Progress on my Action Research Project

 It is now the beginning of April.  Since the development of my action research project, there has been a huge shift at my school.  My principal and site mentor resigned in the middle of the year.  Needless to say, I am not as far along on the data collection of my project as I would like to be.  That being said, however, I have been monitoring the performance of my 4^th grade students who are in the Reading Together program by looking at their I Station reports on a monthly basis.  Also, I have been collecting information and perspectives from the teachers who are leading the Reading Together program.  Finally, I have met with and will continue to meet with our academic specialist to look at the data for all the 4^th graders who are participating in this after-school program.  One I collect all the data (beginning, middle and end of the program), I will be able to determine how the increase in student performance compares to those 4^th grade students who are not involved in the program.  Once this is done, I will be able to determine and provide feedback to my administration as to the viability of the Reading Together. Changes in my plan include eliminating the 2^nd grade population as a focus group for obtaining data.  My reasoning for this is twofold.  First, I would like to focus on my 4^th grade students and perhaps isolate more adequately the benefits and challenges this program may offer.  Secondly, I believe that both the benefits and challenges would reflect themselves equally in both student groups.

Reflections

As I reflect over the past five weeks of what I learned in EDLD 5301, the thing that really caught my interest more than any other is how consuming being an administrator can be.  Being the head learner and consistently looking at ways to better improve the learning environment for students, the working/teaching environment for staff, meeting the expectations of the superintendent, the board, and the parents is a never ending process.  Learning how to develop an action research project has helped me organize my thoughts and has helped me understand how to implement a strategic and systematic approach to meeting challenges and creating change.  The action research process I have learned has helped me organize my thoughts in such a way that the “overwhelming” is now “do-able.”  So…in a word, that which I learned and has caught my interest is “organization.” Organization of thought, actions, and communication is essential to being an effective leader.

An area in which I would still like to learn more is in technology.  Being from the era of the paper and pencil, I have never been great with technology.  Creating a blog was a great step toward increasing my use of technology. Learning how to use it in the advancement of my personal education and instruction will help me greatly as an administrator. I know that using technology is a must for the successful leader as he/she will need it to dissect and interpret data, communicate effectively, and improve virtually every aspect his/her role as head learner. 

I plan to continue to build my applied knowledge in the area of technology by surrounding myself with people who are strong in this area.  I will work closely and lean on my technology specialist as well as attend seminars and workshops.  I will be proactive in learning programs that are used by our district.  Also, I plan to stay current on the latest popular technology with which our teachers and students are familiar.  Finally, I plan o continue to incorporate the latest technology that will help me gain the best and most accurate data as I continue the cyclical process of action research.

Action Research Plan

·         Goals and objectives/outcomes of the research investigation:

Does theTier II Reading Together program for second and fourth grade students make a significant difference in reading growth according to the iSation reading assessment than second and fourth grade students who are not in Reading Together program?

The purpose is to determine the effectiveness of the Read Right program on my campus and identify any areas that may need to be modified or eliminated to increase student achievement. 

·         Activities designed to achieve the objectives

I will compare second and fourth grade Reading Together program participants with other second and fourth grade students who are receiving only in-class instruction. I will be able to determine which group has greater reading progress according to their beginning and ending iStation reading scores.  By identifying areas of effectiveness and weakness, changes can be made so that students’ fluency, vocabulary and comprehension will be strengthened.  It is my hope that the data of this research plan will drive instruction and be a catalyst for necessary change, i.e., that students who need help in reading will be placed in the correct program(s) and that in-class instruction will be modified if deemed necessary.

·         Resources and research tools needed for data gathering

I will need access to second and fourth grade students’ iStation assessment results from the beginning and ending of the program.  I will need to collaborate with our instructional specialists and other teachers who are in charge of implementation of the program.

I will need access to reliable educational research on the expected reading growth of students in one year’s time.

Finally, I could pursue questions for future research that may arise such as:  If Read Right does not provide adequate reading improvement, what other tools could be used to allow for student achievement?  If there is adequate progress, what can be done, using Read Right, to gain better results? Are there any other programs that are more effective that can be used by my campus that would promote greater learning?  How do the results from my campus compare with the district results?  What factors would cause differences in campus and district wide results?

·         Draft timeline for completion or implementation of activities

December 2012:  Gather beginning of year iStation Reading assessment data including overall iStation reading ability index scores and number of students.  Begin collaboration with Reading Together teachers.

January through February 2012:  I will access reliable educational research on the expected reading growth of students in one year’s time.  I will monitor and gather monthly iStation results for all target groups.

March:  I will access number of students that began and completed the program.  I will gather the information from iStation reading results, and I will compare the two target groups’ scores to determine which group had the greatest growth.  Finally, I will make recommendations based on the data I gathered for changes or areas of improvement.

·         Persons responsible for implementation of the action research plan

I will be the primary party responsible for implementation of the action research plan.  However, I will collaborate with Reading Together teachers, instructional specialists and my site mentor.

·         Process for monitoring the achievement of goals and objectives

I plan to gather monthly iStation reading assessment results, I will monitor students attendance to ensure the students that are in the program completed the program with Fidelity.

·         Assessment instrument(s) to evaluate the effectiveness of the action research study

I will use the results of iStation reading assessments.

Action Research Plan--Reading Together. Does It Really Work?

• Examining the work: Setting the Foundation – Because of the ever increasing demand on teachers and administrators to increase student performance as well as the fact that the majority of Texas schools did not meet AYP (my school included), my action research project will study the effectiveness of one of my school’s Tier 2 intervention programs, Reading Together.  Reading Together has been implemented after school to help struggling readers in 4^th grade become mentor readers helping second graders achieve a higher level of reading ability. Reading progress was also identified as an area of concern in our Campus Improvement Committee meeting. 
•    Analyzing data – I will need access to second and fourth grade students’ iStation assessment results from the beginning and ending of the program.  I will need to collaborate with our instructional specialists and other teachers who are in charge of implementation of the program.  I will need access to reliable educational research from sources such as AASA and NAESP on the expected reading growth of students in one year’s time.
• Developing deeper understanding – I will interview classroom teachers and collect other sources of reading assessment data such as Running Records for second grade students and district reading assessments (CScope reading assessments).
• Engaging in Self-Reflection – I will examine whether or not I may have any biases toward this Reading Together program.  I will also examine what this research can mean for my personal and professional growth as a reading teacher. 
• Exploring Programmatic Patterns – I will study teacher fidelity to the program.  For example, was the teacher’s attendance consistent?  I will also study student fidelity to the program.  For example, was the students’ attendance consistent?  Through interviews, I can ask students and teachers if they were fully vested in the program.  Finally, I will investigate if the student group was the same from the beginning of the program to the end of the program.
• Determining direction – I am clear on what I need to solve – “Does theTier II Reading Together program for second and fourth grade students make a significant difference in reading growth according to the iSation reading assessment than second and fourth grade students who are not in Reading Together program?”  I believe I have adequately addressed the skills and resources needed to pursue my action research project.  I will need access to second and fourth grade students’ iStation assessment results from the beginning and ending of the program.  I will need to collaborate with our instructional specialists and other teachers who are in charge of implementation of the program.I will need access to reliable educational research on the expected reading growth of students in one year’s time.  By working together with the instructional specialists, classroom teachers, Reading Together teachers, and site mentor, I have developed a collaborative plan for research.  As I work through my timelines, I will make adjustments as necessary.  I will evaluate the effectiveness of the Reading Together progress of second and fourth grade students by comparing the progress made to the recommended yearly progress according to experts in the field of education.
• Taking action for school improvement – After writing the summary of my report, I will take this information to my site administrator for recommendations.  If she approves of the information from my research, we will take the information to the campus improvement committee to determine what future actions we can take.  If Reading Together after school is proven to make a significant difference in the reading progress of fourth and second grade students, the committee can explore how we can implement the program on a larger scale.
• Sustaining improvement – I plan to share the data I receive with my district and on-line colleagues.  Finally, I could pursue questions for future research that may arise such as:  If Read Right does not provide adequate reading improvement, what other tools could be used to allow for student achievement?  If there is adequate progress, what can be done, using Read Right, to gain better results? Are there any other programs that are more effective that can be used by my campus that would promote greater learning?  How do the results from my campus compare with the district results?  What factors would cause differences in campus and district wide results?

Here's an overview of what I learned from this week's reading:

1.    Staff Development

“How does the process of peer coaching help veteran teachers continue to learn and grow? and What role can the principal play in facilitating this process? (Bauer, 2001).”

(2009-03-17). Leading With Passion and Knowledge: The Principal as Action Researcher (Kindle Location 830). Corwin Press. Kindle Edition.

I love the quote, “When teachers stop growing, so do their students.”I have seen veteran teachers lose their zeal for teaching and become frustrated with new policies, procedures, and strategies.  Many have often felt pushed out by all the changes being implemented. By using peer coaching, veteran teachers would have an opportunity to take ownership and buy into what is being encouraged by the administration as well as helping the veteran teacher stay fresh and up to date using the latest data and resources available.  The temptation to stay with the status quo would become less desirable.

2.    Curriculum Development

Principal Donnan Stoicovy used her school setting to help teach her state’s curriculum standards.  She and some of her staff enrolled in a class on field natural history to learn the content.  By engaging not only in textbook, but in a real life setting, she and her teachers could effectively teach their students.  Using your own setting/site makes the learning experience more real; it is helpful in engaging the student and teacher at deeper levels. It also helps keep the administrator a curriculum leader of her/his school.

3.    Individual Teacher(s)

“What types of support help my new teachers succeed? and How can I best help an out-of-field teacher succeed?”

(2009-03-17). Leading With Passion and Knowledge: The Principal as Action Researcher (Kindle Locations 968-969). Corwin Press. Kindle Edition.

Due to the high rate of teacher turnover because of burnout, lack of support, frustration, etc., it is important to be continually asking what the individual teacher needs to succeed.  By continually providing the teacher with applicable and useful training and resources, he/she will be more apt to achieve success and less apt to quit because of frustration or burnout.

4.    Individual Student(s)

“What happens to struggling readers in our school after they leave intervention programs?”

(2009-03-17). Leading With Passion and Knowledge: The Principal as Action Researcher (Kindle Location 1009). Corwin Press. Kindle Edition. School culture/community

Because the learning process is fluid, it is important to know what does happen to the students once they leave intervention.  There does need to be follow up so that students do not slip through the cracks, revert back to having learning gaps, and are recognized as candidates for future intervention if need be.  Teachers need to communicate to each other when a student advances to the next grade level so that proper attention may be given to the student and his/her specific needs may be addressed.

5.    School Culture/Community

“What role does a weekly school wide meeting play in creating a caring school culture?” and “In what ways can our school develop a collaborative culture characterized by teachers from different grade levels communicating, understanding, and sharing expectations for all of our students? and In what ways can the administrative team facilitate that process? (Nino, 2008)”

  (2009-03-17). Leading With Passion and Knowledge: The Principal as Action Researcher (Kindle Locations 1182-1184). Corwin Press. Kindle Edition.

Recognizing that the school is a “living organism,” the principal must constantly be shaping and directing the school in the direction he/she wishes it to go.  Because school culture affects directly or indirectly everything teachers and students do in a school, it is imperative that a healthy culture is established. A school wide meeting may help to affirm students needy of affirmation and allow teachers become more collaborative. It will increase communication and ownership which is necessary for a healthy school environment.

6.    Leadership

“What do I learn from comparing and contrasting my own perceptions, my teachers’ perceptions, my leadership team’s perceptions, and my supervisor’s perceptions about my own instructional leadership as a principal?”

 (2009-03-17). Leading With Passion and Knowledge: The Principal as Action Researcher (Kindle Locations 1227-1228). Corwin Press. Kindle Edition.

By pursuing the above inquiry, the practitioner will achieve success in the five practices of great leadership:  He/she will focus on modeling the way, inspiring a shared vision, challenge the process, enable others to act and encourage those they lead.  He/she will gain insight on how to better lead by becoming more transparent and accountable to himself/herself and staff.

7.    Management

“ How can we all work together (students, teachers, lunch paraprofessionals, kitchen workers, custodians, and principal) to make lunchtime a cooperative and pleasant time for everyone?”

(2009-03-17). Leading With Passion and Knowledge: The Principal as Action Researcher (Kindle Location 1315). Corwin Press. Kindle Edition.

Because principals manage everything from behavior to budgets, it is essential to put into place effective procedures that will increase pragmatic efficiency and effectiveness.  The above area of inquiry is important because it will help promote a more positive school culture as well as relinquish some of the tediums of micromanagement from the principal.

8.    School Performance

“• What are students’ perceptions concerning homework and school success? • What are teachers’ perceptions concerning the relationship of homework and student learning? • What are parents’ perceptions concerning homework? • What is the relationship between the use of a targeted homework approach and increased homework completion by students? • What is the relationship between the use of a targeted homework approach and the number of “F” grades received by students as a result of not completing homework? • What is the relationship between the use of a targeted homework approach and student academic achievement as measured by the Florida Comprehensive Achievement Test (FCAT)? (Camp, 2007)”

(2009-03-17). Leading With Passion and Knowledge: The Principal as Action Researcher (Kindle Locations 1390-1397). Corwin Press. Kindle Edition.

Because of the ever increasing pressure for schools to perform, the above inquiry would be important to study because homework is a tool for learning. Answers to the questions stated above would help define the best practices for using homework so as to benefit all the stakeholders involved.  We must use our resources as such and not turn them into agents of disability.

9.    Social Justice or Equity Issues

“In what ways does a whole-group book study on Ruby Payne’s A Framework for Understanding Poverty contribute to how we, as a Lake Butler Middle School administration and faculty, might create change and work toward breaking the cycle of poverty?”

(2009-03-17). Leading With Passion and Knowledge: The Principal as Action Researcher (Kindle Locations 1435-1437). Corwin Press. Kindle Edition.

It all comes down to people and caring for others.  I believe a school can have the best procedures, tools and philosophies of pedagogy, but without a genuine care for the rights and needs of others, it is empty.  We as administrators should be leaders in seeking equity for our students, staff and other stakeholders.  The above inquiry would be an important first step in changing misguided attitudes and leveling the perspectives of staff and students alike.

Action Research: An Introduction

Following is what I have learned from my study of the Action Research model from Dana's Leading With Passion and Knowledge:

Action Research.  It just makes sense.  Contrary to the process-product research model which approaches educational research linearly with the principal as a technician and the qualitative approach which also limits the prinicpal's role as researcher, the action research model systematically targets the concerns of the principal and allows him/her to be the one to design, collect the data and interpret their data.  No "outside expert" is used.  The true expert(s) is the principal and staff who face the challenges of their specific site. It just makes sense!

The benefits of the action research/practitioner inquiry model are numerous.  Not only does the principal become collaborator and is immersed in the research process, he/she also generates useful information/data/knowledge that will help in the development of necessary change.

I will be able to use the action research model of inquiry to drive my staff development, improve my personal professional growth and move my school toward reaching the goals of academic growth.  Also, as I set an example to my staff and students by becoming a "head learner," I will lead them to also become head learners.  Finally, I will use the venues of university coursework, district/superintendent meetings, leadership teams and professional learning communities to "facilitate the development of inquiry stances."

How might educational leaders use blogs?  Well, blogs could be used for communication with their stakeholders, parent education and staff development.  By communicating with parents, the leader can share personal philosophy, educational goals of the campus, and ways parents can be involved. Using blogs can also be a way for parents to provide their feedback.  With the staff, the leader can never over communicate, so it is imperative that he/she uses as many avenues as possible to communicate.  For staff development, it would serve as "just in time" communication.  Teachers would have control for their best time to access the information passed on by their leader.