supervisor Academic AP	April 2013 (2 weeks)	Anonymous Survey using Google Docs Access to a computer or IPad Access to sheltered teachers and counselors who work with ESL students	Review completed surveys.  Make note of areas that were considered success or problem areas in order to gather data to either support or disprove.
Analyzing Data - Survey students affected by this plan regarding how they perceive the success or failure of the plan	Tammy Watson Site Supervisor Academic AP	May 2013	Anonymous Survey using Google Docs Access to a computer or IPad Access to all ESL students on campus	Review all surveys collected.  Make note of areas that students consider success or problem areas in order to gather data to either support or disprove.
Analyzing Data - Survey the parents of the students affected by this plan regarding how they perceive the success or failure of the plan	Tammy Watson Site Supervisor Academic AP	May 2013	Anonymous Survey using Google Docs Access to a computer or IPad OR, for those with no internet access, paper survey or telephone interview	Review all surveys collected.  Make note of areas that parents consider success or problem areas in order to gather data to either support or disprove.
Developing Deeper Understanding - Gather data for year prior to implementation of the plan and the first year of the plan.	Tammy Watson	June 2013	Previous ESL Lead Teacher reports DMAC Data TAKS/EOC Data Graduation Rates	Gather and analyze data to create illustrations of past standing under the plan.  Take note of areas of outstanding improvement, areas that seem to be stagnant, or areas that need to be improved.
Developing Deeper Understanding - Gather data for the current school year 2012-2013	Tammy Watson	July 2013	ESL Lead Teacher reports for 2012 - 2013 DMAC Data TAKS/EOC Data Graduation Rates	Gather and analyze data from current year.
Exploring Patterns – Compare data gathered from 2012-2013 school year with previous school years data	Tammy Watson	July 2013	Previous ESL Lead Teacher reports DMAC Data TAKS/EOC Data Graduation Rates	Create comparisons of past and current standing under the plan.  Take note of areas of outstanding improvement, areas of consistent improvement, areas that seem to be stagnant, or areas that need to be improved.
Determining Direction - Present research findings to the ESL Team Members and Site Supervisor	Tammy Watson	August 2013 (During or prior to in service week, 1 meeting)	Research Data IPads Meeting Room ESL Team Members	Distribute and discuss findings with team members. Discuss possible areas of focus and brainstorm ideas for improvement
Determining Direction -  Create a draft of the ESL 100% Graduation Plan that includes modification based upon research and consensus of the ESL Team Members	Tammy Watson	August 2013 (During or prior to in service week, 2 meetings)	Research Data Draft of Plan IPads Meeting Room ESL Team Members	Finalize Plan
Determining Direction - Present finalized action plan to principal, site supervisor, and the ESL Team Members	Tammy Watson	August 2013 (During or prior to in service week, 1 meetings)	Research Data Final Copy of Plan IPads Meeting Room ESL Team Members	Receive feedback, possible approval/modification of plan
Taking Action - Implement plan with modifications for the 2013-2014 school year	Tammy Watson ESL Team Members ESL Teachers	School Year 2013-2014	Notepad Data from ESL Lead Teacher Reports Class Pass/Fail Rates DMAC Data TAKS/EOC Data	Observe, take notes, gather data, compare/contrast current year to previous years to monitor increase/decrease
Sustaining Improvement- Gather data school year 2013-2014	Tammy Watson	June 2014	ESL Lead Teacher reports for 2013 - 2014 DMAC Data TAKS/EOC Data Graduation Rates	Gather and analyze data from current year.
Sustaining Improvement- – Compare data gathered from 2012-2013 and previous years to current school year	Tammy Watson	June 2014	ESL Lead Teacher reports DMAC Data TAKS/EOC Data Graduation Rates	Create comparisons of past and current standing under the plan.  Take note of areas of outstanding improvement, areas of consistent improvement, areas that seem to be stagnant, or areas that need to be improved.
Format based on Tool 7.1 from Examining What We Do to Improve Our Schools (Harris, Edmonson, and Combs, 2010)

What I have learned with regard to Action Research

I have learned that action research is important in becoming the "head learner" in our schools. We need to understand how to use the action research process for proposing new ideas, for making changes, and for evaluating initiatives already in place.  Not only do we need to understand its use, but we need to be able to model its use for our faculty members.  Being able to model the action research process will encourage teacher leadership and engagement.  The result of action research benefits the entire school community. 

Action Research Possibilities

Here are the three possible topics: 

ONE - I want to measure the performance of our English Language Learners on state assessments, and how class pass rates have improved since we have started to implement a new 100% graduation intervention for ELLs.  The research will show senior graduation rates prior to the intervention and for two years following.  It will also show core class pass rates for 9th through 12th grades and state assessment improvements for 9th through 12th grade.  This action research will benefit the teachers and ELL students at our school.  It will show if the current intervention is having a positive effect and highlight areas that the intervention needs improvement. 

As the ESL teacher at a secondary school, it is not uncommon for me to hear complaints about the ELL students such as they are “lazy” or “unwilling” to learn.  Additionally, I have heard teachers say that ESL classes are “dumbed down” or that they are special education classes.  I feel that an action research project with questions such as Mr. Scott, another administrator from our text, asked is in order.  Questions such as “What can we do to help close the achievement gap and improve our practice toward language learning students?” would be important in highlighting professional development efforts that could be made to open the teachers’ eyes to the true needs of the ESL student. 

TWO - Our district has a mentoring program that all new teachers and all teachers new to the district are required to participate in.  The program assigns the new teacher to an experienced mentor teacher on his or her home campus.  The mentor is trained by the district and offered a small stipend for the service.  The mentoring continues for a period of two years and then, often, the teacher exiting the program is asked to serve as a mentor for other new teachers.  I went through the program and did not find it effective.  As a matter of fact, the program only added to the stress of those two years for me.  I would be interested to see some action research done to evaluate the success of this program and the satisfaction of the teacher participants.  I believe that questions like “What benefit, if any, are the teachers getting from the program? How can this program be revamped to improve teacher satisfaction?  What support do the mentor teachers need in order to be effective in the mentoring role?” 

THREE - Our district has a mentoring program that all new teachers and all teachers new to the district are required to participate in.  The program assigns the new teacher to an experienced mentor teacher on his or her home campus.  The mentor is trained by the district and offered a small stipend for the service.  The mentoring continues for a period of two years and then, often, the teacher exiting the program is asked to serve as a mentor for other new teachers.  I went through the program and did not find it effective.  As a matter of fact, the program only added to the stress of those two years for me.  I would be interested to see some action research done to evaluate the success of this program and the satisfaction of the teacher participants.  I believe that questions like “What benefit, if any, are the teachers getting from the program? How can this program be revamped to improve teacher satisfaction?  What support do the mentor teachers need in order to be effective in the mentoring role?” 

Educational Leadership and Blogging

The uses of a blog for an educational leader are many.  First, the blog can be used exactly the way that we will be using our blog, for keeping track of our action research and allowing others to give feedback.  An administrator who is conducting an action research project of their own, may want to blog in order to allow feedback from other members of a collaborative group.  Additionally, the blog can be used for reflection on any number of things.  An action research project, an upcoming assessment, or district action, or even a current event in the news that effects the educational climate. 

What is action research? How is it different from traditional educational research?

Action research is a step by step inquiry process that investigates a campus’ educational practices and proposes change based upon the result of the research.  This type of research process can be used by both teachers and administrators.  It is an important action for a lifelong learner such as the administrator because it pinpoints the need for change in the school and highlights the need for professional development in his or her own practice.  It is important for teachers because it gives them ownership in the change process and lets them see the steps and reasoning that led to the proposal for change in the first place.  

Traditional educational research does not allow for the teacher or administrator to engage in the problem solving process.  This traditional process is conducted outside of the school and is handed down to the administrator for them to implement.  Because this process doesn’t take into consideration the condition at the specific campus, it is often not successful.  Unlike traditional research, action research is a circular process and it is participated in by the administrators and the teachers.  First the problem is identified; next improvement actions are proposed, then proposed changes are implemented and evaluated, and last the problem is evaluated again and redefined for further improvement.  This spiral process allows for problems specific to the campus to be evaluated and for teachers and administrators to have ownership in the process. 

Welcome

Hello fellow learners! I am so glad that you are visiting my blog and I hope that you will help me and that you will leave your comments as we begin our journey through our action research plans.  Have a great day!