Action Research Plan

GOAL:  Evaluate the impact of the online literacy program, Achieve 3000, on student achievement. OUTCOMES ACTIVITIES RESOURCES/ RESEARCH TOOLS NEEDED RESPONSIBILITY TO ADDRESS ACTIVITIES TIME LINE Student population to be assessed Compare classes and decide which class will be used to conduct the feasibility study of the continued use of the Achieve 3000 program School demographics/ AEIS report Chantele Holden Dec 15, 2012- Jan 01, 2013 Determine frequency of use Review current curriculum and determine how and when to incorporate Achieve 3000 activities Curriculum, ELA Instructional Specialist Chantele Holden Pam Breaux  Jan 01, 2013- Jan 15, 2013 Implement Achieve 3000 activities Require students to use program at least twice a week during class as a warm-up Students, Achieve 3000 online program Chantele Holden Robin Young Jan 15, 2013- June 1, 2013 Gather data Review student achievement on Benchmarks and CCA’s prior to implementation; also review last year’s STAAR data Review student achievement on Benchmarks and CCA’s during implementation; review current STAAR data Gather beginning lexile levels and track progress throughout program Evaluate student performance on Achieve 3000 activities and frequency of use District Benchmark/CCA results – Eduphoria TEA website Achieve 3000 administrative access Chantele Holden Jan 15, 2013- June 1, 2013 Analyze data Prepare a report that will explain the results or trends discovered from gathering the appropriate data.  Data will take the form of text, graphics, spreadsheets, tables, and charts Microsoft Word, Excel, Powerpoint, Prezi Chantele Holden June 1, 2013- July 1, 2013 Present findings A presentation report will be prepared to share with all appropriate stakeholders, primarily administration and Curriculum and Instruction Data projector Chantele Holden July 2013

EDLD 5301 Week 2 Reflections

This week has been very enlightening for me as it reinforced everything my current administrator has in place and is making efforts to fortify on my campus...the value of understanding data and allowing that mantra to drive instruction. More than anything else, I’ve learned the importance of making data driven decisions.  In order to do so, as an educational professional vested in academic success, research must be conducted to meet specific classroom, demographic, or economic needs.  Educators must have the ability to translate data effectively in order to make decisions that will not only improve instructional practices in their classroom, but in others as well.  It is imperative that all affected constituents understand the benefits of action research.  In order to meet the challenging accountability standards educators are faced with, professional growth must occur in order for students to grow and meet prescribed academic standards.  Educators are commanded to produce results and through systemic changes in the way things are done, students can achieve the unachievable.  I feel more empowered as a result of this week's lessons as it validates the efforts of myself and my team.  Although we are a work in progress, we are a proactive group of professionals who aim to foresee challenges and circumstances that may arise in order to prepare both ourselves and our students for the future.              

Blogging isn't just for your students!!

Blogging is an efficient way an administrator can provide up to date data on their findings in an interactive format on the web. Through this format, the practitioner can combine text, images, as well as links to other blogs (Dana, 2009). It allows the practitioner to receive instant feedback, while keeping a journal of their commentary over time as well as that of others interested in the study. Blogging can also serve as a model to share both with teachers and students alike to show an administrator's vested interest in self reflection and journaling. Thus, if a busy administrator can take the time to model, self-reflect, journal, and share, then a teacher and/or student can as well. Consequently, this shows the administrator's vested interest and the value they place on learning. 

 

Dana, N. (2009). Leading With Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.

Why conduct action research?? WIIFM

Action research is a reflective process that affords an administrator or teacher the opportunity to review and analyze their own practices in order to initiate change based on their findings.Thus, action research lends itself to constant and continuous improvevement if used purposely and effectively as a catalyst for change. As a result, better choices are made for the sake of the classroom and the school as a whole.  This problem solving approach enables the inquiry based practitioner to gain deeper insights into their practice, empowering them to investigate issues pertinent to their campus, while becoming collaborators in their learning and educational research.  They share a vested interest and role in proposing potential solutions for the campus instead of being told by an outside researcher of their campus needs.  This level of ownership demands the practitioner to become a part of the struggle in order to better understand, inform, reshape, and reform standard school practice  (Cochran-Smith & Lytle, 1993).  As an administrator, I will use action research the same way I currently use it in the classroom.  It will serve as a self reflective process that reflects best practices.  Action research is an endless work in progress as improvement is always the end goal.  The question may change, but the end result is always the same:  continuous improvement (Dana, 2009).

Cochran-Smith, M., & Lytle, S. L. (1993). Inside/outside:  Teacher research and knowledge.  New York:  Teachers College Press.

 

Dana, N. (2009). Leading with Passion and Knowledge:  The Principal as Action Researcher.  Thousand Oaks, CA: Corwin Press.