Week 3 - Action Research Blueprint

Objective: To compare student performance on TAKS curriculum assessments in a traditional classroom setting versus the student performance in a self-paced computerized setting.

NOTE: A+ is our computer lab that we currently use for credit recovery and TAKS tutorials.

Activity	Resources	Timeline	Personnel	Monitoring	Assessment
1. Give TAKS unit benchmark assessments at the beginning of the first six-weeks in each 9th grade core classroom to establish baseline knowledge level	Use current CBA curriculum unit assessments	Complete by the end of the second school week	Test administered by each freshmen core teacher. Counselor to supply assessment instruments	Counselor follows up with teachers to ensure each has completed benchmark test.	CBA benchmark test provides baseline knowledge level.
2. After completing the first six-weeks unit instruction, administer unit assessment to compare knowledge acquired from taught lessons.	Use current CBA curriculum unit assessments, conduct normal classroom lesson plans	Teaching occurs during the first six-weeks with unit exams administered by the conclusion of the first six-weeks.	Freshmen core teachers conduct normal classroom activities. Counselor to supply six-weeks tests.	Principal checks lesson plans, conducts walk-thrus. Teachers use formative assessments prior to administering six-weeks summative exam.	CBA unit exam
3. After averaging classroom performance, each teacher selects two classes with equal summative averages. For the second six weeks, one class will continue to receive normal classroom instruction, the other will go to the A+ computer lab.	A+ computer lab.	Disaggregation to be completed prior to the beginning of the second six weeks.	Core teacher, computer lab teacher, counselor	N/A	N/A
4. Students in either setting will now take a baseline examination, go through the course curriculum (one in a traditional setting, the other via the computer instruction), and take the same end of six-weeks summative assessment.	A+ computer lab, CBA benchmark and unit assessments, regular unit lesson plans	Benchmark exams completed by the end of the first week of the second six-weeks, course curriculum to be completed by the end of the fifth week, and summative assessments completed by the final week of the grading period.	Core teacher, computer lab teacher, counselor, principal	A+ teacher to monitor student computer performance to make ensure student completion by the end of the grading period, principal checks lesson plans, conducts walk-thrus. Teachers use formative assessments prior to administering six-weeks summative exam.	CBA benchmark assessment and unit exam
5. Data comparison. Teachers will compare second six-weeks summative assessment performance.	Edusoft grading software	Completed by the conclusion of the second grading period	Core teacher	N/A	N/A
6. Students return to regular schedule, complete qualitative surveys regarding course satisfaction	Survey prepared by me contains questions requiring student satisfaction on method of learning, user-friendliness of computer programs, and a chance to describe how the computer enhanced learning.	Given to students at the beginning of the third grading period.	Created by me, administered and collected by core teacher, returned to me	Principal follows up with each teacher to ensure survey completion	Qualitative survey
7. Data reflection. The counselor, principal and myself will meet to discuss data findings and determine usefulness of information.	Edusoft grade report summarizing individual and class performance, specific TEKS objective mastery, and survey results	Meeting to conducted during third grading period.	Myself, principal, counselor	N/A	N/A

Research Week 2

These week's assignment made us review the different areas that administrators identify as needing further research. For example, leadership, management, curriculum, and school performance could all be enhanced through action research and proper inquiry.

I am taking my ILD course this week as well. It is interesting to see the correlation as to how inquiry could evaluate and improve the skill-sets being covered in the ILD training session.

Action Research Week 1

Action Research Defined

According to Dana (2009), “administrator inquiry refers to the process of a principal engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as a result of the inquiry” (p. 2). At the same time, action research is intended to bring about some type of change (Dana, 2009, p. 6). The end result of questioning the process and analyzing data is using the discovered information to make improvements to that particular process. As school leaders, it is important to understand the action research process as an effective tool for improving teaching and learning (Ringler, 2007, p. 27). Moving forward as effective administrators, we should continuously evaluate our vision, our goals, and our learning community. It is important that within our learning community, we model the value of being lifelong learners. Practicing action research ensures that we continuously refine our approach to the learning process. As we “wonder”, we engage others and have useful dialogue about our teaching strategies and student achievement. “By engaging in the process of administrator inquiry with other principals, or even in collaborative inquiry with a group of teachers within your own building, you are forced out of isolation and surround yourself with other professionals conversing about practice in systematic and meaningful ways” (Dana, 2009, p. 12). Active research is a tool that we must use as administrators positively impact ourselves, our faculty, and our students.

How Educational Leaders Use Blogs

A blog is an electronic journal. Unlike a private journal, an electronic blog allows other people access to review reflective thinking. According to Dana, “journaling or blogging can serve as your personal pensieve to capture and store your thoughts and recollections safely so you can share them with colleagues and return to them at various times” (p. 88). Educator leaders might use them to chronicle events as they unfold. Educator leaders might also use blogs to share ideas and allow others to review these ideas and make suggestions for improving the process. Similar to action research, a blog allows ideas to be shared, discussed, reviewed, evaluated, and changed.

Dana, Nancy Fichtman (2009). Leading with passion and knowledge: The principal as action Researcher. Thousand Oaks, CA: Corwin Press.

Ringler, M. (2007). Action Research: An Effective Instructional Leadership Skill for Future Public School Leaders. Journal of Scholarship and Practice. Volume 4, No. 1. p. 27 - 42.