Reflections

There have been many insights and highlights during this course, but I think the biggest for me was learning more about the importance of reflection. The assignment and reading in week one gave me an insight into the importance of reflection. I remember reading that “reflection allows people to learn from their experiences, and administrative skills are acquired through a combination of theory and practice.” (Martin, 2005, p. 105) I truly believe that a good leader needs to reflect on their actions to be a life-long learner. Reflection helps you identify any issues or questions that come up in the research, so you are always looking to make it better. I think that reflection is an important part of phase four of the action research process. When you use and share results, you need to reflect on your actions to see if there are any more questions or issues that might arise through the research you studied.

Updated Action Research Plan

Action Planning Template

Goals: To determine the areas of weakness in each grade level, find ways to enrich those areas, and research information about the RTI math process and how it can help.

Outcome: All teachers on every grade level will be aware of the areas of weakness and be implementing the instructional strategy and interventions decided on by the math PLC. All teachers will be more aware of the RTI math process.

Inquiry Questions: What are the areas of weakness in each grade level in math? How will we enrich those areas in each grade level? In what ways can we use the RTI math process to monitor student progress in math?

Analyzing Data: We will use quantitative measures of student achievement in math from the last few years in each grade level to help answer the question of what are the areas of weakness in each grade level. We will use examples of student work, surveys, and/or interviews to help answer the questions of what are the areas of weakness and how can we enrich those areas. We will use the internet to research solutions to the problem. Some likely solutions are implementing Math Blitz, Daily Math, or math tubs as an instructional strategy or intervention.

Developing Deeper Understanding: We will conduct observations and interview schools or teachers using the Math Blitz, Daily Math, or math tubs as an instructional strategy.

What are the pros & cons of the above instructional strategies?

What interventions are we currently using for math?

In what ways can we use the RTI math process to monitor student progress in math?

Sharing the Action Research Results: The audience we are intending to present to is the staff of my school, so we will be using short and simple write-ups. I am planning on using the Template on page 152 in the Dana text to accompany the oral presentation of the project or using the inquiry brochure on pages 153-4 in the Dana text. We will be including, when we are sharing the inquiry, the background information of the meetings with Bronwyn Sullenberger, Math TAKS scores, and other math assessments we studied to determine math concepts of concern. We will also include procedures, any data collections made throughout the process, and data analysis. We will be stating how we did what we did. Then, we will present our findings and will build an argument to support the findings by showing the research from our data. We will also try to include any inconsistencies we find and will include explanations of them. In our concluding thoughts we will keep in mind that some concluding thoughts don’t answer the original topic questions, but encourage other questions and more areas for research.

Action Step(s)	Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
1. Research the last few years of math data across the school and district	Math PLC and Bronwyn Sullenberger (principal)	1st PLC meeting (Sept. 23rd)	last few years of Math Assessment data for K-4 for Friendship & KISD	After reviewing the data, PLC & Bronwyn Sullenberger will decide on the weaknesses for each grade level.
2. Each grade level will discuss the main math concept(s) that are a concern for their grade level or what they would like the students to know better that are coming to their grade level.	Grade Level Teams	Sept. 23rd-Oct. 21st	CBA results from last year, TAKS results from last year	Each grade level’s math chair will bring their grade level’s math concepts that were decided on to the PLC and share results to the grade level below them.
3. Brainstorm and research different instructional strategies or processes to use in math, math interventions, progress monitoring (RTI), etc. for these areas of weakness	Math PLC & Bronwyn Sullenberger (principal)	Start: Sept. 23rd End: Mid-November	1. Websites on instructional math strategies or processes, interventions, and RTI info 2. Interview or talk with other teachers using certain strategies or processes.	PLC will decide on which strategies we would like to see in action and schedule times to go observe teachers or ask teachers to videotape a lesson to share with us.
4. Observe classrooms using Math Blitz, Daily Math, Math tubs, etc.	Members chosen from Math PLC	Start: Sept. 23rd End: Mid-November	1. Questions that were discussed in meetings that we need the answers to decide. 2. Observational notes to report back to the PLC	PLC and Bronwyn Sullenberger will discuss and decide on best instructional strategy and interventions for each grade level.
5. Math PLC will discuss and put together a presentation that provides information on the four critical tasks.	Math PLC & Bronwyn Sullenberger (principal)	Start: Mid-November End: December	All data used (math assessments, website info, observation data, etc.) PowerPoint presentation	PLC will present the presentation to Bronwyn Sullenberger for approval.
6. Present findings and the decision to the rest of the staff	Math PLC & Bronwyn Sullenberger (principal)	December	1. Math assessment data 2. Presentation on research done 3. Survey Monkey	PLC and Bronwyn will answer any questions that come up in the presentation. Send out a survey asking for feedback on the presentation and materials each grade level needs to implement the decision.
7. Lead or facilitate staff development on the new instructional strategy.	Math PLC or a trainer of the program	January	1. Videotapes of the strategy being used in classrooms. 2. Materials needed to do a demonstration.	Send out a survey asking for feedback on the staff development and materials each grade level needs to implement the decision.
8. Implement decision	All staff	January-May	Resources needed to implement the new math enrichment and survey monkey	Send out surveys asking for feedback (concerns, questions, likes, dislikes) on the new implementation throughout the semester.

Action Research Plan

Tool 7.1 Action Planning Template

Goals: To determine the areas of weakness in each grade level, find ways to enrich those areas, and research information about the RTI math process and how it can help.

Outcome: All teachers on every grade level will be aware of the areas of weakness and be implementing the instructional strategy and interventions decided on by the math PLC. All teachers will be more aware of the RTI math process.

Inquiry Questions: What are the areas of weakness in each grade level in math? How will we enrich those areas in each grade level? In what ways can we use the RTI math process to monitor student progress in math?

Analyzing Data: We will use quantitative measures of student achievement in math from the last few years in each grade level to help answer the question of what are the areas of weakness in each grade level. We will use examples of student work, surveys, and/or interviews to help answer the questions of what are the areas of weakness and how can we enrich those areas. We will use the internet to research solutions to the problem. Some likely solutions are implementing Math Blitz, Daily Math, or math tubs as an instructional strategy or intervention.

Developing Deeper Understanding: We will conduct observations and interview schools or teachers using the Math Blitz, Daily Math, or math tubs as an instructional strategy.

What are the pros & cons of the above instructional strategies?

What interventions are we currently using for math?

In what ways can we use the RTI math process to monitor student progress in math?

Sharing the Action Research Results: The audience we are intending to present to is the staff of my school, so we will be using short and simple write-ups. I am planning on using the Template on page 152 in the Dana text to accompany the oral presentation of the project or using the inquiry brochure on pages 153-4 in the Dana text. We will be including, when we are sharing the inquiry, the background information of the meetings with Bronwyn Sullenberger, Math TAKS scores, and other math assessments we studied to determine math concepts of concern. We will also include procedures, any data collections made throughout the process, and data analysis. We will be stating how we did what we did. Then, we will present our findings and will build an argument to support the findings by showing the research from our data. We will also try to include any inconsistencies we find and will include explanations of them. In our concluding thoughts we will keep in mind that some concluding thoughts don’t answer the original topic questions, but encourage other questions and more areas for research.

Action Step(s)	Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
1. Research the last few years of math data across the school and district	Math PLC and Bronwyn Sullenberger (principal)	1st PLC meeting (Sept. 23rd)	last few years of Math Assessment data for K-4 for Friendship & KISD	After reviewing the data, PLC & Bronwyn Sullenberger will decide on the weaknesses for each grade level.
2. Each grade level will discuss the main math concept(s) that are a concern for their grade level or what they would like the students to know better that are coming to their grade level.	Grade Level Teams	Sept. 23rd-Oct. 21st	CBA results from last year, TAKS results from last year	Each grade level’s math chair will bring their grade level’s math concepts that were decided on to the PLC and share results to the grade level below them.
3. Brainstorm and research different instructional strategies or processes to use in math, math interventions, progress monitoring (RTI), etc. for these areas of weakness	Math PLC & Bronwyn Sullenberger (principal)	Start: Sept. 23rd End: Oct. 21st	1. Websites on instructional math strategies or processes, interventions, and RTI info 2. Interview or talk with other teachers using certain strategies or processes.	PLC will decide on which strategies we would like to see in action and schedule times to go observe teachers.
4. Observe classrooms using Math Blitz, Daily Math, Math tubs, etc.	Members chosen from Math PLC	Start: Oct. 21st End: Mid-November	1. Questions that were discussed in meetings that we need the answers to decide. 2. Observational notes to report back to the PLC	PLC and Bronwyn Sullenberger will discuss and decide on best instructional strategy and interventions for each grade level.
5. Math PLC will discuss and put together a presentation that provides information on the four critical tasks.	Math PLC & Bronwyn Sullenberger (principal)	Start: Mid-November End: December	All data used (math assessments, website info, observation data, etc.) PowerPoint presentation	PLC will present the presentation to Bronwyn Sullenberger for approval.
6. Present findings and the decision to the rest of the staff	Math PLC & Bronwyn Sullenberger (principal)	December	1. Math assessment data 2. Presentation on research done 3. Survey Monkey	PLC and Bronwyn will answer any questions that come up in the presentation. Send out a survey asking for feedback on the presentation and materials each grade level needs to implement the decision.
7. Implement decision	All staff	January-May	Resources needed to implement the new math enrichment and survey monkey	Send out surveys asking for feedback (concerns, questions, likes, dislikes) on the new implementation throughout the semester.

Reflection of Week 2 in EDLD5301

This week has been eye-opening. I feel so much better about this action research project. I think the assignment of going through the 9 areas of passion and coming up with a wondering for each was great practice. When I become an administrator, I think this process will be great to go back to find topics. I also enjoyed meeting with my site supervisor again this week. It got me motivated and excited about starting this action research project and also to start school next month. I am really excited to start working with a PLC to start my action research project.

How educational leaders might use blogs?

Educational leaders could use blogs for many reasons. I think one reason is to share ideas and reflections. Educators are always looking for ways to improve their teaching, scores, student involvement, etc. I think blogs could help bring educators together to learn new ways and discuss with other educators what worked for them and what didn’t work for them. I think it would also give teachers somewhere to reflect on their teaching and get support from other educators.

What I learned about action research and how I want to use it at my school

Action research is very important to education. I have learned that it has four main phases that should be followed. They are to define an issue, research to find solutions, try the solution decided on, and reflect and share the results. I have realized that it is a never ending process and should be used throughout the school and/or district (Dana, 2009, p. 9). Learning about action research has made me reflect on professional development I have been attending in my district. I think that if more professional development was using action research, the teachers attending would benefit more and feel more productive. Action research is learner-centered and is beneficial to all that use it.

I have been thinking about how I can use action research at my current school. The main issue I think action research would help my school is in math. My school scored lower than normal on third and fourth grade math TAKS. I would like to get a PLC together and define the issue that each grade level needs to improve on and form an action research plan to help our scores for the coming years. I think we need to research programs or strategies or interventions to implement to help with instruction. Another way I could use action research is how to display data. My principal and I discussed that data is being sent out but not really looked at to help set goals to improve. I think I could use action research to help find ways to distribute data and then help set up PLCs to discuss and set goals to improve. I could help each PLC use the action research phases to help improve an issue and instruction.