Action Research Project Update 1

My first action step in my action research project was to survey teachers to elicit feelings regarding current grade level meeting agenda and structure. In all actuality, I should have made my first step about the creation and planning of the survey. My site supervisor and I have met to discuss the items/questions that should be included on the survey and how we should word questions. We have discussed using different rating scales for the items, using open ended response questions and a check list of items on the survey. Creating the survey has taken more time than I had initially expected due to the multitude of options available in creating the survey. I plan to meet with my site supervisor to gain her approval of the survey before I open it up to the teachers. Ultimately, we will use a variety of response options so that the teachers taking the survey are not limited in the way they wish to express their feelings regarding the current grade level meeting agenda and structure. This first step I estimated to be completed at the end of March but will now need to be extended 2 weeks into April due to the unforeseen delay in creating the survey. After creating and implementing the survey, the next item on the agenda is to review the results with my site supervisor. Over the past couple months, I have heard even more complaints from the teachers regarding the agenda items being out of date and the structure of our meetings not leaving time for vertical team planning. I have been able to record most of the complaints and plan to use them in a way that will improve the productivity of our meetings in a way that will benefit all involved. (15 hours total)

School-Community Partnership Presentation

Week 5 - Reflection

Through the five weeks of this course, I’ve learned the most about action research and how it differs from traditional research. During this course, I have identified, planned, designed and begun to implement my action research plan. In the first week, our assignment was to study and describe the main differences between action research and traditional research. In the book, Leading with Passion and Knowledge, the author describes action research as a, “defined and systematic, intentional study of one’s own professional practice” (Dana, 2009). This statement helped me to identify what topics would be appropriate for an action research project.

I began to look back at my internship plan for suggestions of areas of improvement in our school. The grade level team meetings for teachers caught my eye. After posting in the discussion board my possible action research topics, there was a clear winner, in the sense that most of my fellow students commented on how helpful PLCs have been in their schools and how meetings need to have clear objectives, agendas, and structures. I used Table 2.1 (Dana, 2009) to help with the wording of my action research question.

When I began planning my project, I relied heavily on the Tool 7.1 Action Planning Template from the book, Examining What We Do To Improve Our Schools (Harris, et. al., 2010). Using this template helped me to organize my plan in a way that was easy to follow and included all the basic components of a successful action research plan. It also helped me to clearly articulate the goals and objectives of my project.

After my project had a plan for executing, I needed to create an actual design for it to follow. In one of the weekly assignments, we were asked to plan ways of sustaining the improvements that are made from our action research project. In the book, Examining What We Do To Improve Our Schools, the author described several methods or strategies for sustaining improvement. I incorporated the Delphi Method into the design of my action research project my including several questionnaires and surveys to be given to the teachers before, during, and after the implementation of the action research project. The Delphi Method encouraged me to rely on “a panel of people who would be affected by this decision” (Harris, et. al., 2010). I made sure to include this new addition into the design of my plan.

Now that I’ve began to implement my action research plan, I am very hopeful for a positive acceptance from the teachers and am looking forward to reaping the benefits of my project. This is due to the fact that in one of our weekly assignments, we had to generate a list of possible obstacles of completing and implementing our plans. I scheduled a meeting with my site supervisor to discuss a plan for overcoming these challenges which was very beneficial. Planning for future hurdles was important for the preparedness that I will need in incorporating my plan. In this last week, we also used the Tool 8.1 CARE Model: Planning Tool to identify concerns and affirmations, set goals and evaluate the plan (Harris, et. al., 2010). This tool helped my site supervisor and I to come to a final revision of my action research plan. I plan to continue using my action research blog as a way for me to reflect on and report the progress of my plan.

Week 4 - CARE Model: Planning Tool

Examining What We Do to Improve Our Schools Sandra Harris, Stacey Edmonson, Julie Combs

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. The teachers’ time is not being utilized wisely or productively.

2. Items on the agenda for the team meetings are out of date and new items are missing.

3. The structure is not conducive to teachers’ needs of meeting with subject specific teams and vertical teams.

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. Student concerns are addressed regularly and parents are contacted frequently.

2. We are incorporating cross-curricular planning in our meetings.

3. Teachers are meeting daily and are learning from one another in a professional community setting.

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. Change the agenda of the team meetings to incorporate PBL planning, student concerns, cross curricular planning, data disaggregation, vertical alignment, and instruction of curriculum by the beginning of next school year.

2. Include an alternative structure that consists of vertical teaming, subject specific teams, and grade level team meetings by the beginning of next school year.

3. Utilize a PLC format that includes norms, roles, and the keeping of meeting minutes by the beginning of next school year.

EVALUATE – Specifically and Often

(Identify the best ways to evaluate the implemented recommendations.)

1. Use surveys to evaluate the effectiveness of the new meetings.

2. Conduct group discussions at faculty meetings to elicit recommendations and feedback on the new meetings.

3. Implement walk-throughs during new PLC meetings to gain information and insight as to how the meetings are running. 

Week 4 - Revised Action Research Plan

Action Planning Template
Goal: To improve the effectiveness and productivity of our daily grade level team meetings by changing the agenda and structure.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Survey teachers to elicit feelings regarding current grade level meeting agenda and structure.	Macie Schroeder Dr. Ricks	February-March 2013	Online survey (Survey Monkey) Teacher participation	Letting the teachers know that their concerns are heard.
Review survey results with Dr. Ricks and narrow down options for revised agenda and structure.	Macie Schroeder Dr. Ricks	March-May 2013	Survey results Examples from other schools’ PLC meeting agendas and structures (Berkner T-STEM)	PLC meeting agendas and structures that have been proven to be beneficial.
Present new options for structure and agenda to teachers in a faculty meeting.	Macie Schroeder	May-June 2013	Survey results Options for agenda items and structures made by Dr. Ricks and myself. Faculty meeting Teacher participation	Teachers will know their concerns were heard. This faculty meeting will allow the teachers to hear what the new choices are and will give them time to ask questions before making their final decision.
Conduct another survey to elicit teachers’ opinions on the new agenda and structure options. Teachers will rank their options from highest to lowest.	Macie Schroeder	June-July 2013	Online survey (Survey monkey) Options for agenda/structure on hand. Teacher participation	Teachers will be able to vote on which agenda items and structure they prefer. An average and frequency of ratings will be used.
Present the new agenda items and new structure to the teachers in a faculty meeting. Clarify questions.	Macie Schroeder	August 2013 (1st week teacher training)	Survey results. New agenda and structure on paper for teachers. Faculty meeting Teacher participation	Teachers will have the opportunity to ask clarifying questions and gain a better understanding of the new structure and agenda items.
Implement new agenda and structure immediately after the presenting faculty meeting.	Macie Schroeder Dr. Ricks	August 2013	New agenda and structure. Teacher participation of implementing the new agenda and structure.	When the new agenda and structure is implemented there will be an increase in productivity and efficiency in the meetings.
Conduct the last survey to elicit feelings and opinions of new structure	Macie Schroeder	October 2013 (End of 1st 6 weeks)	Online survey (Survey monkey) Teacher participation	Teachers will have one last time to request changes and assess the new structure and agenda.
Review teacher survey results with Dr. Ricks and make any necessary changes.	Macie Schroeder Dr. Ricks	October-November 2013	Survey results and teacher suggestions.	Changes will benefit the teachers

Week 3 - Steps to Follow in My Action Research Plan

1. SETTING THE FOUNDATIONThrough discussions with my colleagues, an unsatisfactory feeling has emerged concerning the productivity and effectiveness of our current daily grade level team meetings. My action research project and plan will focus on the question: Will a new PLC agenda and structure prove to be more effective than our current grade level team meeting agenda and structure?

2. ANALYZING DATAI will use the data from other schools successful use of the PLC agenda and structure. I will also research the successes and failures of using a PLC agenda and explore how to effectively utilize them in our meetings.From my research I found that not all schools utilize a specific PLC structure and that they make alterations to meet the school’s and teachers’ specific needs.

3. DEVELOPING DEEPER UNDERSTANDINGI will use an online survey to assess the teachers’ opinions and satisfaction of our team meetings before and after the implementation of the new agenda and structure. These surveys will also include an area for teachers to write in their own comments and recommendations. I will also utilize faculty meetings to present findings and keep the teachers up to date. Before I introduce the new agenda and structure options, I will meet with my principal to discuss my findings and create a list of appropriate options for the teachers to choose from.

4. ENGAGING IN SELF-REFLECTIONOver the course of my study, I may find that my own personal opinion of what agenda items and structure to utilize was not chosen as the most popular vote. I will have to continually engage in self-reflection to make sure that I have the teachers’ best interests at hand as a group and not as an individual.

5. EXPLORING PROGRAMATIC PATTERNSMy principal and I will have to discuss pros and cons of each plausible solution before we can present the options to the teachers. I will continually be in communication with my principal to discuss her observations, recommendations, and possible requirements of a T-STEM academy meeting agenda.

6. DETERMINING DIRECTIONThe purpose of this action research project and plan is to see if a new PLC agenda and structure will prove to be more effective than our current grade level team meeting agenda and structure. The main goal is to change the current low level of productivity and ineffectiveness in our grade level team meetings. Teachers in the T-STEM academy, our principal, and myself will collaborate to resolve this issue. The timeline for a successful completion and implementation of this project has been carefully planned and will be followed. Monitoring will be conducted frequently by myself, the teachers, and my principal to ensure the accurate incorporation of the new agenda and structure. The success of the plan will be determined by the teachers through a survey since their opinion of productivity and effectiveness of the meetings is the focus of the project. Based on a final survey given to the teachers after implementing the new agenda and structure, any necessary revisions and improvements will be made to improve our meetings.

7. TAKING ACTION FOR SCHOOL IMPROVEMENTBy conducting frequent surveys of the teachers’ satisfaction of the agenda and structure and eliciting recommendations from other schools and my principal, our meetings will improve. I will use the Harris et. al. Tool 7.1 Action Planning Template, p. 85 will be used to help my plan stay on track.

8. SUSTAINING IMPROVEMENTA report summarizing my findings and benefits will be shared with the schools that I solicited examples from and with my principal. If the plan proves to be effective, implementation will continue in the following years with continued evaluation through teacher surveys.

Week 3 - Developing an Action Research Plan

Action Planning Template
Goal: To improve the effectiveness and productivity of our daily grade level team meetings by changing the agenda and structure.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Survey teachers to elicit feelings regarding current grade level meeting agenda and structure.	Macie Schroeder Dr. Ricks	February-March 2013	Online survey (Survey Monkey) Teacher participation	Letting the teachers know that their concerns are heard.
Review survey results with Dr. Ricks and narrow down options for revised agenda and structure.	Macie Schroeder Dr. Ricks	March-May 2013	Survey results Examples from other schools’ PLC meeting agendas and structures (Berkner T-STEM)	PLC meeting agendas and structures that have been proven to be benefitial.
Present new options for structure and agenda to teachers in a faculty meeting.	Macie Schroeder	May-June 2013	Survey results Options for agenda items and structures made by Dr. Ricks and myself. Faculty meeting Teacher participation	Teachers will know their concerns were heard. This faculty meeting will allow the teachers to hear what the new choices are and will give them time to ask questions before making their final decision.
Conduct another survey to elicit teachers’ opinions on the new agenda and structure options. Teachers will vote on their desired option and a majority wins.	Macie Schroeder	June-July 2013	Online survey (Survey monkey) Options for agenda/structure on hand. Teacher participation	Teachers will be able to vote on which agenda items and structure they prefer.
Present the new agenda items and new structure to the teachers in a faculty meeting. Clarify questions.	Macie Schroeder	August 2013 (1st week teacher training)	Survey results. New agenda and structure on paper for teachers. Faculty meeting Teacher participation	Teachers will have the opportunity to ask clarifying questions and gain a better understanding of the new structure and agenda items.
Implement new agenda and structure immediately after the presenting faculty meeting.	Macie Schroeder Dr. Ricks	August 2013	New agenda and structure. Teacher participation of implementing the new agenda and structure.	When the new agenda and structure is implemented there will be an increase in productivity and efficiency in the meetings.
Conduct the last survey to elicit feelings and opinions of new structure	Macie Schroeder	October 2013 (End of 1st 6 weeks)	Online survey (Survey monkey) Teacher participation	Teachers will have one last time to request changes and assess the new structure and agenda.
Review teacher survey results with Dr. Ricks and make any necessary changes.	Macie Schroeder Dr. Ricks	October-November 2013	Survey results and teacher suggestions.	Changes will benefit the teachers

Week 2 - Lessons Learned

This week we were asked to watch two interviews with current school leaders who discussed action research projects and some suggestions for conducting action research. After watching and listening to these two scholars I wrote a summary of what I learned.

Dr. Timothy Chargois, Director of Research, Planning and Development in Beaumont ISD

Dr. Chargois discussed the area of effective and ineffective teachers and what teachers are doing that shows their ethical responsibilities toward student achievement. His suggestions for conducting action research were that the students and teachers involved in the research should have their identities protected and that if students are involved in the research, parental consent should be attained first. He also recommended that the research not be presented in a derogatory way or in a way that would injure the school’s reputation. He also encouraged any results of the research and/or project to be presented to the administration first so they could have the last stamp of approval. While watching and listening to Dr. Chargois, I learned that a good place to start with action research is to look at the connections between what the teachers are doing and the students’ academic achievement/performance. The goal should always be related to and benefitting the students. Teachers should also never stop growing and always strive to be action research oriented.

Dr. Kirk Lewis, Superintendent, Pasadena ISD

Dr. Lewis proposed an action research project for something called expectation graduation. This project would focus on helping 9^th grade students graduate on time. The way the research would be conducted is by taking a specific look at changing the way teachers deliver instruction and increasing the rigor of the courses. He suggested that when choosing an action research topic that you choose an area the is practical to you and that you can apply to student learning. While watching and listening to Dr. Lewis, I learned that in my action research project, I should be focused on the outcome and I should choose an area that interests me because the students will benefit from the results of research that is practical rather than something that is theoretical. After listening to Dr. Kirk’s advice, I feel reassured that my action research topic is on the right track.

Action Research and Blogs

What I have learned about action research and how I might be able to use it:

Action research is the process of a principal studying their own administrative practice and using what they learn to make changes (Dana, 2009). It is a tool for systematically gaining knowledge about teaching and learning, examining the gathered data, and making changes for improvement (Harris et al., 2010).

Action research and traditional research differ in many ways. Traditional research is usually conducted by people outside the school and does not include the ideas or comments of researchers or administrators inside the school (Dana, 2009). It generally centers around the knowledge of an outside expert and is typically reported in workshops but the outcome is not meaningful change (Dana, 2009). Choosing action research instead of traditional research is beneficial to the actual practitioners and therefore students. Action research focuses on the concerns and ideas of the teachers and administrators inside the school. It incorporates them in the design, data collection, and reflection of the research and findings. Action research requires time, budgeting, communicating, thought and reflection. This kind of intentional study brings about change which is the main goal of action research (Dana, 2009).
The benefits of conducting action research are numerous. One is that teachers are collaborating and investigating their own problems and are actively participating in the decision-making process (Ringler, 2007). Those who are performing the action research are more likely to facilitate change since they are the ones systematically researching and proposing plans. Another benefit is that principals who are conducting action research are pushed out of isolation by collaborating with others about best practices (Dana, 2009). Through this, the principals become “head learners” and show the importance of lifelong learning to their teachers and students.

Action research is used in a variety of different ways within educational settings. For example, we are taking a course that is completely devoted to action research. In this course we are to complete a proposal for action research, discuss it with our site supervisor, and begin to complete the project of implementing our action research plan. Another way action research is used is through leadership teams that principals make for shared decision making, problem solving, strategic planning, monitoring and coordinating programs, and policy development (Dana, 2009). This is the idea of using shared leadership with the members of the leadership team. A third way for action research to be used is in professional learning communities. These groups of staff members meet to research and study more effective teaching strategies and activities. In these PLCs everyone is a researcher and everyone is collaborating.

Reflection is an important skill in leadership because it helps leaders to connect personal experiences with considerations that are brought up by other people with knowledge about the similar experience. There are many bridges build between everyday experiences and meaningful theories when a leader takes the time to reflect upon events and uses reflection as a tool (Martin et al., 2012). Using reflection when conducting action research is important because this kind of research calls for investigation, planning, examining, asking questions, and making changes (Dana, 2009). If the change is to be fruitful, meaningful reflection is required to reassess and move forward. 

I will be able to use action research to study the effectiveness of our new implementation of PLCs instead of team planning. Our school is a T-STEM academy that has about 100 students per grade level for grades 9-12. Each day, the teachers have a meeting for the grade level that they teach. We have a specific structure to follow with a daily agenda to follow. Lately, there has been a feeling of ineffectiveness in these grade level meetings. Some teachers have proposed implementing more of a PLC format to our meetings which would include adding department meetings and vertical teaming to our grade level meetings. I spoke to my site supervisor about changing our grade level meetings to add the other aspects of a PLC and we have tentatively planned to implement a revised meeting structure and agendas next school year. Among the teachers, there are mixed feelings about the change in our daily meetings. Some subjects like science and history feel that incorporating vertical teaming would not benefit them since their subjects vary widely from year to year. Other teachers of math and english feel that they would benefit greatly from having vertical teaming since their subjects rely heavily on the previous year's knowledge. I would like to assess the effectiveness of our new meeting structure and agendas in reference to our newly laid objectives and anticipated outcomes.

How educational leaders might use blogs:

Educational leaders might use blogs as a way to keep teachers, parents, and students up to date with school activities and events. Leaders could also post ideas for teaching strategies and/or classroom activities for teachers to review and comment on. Teachers could even rate different posts in terms of helpfulness or maybe alterations they made in their classrooms or suggestions they may have for others. Blogs are a great way to informally share experiences, ideas, or questions among others. Educational leaders can share effective lesson plans, comment on ideas for the next school fundraiser, and dialogue with others.