Week 5 Reflection: Beyond Action Research

As I worked through our research course, I found three meaningful themes that were most important to me.  First was the power of reflection, where we need to take the time to wonder and connect with the “passions that drive your journey” (Dana, 2009). A second theme was organization, which is vital to our process in researching.  Last, I felt that action research was an excellent way for me and other campus personnel to continue professional growth.  Each of these ideas is valuable to me, and I believe to my campus.

The concept of reflection is comforting to me.  I enjoy the process of thoughtfully mulling over problems in my head, allowing myself the space to tinker around with ideas.  The issue is the time it takes to allow quality reflection time.  Dana relates this issue to the activity of exercise (2009).  We all know that by engaging in a physical exercise regime, we reap countless benefits, however, many of us are guilty of putting this regime as a last priority.  The process of inquiry is the same, where there are many professional benefits to reflection time, such as increasing a connection to your campus, becoming better informed, being more energized about tasks, if we just do it.  Just like getting regular physical exercise, engaging in reflection and inquiry will take commitment, and regular practice to become routine.  We need to organize and prioritize to find space for the valued reflection time.

That brings me to my second theme of organization.  I have recognized for a long time that I have issues with organization.  Either I am lacking what I feel are necessary skills, or I am just being really hard on myself, but I do sense I need improvement in this area!  Our research class has helped me realize that there are organizational tools to help, and I think people I would classify as “organized” probably use tools more than I know.  I don’t use tools, and I need to find some!  Using both of our texts has helped.  Harris’ (2010) set of templates and checklists really help to reign in the reflective wonderings I have.  “Tool 6.2 Prioritizing Campus Improvement Needs” helped me to generate and decide on a topic to research by providing focusing questions allowing me to refine what was really important to my campus, and what I could really impact in ways no one else might be able to (Harris, 2010).

Finally, I believe that this course has supported my belief that as educators, we need to continually be working to improve our craft.  This needs to be accomplished in a way that is relevant to our own needs, as well as the campus good.  Dana (2009) frequently mentions the “sit and get” method of staff development.  These sessions have little meaning to the “getters” and do not lead to change in the school.   I believe a better practice for my campus will be to establish learning communities where teachers can group and become involved in their own interests in benefiting the campus.  This type of inquiry will help my campus in a variety of ways aside from the action research project each group will begin.  Establishing learning communities will help our campus come together as people, in a respectful and thoughtful way.  I think it will help our morale.  Communities of learning will also generate honest lists of areas of concern or interest our personnel has.  There is more power (and safety) in a group, so we may be able to tackle some difficult issues, together.  I think the greatest benefit from action research done in learning communities will be that our staff will be working to improve their own knowledge.  Not many of us really work on our own professional development in a way we value.  These research groups could help us increase our vitality and passion for teaching.

I know that our course instructors hope to achieve certain objectives in developing and delivering our courses.  I, however, enjoy seeing how the course has personal impact to the students beyond what the original course objectives or expectations were.  For me, my above themes will help me grow professionally even more than the research project I have authored in the class.  My findings related to reflection, organization, and staff development will be equally important outcomes from this course.

Dana, N.F. (2009).  Leading with passion and knowledge: The principal as action researcher.  Thousand Oaks, CA: Corwin Press.

Harris, S., Edmonson, S., & Combs, J. (2010).  Examining what we do to improve our schools: 8 steps from analysis to action.  Larchmont, N.Y.: Eye on Education.

Week 4 Action Research Posting

Project question:

In what ways can our school develop methods to increase our science TAKS scores with our lower performing students without affecting the quality of the scientific experiences needed to promote lifelong understanding and appreciation of the sciences in all students?

This week we needed to confer with fellow students and with our mentor before making any revisions.  I had several good comments on my discussion posting, so I used their ideas when re-evaluating my plan.  Thanks to Alvina, Peggy, Lee, and Melissa for making comments, helping me to clarify and start out my researching!  Also, thank you to my Principal, for always being available and supportive.

I have a link below for my revised plan.

Week 4 Action Plan Revision

Action Research Week 3 Plan

This week I have been working on the details of one of the research topics I have been wondering about.  I chose to look at student performance on science TAKS, and how we could improve scores.  Below is a link to the document I am working on.




Denham WEEK 3 Plan

Get Your Research into ACTION!

Have you been wondering about an action research topic?  Here are three that I have been thinking about:

Topic 1:  In what ways can our school develop teacher learning communities to facilitate professional development?

Topic 2:  In what ways can our school develop a collaborative culture characterized by teachers from different grade levels working to improve student performance at all levels?

Topic 3:  In what ways can our school develop methods to increase our science TAKS scores with our lower performing students without affecting higher achievers?

If you aren't sure where to start when looking for ideas, why not use what Nancy Fitchman Dana describes as "The Passions That Drive Your Journey," in her book Leading with passion and knowledge: The principal as action researcher.

Look into these areas for your passion to improve:

1.     Staff development

2.     Curriculum development

3.     Individual teacher(s)

4.     Individual student(s)

5.     School culture/community

6.     Leadership

7.     Management

8.     School performance

9.     Social justice or equity issues

Educational Leaders Using Blogs

Yes, I'm talking to you!  We are all "Educational Leaders."  From our Principal and A.P. to the teachers and aides, we are all going to work on our leadership development this year.  Here is an easy way to do it - BLOG!  Each one of you is great at something, or has a passion you can inspire us with.  Share!  If you read my post below on making HCE a better place by using action research, you can already see that blogging can help us to get fresh, new thoughts going at our campus.  Here are some more ideas:


TOP TEN REASONS FOR EDUCATIONAL LEADERS TO BLOG

1. Blogging provides clarity of your own thoughts.
2. Blogging stimulates others' thoughts.
3. Blogging gives a running record of progress on issues.
4. Blogging increases discussion of topics.
5. Blogging focuses and sharpens problem solving.
6. Blogging brings us together and establishes community.
7. Blogging shows that our thoughts and reflections matter, and make a difference in our progress campuswide.
8. Blogging is a form of creativity.
9. Blogging teaches us respect.
10. Blogging shows that the educational leader that blogs is involved, cares, has passion, and is on top of the issues around us.

See you on the web with your blog!

Making HCE a Better Place

Have you ever thought your were spinning your wheels?  Maybe you are stuck in a rut?  Do you feel you need a change, or do you feel powerless to make a change?  Are you frequently thinking, "I don't have time to even think!"  


Stop.


Take a deep breath, and let's decide to do something new in a different way.


I'm reminded of a quote one of us posted over the copier machine. 

"If we always do what we've always done, we will get what we've always got."               - Adam Urbanski

Hello?  Did any of us read that?  Oh that's right, we read it but didn't have time to reflect on it!  Well that is where we can make a change, and action research can help us do it!


Wait!  I know, "research" has such a bad reputation.  Who wants to do research?  You do, really!  Let's tackle our issues at school one step, and one issue, at a time.  Let's join together in small learning communities to discuss, review, reflect, share, plan, solve, and celebrate our problems and achievements.  Action research is just that:  a "process of a [learner] engaging in systematic, intentional study on his/her own [educational] practice and taking actions for change based on what he/she learns as a result of the inquiry"  (Dana, 2009).  In other words, we are going to make, and take, the time to reflect on and discuss what is happening in our school, then formulate our own plan of action based on what we learn and what we feel is best for our campus.  


How does this happen?  First with effective leadership that we have a right to expect.  Second, with responsibility - our own responsibility - to step up and take on new leadership roles ourselves.  Third, check your egos at the door.  We are all going to be happier, healthier, and much more productive if we are professionals and remember the goal of improving our school.


We all hope to lead our schools to be productive and successful.  Our collective vision for our school will establish what our definitions of productive and successful are.  Then the task of making our vision a reality begins.  With that comes a need for action, and the action needs to be developed after reflection, questioning, and research.  This is the "action research" part (Dana, 2009).   By reflecting on our school environment, posing questions about what is happening there, and seeking out information, we can actively participate in implementing relevant plans to realize the vision set forth.  Our inquiries will lead us to make changes that have a direct impact on the vision we established.  


This is the part where you take that frown and turn it upside down - next time you find yourself upset, frustrated, or griping about something, write it down.  Take that idea and turn it into a topic for action research.  By looking at the issues that wear us down, together we can find ways to improve our school.  Soon we will be developing learning communities to address a variety of school improvement ideas.  When you bring your topics, you will be surprised how well they will fit into our path that leads to a new school vision.  


I look forward to working with you as we make HCE a better place for all of its members!


Check out these sources for ways to improve our schools and do quality action research!

Dana, N.F. (2009).  Leading with passion and knowledge: The principal as action researcher.  Thousand Oaks, CA: Corwin Press.

Harris, S., Edmonson, S., & Combs, J. (2010).  Examining what we do to improve our schools: 8 steps from analysis to action.  Larchmont, N.Y.: Eye on Education.