This week I was able to attend my first web conference with Dr. Dobe, Dr. Jenkins and both EA and ET students. Where we had some technical issues that were captured in our recording and transcript, I find the collaboration opportunity priceless. We had discussion about technology inquiries and initiatives that made me wonder how I could incorporate the technology element into my action research proposal:
As an extension to our campus grade level Professional Learning Communities, will vertically aligned (K-5) Math Share Sessions improve conceptual understandings and instructional practices, thereby, improving overall assessment scores? Additionally, will these Share Sessions increase the "ownership" of foundational TEKS instruction for all K-5 Math teachers?
Perhaps, I could use a campus blog to obtain qualitative feedback as to the personal perception of value or worth of the math share sessions and the impact it has had on planning and instructional practices.
When it comes to action research knowledge gained from week 2, I most identified with the video interviews and shared dissertations of Dr. Benseno and Dr. Chargois.
From Dr. Johnny Breseno's dissertation, "The Effective Practices and Beliefs of School Principals in High Achieving Hispanic Majority Mid-Level Schools" (2010), I learned that pressure to close the achievement gap is ever present, no matter how successful a campus may be in one given year. I was drawn to his dissertation as the population of my home campus is primarily Hispanic and African-American. I am a Mexican-American educator and have faced adversity throughout my education developing a strong sense of self-motivation and self-discipline. My students know that we all have a life-story that has not been written yet. I was and continue to be an exceptional student. I share my experiences and determination to become successful in whatever I put my mind to with my students. I help them understand that they have choices. They can accept the status quo or dream big for a better life through limitless boundaries that higher education can offer. I share my weekly university course work performance grades with them. Together, we celebrate our successes and share our aspirations. I was moved to reflection after reading Dr. Breseno's dissertation where he engages in the description of researched attributes of an effective principal. Effective principals are strong communicators; have a powerful public presence in the classroom, campus and community; set high expectations for the staff that are attainable and supported by the administrative team. Ultimately, the principal must lead by example (Breseno, "The Effective Practices and Belief," p. 21). Why are these attributes essential in a leader? "We are here to make a difference in the lives of kids whom we serve" (Breseno, p. 208). It is all about service.
I was most intrigued by Dr. Timothy Chargois' vision of a district that functions as a Performance Management Group. I think many districts review data from informational and instructional standpoints, as does our district. Nevertheless, I agree with Dr. Chargois that we need to do more than just respond to the numerical data. As a Performance Management Group, we can capitalize on the insights gained from qualitative data such as teacher experience, interest and expertise. When partnered with quantitative data, professional development can happen from within, as we recognize the exemplary achievement of one teacher or campus and assist them in the development and implementation of meaningful professional development that benefits others in need of this specialized support. I worked for a district where this was, in fact, the norm. Teachers felt honored to be recognized for doing something innovative. Participants saw an increased value to the professional development because they were experiencing applied classroom strategies with proven success from a perceived equal from within their own district. Furthermore, I chose to review Dr. Chargois because his interview and respective dissertation, "Student Achievement: Identification of Impact Variables," targeted a topic of interest within my own action research inquiry in terms of the relationship of teacher accountability and student achievement (2010, p. 13). In essence, the area of focus once again returns to the premise that all teachers need to feel the shared pressures of accountability -- not just certain grade level teachers with high-stakes assessment. Now more than ever, teacher need to recognize that teaching is not about saving one child, but rather saving each and every student as a learning community. We have no choice but to produce result and improve student performance for the betterment of our future as a nation, and we are not alone in this endeavor. We have the sophisticated software, personnel, and services to assist us in the quick recovery of data for immediate analysis in order to impact student successes now.
Finally, the most valued learning experience this week is recognizing the intensity of action research is best balanced through collaborative efforts. Do not be afraid to ask questions and seek help.
Thursday, November 25, 2010
Wednesday, November 17, 2010
Week One Assignment, Part 3
What have you learned about action research?
Based on the understandings from Nancy Fichtman Dana's book, Leading with Passion and Knowledge: The Principal as Action Researcher, action research has a dual dynamic. First, administrative inquiry or action research is a substantive inquiry-based reflection tool where a principal engages in the purposeful study of their current administrative practices, philosophies and understandings. It assists administrators in seeing beyond the list of daily demands to a greater insight into their role as a campus community leader and to the value of inquiry (Harris et al., 2010, p. 6) as a life-long learner. Action research encourages administrators to actively and openly welcome change as they pose a purposeful question, collect and analyze the data, seek relevant literature, implement the necessary changes to the practice of question based on their new understandings, and share the results of the implemented change with others (Dana, 2009, p. 3). Secondly, action research is a professional development tool, assisting administrators to break free from the confines of leading as an individual to becoming more involved in collaborative discussion and problem-solving--a collaborative network of "inside" (Dana, 2009, p. 7) peers focusing on student achievement and campus improvement. In essence, administrative inquiry and action research guides administrators in the purposeful self-reflection and analysis needed to empower confident decision-making essential to campus growth and improvement. It encourages a principal to gain control of their own professional development needs and to reaffirm their subsequent leadership responsibilities to implement change in pursuit of transformative school improvement.
How might you be able to use it?
I find the idea of action research and administrative inquiry an excitingly intimate approach to identifying problems and systematically applying inquiry-based investigation to determine the best solution. By simply formulating a thought in the form of a question, the confines of a statement are removed and possibilities are limitless. In many ways, I am already applying action research, on a smaller scale, within the realities of my classroom. I began the school year with the following question: What kinds of instruction and experiences will it take to help my students become stronger mathematicians and scientists where they can be successful on TAKS and in life? This has become almost my inner mantra. I maintain a daily journal that accompanies my electronic lesson plans where I reflect on the days learning--what worked, what did not, and make any needed adjustments to the next day's plan. I analyze weekly assessment data and use the data to drive intervention groups. I read about best teaching practices in journals and publications from professional organization. I, often, look to the business community to see what they are looking for in future employees. I am prepared to admit when something is not working and will seek and implement change when necessary. Ultimately, action research is a promising adventure to me as the systematic approach to inquiry will help me stay focused and on point and learn to strengthen my ability to lead with a purpose and inspire with a question.
How might educational leaders use blogs?
Instantly, I can see blogs being used internally to disseminate information and request feedback where all stakeholders have a voice. Educational leaders might choose to use blogs to stimulate meaningful discussions about any number of topics, such as classroom management, behavioral management, lesson ideas, what's new in learning trends, great online resources etc. Furthermore, blogs can be introduced to praise, celebrate and motivate, for example, Post a Praise, "Celebrate Your Moment" daily administrator, teacher, student, and parent journals, "Now Blog This" writing prompts for students, etc. Imagine the amount of information that can be learned simply by getting to know the individuals within the building and the means to collaborate, empower, inspire a thinking community at the click of a button. On a more personal note, blogs offer a place to store, explore, develop and challenge your thoughts and understandings. They provide a digital link to a greater audience of support.
Based on the understandings from Nancy Fichtman Dana's book, Leading with Passion and Knowledge: The Principal as Action Researcher, action research has a dual dynamic. First, administrative inquiry or action research is a substantive inquiry-based reflection tool where a principal engages in the purposeful study of their current administrative practices, philosophies and understandings. It assists administrators in seeing beyond the list of daily demands to a greater insight into their role as a campus community leader and to the value of inquiry (Harris et al., 2010, p. 6) as a life-long learner. Action research encourages administrators to actively and openly welcome change as they pose a purposeful question, collect and analyze the data, seek relevant literature, implement the necessary changes to the practice of question based on their new understandings, and share the results of the implemented change with others (Dana, 2009, p. 3). Secondly, action research is a professional development tool, assisting administrators to break free from the confines of leading as an individual to becoming more involved in collaborative discussion and problem-solving--a collaborative network of "inside" (Dana, 2009, p. 7) peers focusing on student achievement and campus improvement. In essence, administrative inquiry and action research guides administrators in the purposeful self-reflection and analysis needed to empower confident decision-making essential to campus growth and improvement. It encourages a principal to gain control of their own professional development needs and to reaffirm their subsequent leadership responsibilities to implement change in pursuit of transformative school improvement.
How might you be able to use it?
I find the idea of action research and administrative inquiry an excitingly intimate approach to identifying problems and systematically applying inquiry-based investigation to determine the best solution. By simply formulating a thought in the form of a question, the confines of a statement are removed and possibilities are limitless. In many ways, I am already applying action research, on a smaller scale, within the realities of my classroom. I began the school year with the following question: What kinds of instruction and experiences will it take to help my students become stronger mathematicians and scientists where they can be successful on TAKS and in life? This has become almost my inner mantra. I maintain a daily journal that accompanies my electronic lesson plans where I reflect on the days learning--what worked, what did not, and make any needed adjustments to the next day's plan. I analyze weekly assessment data and use the data to drive intervention groups. I read about best teaching practices in journals and publications from professional organization. I, often, look to the business community to see what they are looking for in future employees. I am prepared to admit when something is not working and will seek and implement change when necessary. Ultimately, action research is a promising adventure to me as the systematic approach to inquiry will help me stay focused and on point and learn to strengthen my ability to lead with a purpose and inspire with a question.
How might educational leaders use blogs?
Instantly, I can see blogs being used internally to disseminate information and request feedback where all stakeholders have a voice. Educational leaders might choose to use blogs to stimulate meaningful discussions about any number of topics, such as classroom management, behavioral management, lesson ideas, what's new in learning trends, great online resources etc. Furthermore, blogs can be introduced to praise, celebrate and motivate, for example, Post a Praise, "Celebrate Your Moment" daily administrator, teacher, student, and parent journals, "Now Blog This" writing prompts for students, etc. Imagine the amount of information that can be learned simply by getting to know the individuals within the building and the means to collaborate, empower, inspire a thinking community at the click of a button. On a more personal note, blogs offer a place to store, explore, develop and challenge your thoughts and understandings. They provide a digital link to a greater audience of support.
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