Reflections of Five Weeks Gone By...

From the beginning of EDLD 5301 – Research, it has been an eye-opener and given me new insights and perspective of how research is has changed. We began with comparing and contrasting administrator inquiry and traditional research. We learned about the benefits of conducting an action research project. We also created a blog that will be used to keep track of changes or adjustments of our action research throughout its course.

In our second week, we viewed four interviews of administrators and researchers who provided advice about action research. This it was very useful information because it made me feel easier about action research. Many times schools are not open to change.

Moving on to our third week we created a blueprint of our action research plan.  Using the action planning template really helped me to organize my thoughts and action plan, step-by-step. We also use the 8 steps from analysis to action book that was very useful and insightful in assisting with further organization.  During this week we posted our action research plan on our blog. It was quite useful to have our peers leave comments on our plan. The majority of the comments were very useful and I was able to revise my plan based on some of those comments. 

The fourth and fifth weeks have been to reflect on what we have learned throughout the course of EDLD 5301. The lectures with Dr. Arterbery and Dr. Jenkins were very useful and they were very understanding and at times I felt they knew what I might be thinking, “Oh, this sounds difficult!” but they were right, things moved right along through the five weeks.

The web conferences (face to face) with Dr. Abshire were great. She answered our questions, without making us feel incompetent.  I really think the web conferences are very useful because it helps with connecting with a real live person that can answer our silly questions or help build our confidence in what we already know and applying it to the course.

Discussion boards are great forums for communicating with peers. It allows us to help each other by asking those questions we haven’t thought of ourselves. This assists us in creating a better plan by taking some of our peer’s advice to heart.

My favorite part of the textbook (and both are keepers to be added to my library) is in the Dana textbook, Chapter 3, entitled, “The Road Map,” I plan on rereading this section to help me with the various ways I can use and create data. I really think the strategies they spoke about can be incorporated into my research plan.

Fourth Week - Revised Action Research Plan

I will not re-post my Action Plan Research due to the fact that during the third week, I was able to change my plan using comments from my peers. After reviewing my plan with my site supervisor, I did not make any additional changes. Please see Week 3 for my Action Plan Research. Thank you to all of you who took the time to post a comment. I truly appreciate it. If there is anything I can do for you, please let me know. Thank you again.

Third Week - Action Plan Template (revised)

Action Plan Research
Goal: Increase 5th grade English language learners (ELLs) achievement in science vocabulary.
	Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1	Decide on Action Research topic	Josephine Valenzuela	November 2012	Principal’s input, previous assessments, AEIS reports, etc.	Determine the needs of the school and its effect on previous student performance on STAAR, benchmarks, etc.
2	Identify ELLs in 5th grade.	Josephine Valenzuela Principal and Assistant Principal	December 2012/January 2013	Data identifying students as ELLs in 5th grade.	Utilize TELPAS Rating Sheets and Scores
3	Evaluate and create a spreadsheet of scores by grade level.	Josephine Valenzuela 5th grade Science teacher	January 2013	TELPAS Scores	Disaggregate data to determine present levels of each student.
4	Prepare/develop curriculum, including planned assessments on a weekly basis	Josephine Valenzuela, Principal, Assistant Principal, 5th grade Science teachers	January 2013	Use a variety of resources to plan curriculum	Weekly assessments will determine growth
5	Prepare permission letter to parents for after school activity.	Josephine Valenzuela, Principal, Assistant Principal	January 2013	Approval from principal for sending permission letter to parents	N/A
6	Conduct after school tutoring to 5th grade students specifically in science vocabulary	Josephine Valenzuela	January 2013-April 2013	Begin tutoring, reflect and assess	Conduct assessments on a weekly basis and chart/graph growth
7	Continually monitor progress through weekly assessments and science classroom assessments	Josephine Valenzuela and 5th grade Science teacher	January 2013-April 2013	Weekly assessment, science assessments	Plot or graph growth with students, teachers, and parents
8	Review and evaluate EOY District Benchmarks and STAAR Science results	Josephine Valenzuela, Principal, Assistant Principal, Science Teachers	May-June 2013	EOY benchmark  and STAAR results	Summarize findings of EOY and STAAR results
9	Survey	Josephine Valenzuela	June 2013	Survey	Survey results

Week 3: Reflections on Reading

 Since I posted last week about Chapter 2 of Leading with Passion and Knowledge: The Principal as Action Researcher, this week I will focus and reflect on Chapter 3 of that same book.

Chapter 3 is entitled “The Road Map” and for good reason too.  It shows us the various ways in which we as action researchers can obtain data to drive our research into action.  It all begins with a plan.

Strategy 1	Quantitative Measures Of Student Achievement (Standardized Test Scores, Assessment Measures, Grades) We assess students everyday and in every way.  This is data! Use it to your advantage.  For me that means, TELPAS, TAKS/STAAR, ITBS, district benchmarks for BOY, MOY, EOY, DRA, etc. Data drives everything that means change.
Strategy 2	Field Notes According to Dana, “Field notes are not interpretations; rather, they focus on capturing what is occurring without commenting on why the action is occurring or judging a particular act.” Field notes can be a script, conversational notes, drawings, dialogue (Dana, 2009). How your field notes take shape depend on what you are researching. Using field notes can help the researcher capture the moment.
Strategy 3	Interviews Administrators are constantly being asked for a “moment” of their time. This can be at times overwhelming and can burnout an administrator (Dana, 2009). This strategy calls for the reverse to occur.  The administrator is doing the interviewing to help in the decision making or in a wondering about the building community. This helps the administrator gain a grasp on what others are thinking and an opportunity for the administrator to reflect and perhaps derive a wonder from it.
Strategy 4	Documents/Artifacts/Student Work The type of strategy provides an insight into the daily happenings of a school.  Generating a paper trail of student work, curriculum guides, textbooks, teacher manuals, children’s literature, IEPs, district memos, parent newsletters, progress reports, teacher planning books, written lesson plans, and correspondence to and from parents, specialists, and you as the principal (Dana, 2009).
Strategy 5	Digital Pictures Capturing photos in the new age technology is simple, quick and easy. The development and process of photos is even quicker. You don’t have to wait to the roll of film to have it developed and processed. Photography is immediate and is still a great way of telling a story.
Strategy 6	Video As in Strategy 5: Digital Pictures, video plays a vital role in capturing the moment with nothing added to or inferring of as in a photograph. It is the essence of “being there” and knowing and being able to tell the story by what is said and done in the video.
Strategy 7	Reflective Journals and/or Weblogs Journals and weblogs are one in the same with the exception that journals may not always be easily accessible for immediate reflection. Weblogs on the other hand can be updated by simply logging into it from any internet connection.  Weblogs can be in the form of a blog or a website. It chronicles your reflections. Either way it helps the principal-researcher gain new insight to everyday happenings and it provides for a way to reflect at the end of a day or week.
Strategy 8	Surveys Surveys give teachers, parents, and students a space to share their thoughts and opinions about any number of happenings in the school building (Dana, 2009). There are several ways to present surveys but the most important thing to keep in mind is that before people can complete a survey, there needs to be the element of trust. Knowing that whatever is said will not come back to haunt the person completing the survey.  Programs such as Survey Monkey can provide such anonymity if necessary.
Strategy 9	Literature Researchers whether traditional or action cannot conduct research without searching for similar types of studies and their results.  It is vital tool to your wondering, inquiry or research. Dana (2009) says, “To collect literature as a form of data for your inquiry, you will need to figure out which pieces of literature connect to your wonderings and will give you insights as your study is unfolding.”
Summary What form or how much data will help you in your wondering or inquiry?  Optimally, data collection proceeds until you reach a state where you are no longer gaining insights into your wondering or question and no new information is emerging (Dana, 2009).

Week 2: ReflectionssnoitcelfeR

 Dr. Elvis Arterbury and Dr. Steve Jenkins

The first of four videos began with Dr. Arterbury introducing Dr. Jenkins who provided two important aspects of undertaking action research, purpose and significance. The first is purpose or objective or what will be the main focus of the action research. Dr. Steve Jenkins defined these two important parts of action research:

    Purpose

• Purpose or objective is the main focus of what you will be looking at or studying
• Purpose must be focused -  Do no delineate from the topic you are researching.
• Purpose must be reasonable and feasible - Do not reinvent the wheel. Don't go off on a tangent
• Purpose must be ethical - The action research must not be harmful to students. FERPA laws must be followed. If unsure, then consult school or district leaders if unsure if your action research might cause harm to stakeholders.

   Significance

• Action research should focus on the future
• Once completed, what will you learn from the action research
• Stakeholders: students, parents, teachers, administrators, school staff, board members
• How will they be better off from the study
• What impact will the study have on the future
• Is it practical - can it be applied practically
  

   Interview Video ReflectionssnoitcelfeR

One common factor each of the three interviewees stated is the importance of data. Data drives any action research. Action research must be measurable. Data in the past was slow to obtain and once the data was received, it was no longer valid or unusable. Today, because of advanced technology, data can be obtained quickly enough to allow principals, teachers and other leaders to aggregate and disaggregate the data and make timely adjustments to improve student achievement.

Exploring Inquiry Through Blogging

Many blogs begin as a way for connecting with others in similar positions. There are many types of bloggers and the interests and purposes vary. 

An important aspect of blogging as a principal is that it allows you to be reflective and focus on issues that you many have not otherwise made time to focus on.

As I read about how important blogging has become to many principals, the following analogy came to mind:

Blog:Journal::Inquiry:Research

In the past, people used journals as a foundation for reflection or personal growth. It was private, but now with the use of technology, blogs have become the journals of yesteryear with a new twist, everyone (if given permission), can view and comment on them. 

In retrospect, research in the past was a form asking a question, gathering the data or information to answer a question whereas, in inquiry, you ask a question, analyze data, and work towards resolving that particular question.  Inquiry is more focus-driven of a problem within a school.

Thoughts of Administrator Inquiry and PLC's

Administrator Inquiry vs. Traditional Inquiry

As I was reading the first article, it made me stop and think how much the study requirements have changed for those seeking to become administrators.  In the mid-80's all you needed to become an administrator was a mid-management certificate. The profile and preparation of the instructional leader has dramatically changed. 

In the traditional fashion, schools would seek outsiders to help with issues affecting the school. Many of these outsiders really didn't understand the culture, let alone the influences of the community that surrounded the school.  Yet, recommendations were made for changes and many times they were never heard from again. 

Using administrator inquiry serves a purposeful direction to take with issues the principal may be facing.  It places the responsibility of professional growth on the principal. Principals are able to build capacity in their school. Form trusting relationships and improve student performance.

Professional Learning Communities

PLC's are an important part of building capacity in schools.  Many times, unfortunately, PLC's are not used appropriately and teachers become discouraged.  PLC's should be a time for teachers to come together and conduct data analysis of test scores and other assessments. Teachers should be given ample time to do this analysis.