Progress report!

AR Project Summary (at least 250 words):

I am working with my administration to create the master schedule for next year. We met recently, and went over schedules from several different campuses. We discussed pros, cons, and how each one would or would not work for our campus. At that time, I was tasked with creating a master schedule. I have decided to do so using a board and colored sticky notes for each grade level. Specials (music/PE), lunch, PLCs, and intervention time have to be included for preK, K, 1, 2, 3, 4 and 5.

In terms of my action research plan…

1. Setting the foundation completed

a. gather master plans from several campuses

b. wait for allocation data to be released, as well as funding information

2. Analyzing data completed

a. analyze plans (categories: size, staffing, success of current program)

b. wait for allocation data to be released, as well as funding information

3. Develop deeper understanding

a. create rough drafts of several different possible schedules week of April 1-5

b. go over drafts with admin team April 4

c. pick one to do a dry run with in May 2013

4. Engage in Self-Reflection, 5. Explore Patterns,                                                                      a. test run intervention program schedule May 2013                                                                                   b. analyze data to see if program was successful or not June 2013

6. Determine Direction, 7. Take Action, Sustain Improvement, 8. Sustain Improvement

a. decide if program is what will be needed for next school year June 2013

b. set steps in place to either utilize same program for 2013-14 school year or pick a different plan to use in a dry run, and repeat steps 4-7 June 2013

Food for thought

"Advocacy for all students, regardless of background, income level or any other factor, means placing them in environments, both academically and socially, where they have the greatest opportunity for success." as stated by Robert Nicks, Ed.D, associate professor at Lamar University in the Department of Educational Leadership.

This has really resonated with me in a class that just seems pointless. When I started to think about why it seemed pointless, it came to me. I have taught in a low-income (like 74% at-risk) school for the past 13 years. I already do most of this stuff every day. I don't know any other way to teach!!

Thoughts?

New action research plan!

 

Budget?!? Funding?!? Sequestration?!? Allocations?!?

I know you have all heard what is going on with money here in the good old USA! How will it affect us, our families, our jobs, our students? Well, to that end, my boss and I  just recently completed my new (and improved!) action research plan! I am (with assistance of course) in the process of coming up with a new master schedule that will accommodate a new (and hopefully much improved) intervention program.  Come along with us an enjoy the ride!

What I have learned in this class!

   The single most informative aspect of this class came from the readings.  I have learned and implemented more from the textbooks than I have from any other in any class!  I particularly enjoyed learning about the Force Field Analysis, which originated with Kurt Lewin. “He theorized that in order for change to occur, the driving forces for the change must exceed the resisting forces against the change” (Harris, Edmonson, and Combs, 2010, p. 94).  The steps to use when practicing Force Field Analysis are as follows. Describe the current situation, and the change one wants to make. In identifying what will happen if no change is made, one begins to think about both why they want to make the change, and the justifications for doing so.  At that time, concretely identify what is driving the changes, as well as what might be causing resistance to said changes.  After reflection, it can then be determined if the change is actually viable, that is, will it work?  If you decide it indeed is, then list what is needed to make it work.  The benefit of this method is that it forces one to sit down and truly think about all reasons, barriers, potential, and requirements of a proposed change before beginning the work of change.  This method seems that it will be most useful in my particular action research project.  I have actually used some of the steps already, and think that having the written out process in front of me at all times will keep my on track as I am working through the project.  The actual eight action research steps outlined in Examining What We Do To Improve Our Schools: 8 Steps from Analysis to Action (Harris et al., 2010) have been instrumental in guiding the creation of my action research project.  By following the eight steps of setting the foundation, analyzing data, developing a deeper understanding, engaging in self-reflection, exploring patterns, determining direction, taking action, and sustaining improvement, I have begun to discover what kind of administrator I want to be. In doing so, I will continue to become the head learner of the school I hope to eventually lead.

I have a plan!

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adapted from 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. Teachers must teach students as individuals, not as a collective.

2. Teachers must teach students the way the best learn.

3. Teachers must change with the students as they change.

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. Teachers will be allowed the freedom to teach as they choose.

2. Intervention will continue in some form to help teachers reach all students.

3. Teachers will continue to be given the assistance they need.

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. Students will take the assessment before the STAAR test for implementation immediately following assessment.

2. Teachers will be taught about different learning styles at the beginning of the school year.

3. STAAR test from 2014 will be compared to 2013. Scores will be compared by learning style.

EVALUATE – Specifically and Often

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

1. Spot checks on teaching occurring in classrooms through walk-throughs.

2. Spot checks on lesson plans for evidence of teaching in different styles.

3. Intermittent observation of grade level meetings for evidence of planning how to teach different styles.

I like this plan because it very plainly lays out exactly what I need to do. I have already printed it and put it in the front of my internship notebook. I think it will help keep me on track!

So excited!

I am really excited about this project! As a psychology major in undergrad, the working of the mind have always fascinated me. I can't wait to decipher this information for the teachers and help them to be even better than they already are!