Wednesday, November 2, 2011

Research Teacher - Course Reflection

I was instantly anxious about taking this course.  Research has always been a scary subject for me.  Numbers, facts, figures and data has always intimidated me as a teacher.  However, the structure of this course has introduced me to research in education in a clear manner and has allowed me to feel comfortable and confident in proceeding with a action research.

The Lectures

  •     Week two stands out the most in reflecting on the lectures.  I found the interviews with Principal Briseno, Dr. Chargois and Dr. Lewis to be very insightful about the action research process.    I particularly found Dr. Chargois to be most insightful. I realized how important it is to protect the student when conducting research.  Additionally, I learned that pedagogy is no longer sufficient.  Educators must also take active roles in conducting research for professional growth.  Teachers must continue to find ways to be innovated and improve.  Student success is directly impacted by the teacher’s action research efforts in the classroom. Dr. Arterbury was also helpful in providing clear details on what was to be expected that week.  I enjoyed his short, yet effective video lectures.  Each week, I knew that his introductions were essential in moving throughout the week’s assignment and readings. 

The Readings

  •     First off, I’d like to state that having “Leading with Passion and Knowledge” by Nancy Dana available in the resource section was extremely beneficial throughout this course.  I referred to her readings often.  The text was easy to read, yet highly informative and relevant. Equally as important was the text, “Examining What We Do to Improve our Schools: 8 Steps from Analysis to Action” by Sandra Harris, Stacey Edmonson and Julie Combs.  This text is crucial for all action research practitioners.  It allowed me to properly develop an effective action research plan. 

Searches

  •     While searches were used to develop my inquiry, I found that discussions with my peers and classmates were most beneficial.  My searches were minimal, but I did find some interesting videos and articles about action research planning, which I was able to share on my blog. 

Assignments and Activities

  •     The assignments allowed me to put what I learned into practice.  I found that all of the assignments were useful for planning my action research plan.  I was during assignment three that I was able to properly map out my action research plan.  It was then that I had developed my inquiry and proceed with the steps needed to conduct and complete the research.  While I understand that the actual plan will be a year long process, I feel confident that the assignments in this course have prepared me for my first action research plan.  The assignments also directed me to meet with my site supervisor and build a relationship based on advisement.

Discussion Boards

  •     One of the primary ways I was able to learn was through the advice and feedback from my Research for Teachers classmates.  I looked forward to reading the reactions, mostly positive, from my classmates.  Additionally, reading their plans and concerns about their own plans really allowed me to critically reflect on my decisions, methods and implementation strategies.  I learned to appreciate what my classmates had to say about my progress in this course. 

The Blog

  •     By far, this was the most innovated learning strategy. As a first time blogger, I found this to be exciting and resourceful.  I had always been curious about blogs in education--because of the course I have a better insight on how blogging can benefit both teachers and learners.  I thoroughly enjoy posting my own reflections as well as reading my classmates’.  Besides the obvious benefit of modeling the significance of written expression, blogs can serve as a very useful tools for educators--specifically educational leaders.  They have the potential to serve as an interactive learning diary that allows aspiring educational leaders to reflect on their learning process chronologically, participate in an interactive discussion with peers, reading and responding to comments and use images and links to enrich the journal entries.

Sunday, October 30, 2011

Meeting with My Site Supervisor

My site supervisor and I met briefly to discuss our action research plan.  The consensus was made that my inquiry should stay as we previously discussed at our last meeting.

The conference was brief, but we agreed to meet next week to further discuss the process of my plan.  She was excited about the different steps that were included in my plan but proceeded to say more steps may be necessary.

We will meet after our next SBDM meeting, where my project will be informally introduced.  It was agreed that my plan will undergo several revisions and she added that she would continue to support and direct me through out the process. 





In my previous post, you'll find my Action Research Plan that was discussed.

If anyone has any suggestions, please help!  I'm looking forward to any insight my classmates can provide!

Saturday, October 22, 2011

My Action Research Plan Process



ACTION RESEARCH PLAN
                                                           
PROCESS OVERVIEW

EVALUATION OF INSTRUCTIONAL BENEFITS OF A TRADITIONAL/BLOCK SCHEDULE HYBRID
Jorge Aaron Lozano
*Note: Initially I planned to research reasons why students were late to their first period class.  After further discussions with my site supervisor and other administrators, I decided to change my topic/inquiry to reflect the one seen in this post.   

INQUIRY: 
Does the current traditional/block hybrid schedule in place
meet the instructional needs of all classroom teachers?

1. SETTING THE FOUNDATION

  • To initiate a discussion about the current schedule, I will have a conversation with Mr. Pedro Trevino, scheduling administrator.  I will ask about general logistics of creating a master schedule and at what level (district or school level) are priority decisions made.  Some examples of these priority decisions may be the length of classes and justifications for the reason some teachers are assigned traditional periods or assigned blocks. 

  • Next, I will ask similar inquiries and introduce my action research plan at the next SBDM meeting.  I have already asked already asked to be apart of the committee this year.  Additionally, I will introduce the plan at our next department meeting. 

2. ANALYZING DATA 

  • Data will be gathered from surveys given to three teacher sample groups, focus groups with students, relevant scholarly articles using AASA, NASSP, NAESP, Lamar resources and PSJA Memorial High School/PSJA ISD student assessment statistics.  

  • Likely findings will include insight for my inquiry question and provide a catalyst for any change necessary for improvement. 

3. DEVELOPING DEEPER UNDERSTANDING

  • To develop a deeper understanding, I plan to hold second interviews with Mr. Trevino to discuss results from our initial findings. 
  • Additionally, deeper understanding can be established through interviews with counselors, the campus principal, the dean of instruction and students within specific special population groups. 
  • Literature and educational blogs will also be utilized for this step.
                                
4. ENGAGE IN SELF-REFLECTION

  • Throughout the process, I understand that self-reflection is important.  I will ask myself the following questions:
    • Will changing the master schedule for the fourth year in a row-- if proven necessary through my action research--help or harm teachers’ need for consistency in the classroom?
    • Am I able to initiate change at the district level, affecting four large high schools within our district?
    • Do I have the time management abilities to successfully conduct this research?
    • Will administrators at both school and district levels accept my findings and ideas?
    • Can I develop the skills necessary to initiate change?

5. EXPLORING PROGRAMMATIC PATTERNS

  • To formulate more definite solutions, I plan to consult the following individuals:
    • Ms. Judith Solis, Campus Principal and Site Supervisor
    • Mr. Pedro Trevino, Scheduling Administrator
  • Data and the resulting solutions, if needed, will be reviewed.
  • Through our meetings, I hope they provide me with the sufficient resources and guidance necessary move forward with my findings and solutions.

6. DETERMINING DIRECTION

  • Before I move forward I will ask myself the following questions:
    •  Have you adequately addressed the skills and resources questions?
    • Have you established a collaborative approach to the issue?
    • Are your timelines realistic?
    • Do you have a reasonable plan to monitor the project?
    • Do you have a reasonable plan for determining the level of success – how do you evaluate if the plan is effective?
    • How will you revise and improve the plan based on monitoring and evaluation? 

7. TAKING ACTION FOR SCHOOL IMPROVEMENT 

To organize a committee, I will seek help from the four large high schools in our district.  I will present the findings to them and seek their assistance if they are in agreement with the solutions or change set in place. 

Using the suggested written plan of action template, we will move forward with the action research plan.

8. SUSTAIN IMPROVEMENT

  • Keep an open mind to any lessons learned throughout the action research process. 
  • Share results and processes with colleagues using my blog.
  • Use the opportunity to share action research planning with coworkers.

Action Step
Person Responsible:
Timeline:
Needed Resources:
Evaluation:
1. Survey three sample group of teachers.
Jorge A. Lozano
Jan. 16th - 20th
-Survey Monkey (possibly)
-Surveys
-Teachers
-Evaluate Legitimacy of Results
2.Conduct focus group with various students.
Jorge A. Lozano
Jan. 26th - 27th 
-Counselors
-Students
-Evaluate Legitimacy of Results
3. Research scholarly articles for insight.
Jorge A. Lozano
Jan. 30th - Feb. 3rd
-Various Scholarly Internet Databases
-Evaluate Relevance to Topic
4. Interview district and school administrators in charge of scheduling.

Jorge A. Lozano
Feb. 8th - 10th
-Interview Questions
-District and School Scheduling Administrators
-Evaluate Legitimacy of Results
5. Compare student assessment scores in regards to their scheduling. 
Jorge A. Lozano
Feb. 13th - 24th
-Dean of Instruction
-Evaluate Relevance to Topic
6. Evaluate data.
Jorge A. Lozano
Feb. 27th - March 9th
-Microsoft Office
-Does data provide relevant insight

Tuesday, October 11, 2011

Reflecting on Action Research - Week Two

Pedagogy Isn't Enough, Teachers Need to Implement Action Research Practices

Dr. Timothy Chargois, Director of Research Planning at Beaumont ISD, stresses the importance of this an interview with Lamar University.  He believes that pedagogy will not suffice in today's classroom setting and teachers must take an active role in conducting research for professional growth.  

Dr. Kirk Lewis, Superintendent for Pasadena ISD agrees.  Lewis stresses that educators must research practical inquiries that are relevant to their educational setting.  

Chargois continued with the importance of protecting the students.  When conducting action research, practitioners must remember that their students are not guinea pigs.  In all educational settings, students must always be treated with respect and educational leaders must have their best interests in mind.  As teachers, we know this--but its easy to forget when we engage in more research oriented practices.  

The Nine Academic Settings for Action Research

When trying to uncover inquiries for action research, its important to keep in mind the nine academic settings.  These settings cover just about every situation educational leaders should consider for professional growth.  The settings are as follows: 
  • Staff Development 
  • Curriculum Development 
  • Individual Teacher(s)
  • Individual Student(s)
  • School Culture and Community
  • Leadership
  • Management 
  • School Performance
  • Social Justice or Equity Issues
Each setting offers a unique area for improvement within schools or districts.  

Below you'll find a link to a YouTube video with insightful action research inquiries for social justice in the classroom.  You may find it helpful if you are proposing an action research plan for the 9th academic setting listed above: Social Justice or Equity Issues.  CHANGE!  "It starts with us."

Thursday, October 6, 2011

Blogs For Educational Leaders


Besides the obvious benefit of modeling the significance of written expression, blogs can serve as a very useful tools for educators--specifically educational leaders.

Blogs can serve as an interactive learning diary that allows aspiring ed leaders to
  • Reflect on their learning process chronologically
  • Participate in an interactive discussion with peers, reading and responding to comments
  • Use images and links to enrich the journal entries
Blogging in an academic fashion is a personal first for me.  For years, I've used online networking and media to document my personal life.  I've never though about blogging academically until just recently.  I'm excited to see how blogging will enrich my learning experience as an aspiring educational administrator.

I'm re posting this link below for those not familiar with blogs:

Blogs In Plain English 

Action Reseach: What I've Learned So Far

This week, I've begun to read literature about action research, a form of research conducted by educational leaders.  Here is a summary of the insight I have gained thus far. 

The Literature
The literature includes Leading with passion and knowledge: The Principal as Action Research by Nancy Fichtman Dana, and Examining what we do to improve our schools: 8 steps from analysis to action by Sandra Harris, Stacey Edmonson, and Julie Combs. Additionally, as part of my coursework, I was asked to read an article entitled Action research: An Effective Instructional Leadership Skill for Future Public School Leaders.

What I Learned
Action research is a method used by practitioners in the field of education and involves educational leaders engaging in practices that initiate change for improvement.  Simply put, an educator using action research will participate in identifying a problem, gathering information from multiple resources and implementing adjustment strategies to find solutions.  

Action Research Vs. Traditional Research
Traditional research is generally initiated by university students.  Scholars gather information from theory and existing texts but lack a crucial element--they are not active practitioners in the field.  Action research offers a perspective from "insiders", or educators that can provide practical solutions to practical problems.

The Benefits of Action Research
Action Research allows educators to actively assess their own teaching methods or issues that can hinder learning in the classroom.  By idendtifying these issues, or "wonderings", the educator can gather relevant information and execute the adjustments nessesary that will grant them professioanl growth and student success.

Click on the link below for more insight on Action Research
Action Research in the Classroom