Looking Back

Reflection on Action Research Course
As I reflect on my action research course I can recount many positive experiences. I have gained knowledge and insight into the process of action research, and I am confident that I can initiate an action research plan on my campus. I appreciated the lectures from Dr. Jenkins and Dr. Arterbury. They were very helpful and reassuring as I ventured into unknown territory. I found the six tips from Dr. Arterbury during week one extremely helpful. They served to focus my ideas and get me started on the process.

This course required two textbooks, 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. Although both were informative, the Dana text was most often referred to and more information was found therein. Our first assignment required us to look at both texts and to examine the differences between action research and traditional research. I believe that assignment taught me the most because it defined the course that I would be taking.
Administrative inquiry as defined by the Dana (2009) text is:

The process of a principal engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as a
result of the inquiry. Inquiring professionals seek out change and reflect
on their practice by posing questions or “wonderings,” collecting data to
gain insights into their wonderings, analyzing the data along with reading
relevant literature,making changes in practice based on new understandings
developed during inquiry, and sharing findings with others. (p.2-3)

Unlike other methods of research, the researcher is a person who is an insider of the organization. It allows principals to identify and address their own problems and to become the “head learners” of their schools. Again, this information was essential to the planning and delivery of my action plan.

Perhaps the most stimulating part of this course was the class discussions. It is always good to speak to colleagues about your wonderings and to bounce ideas off other professionals in similar situations. I have found that several of my Lamar colleagues are working in schools like mine and have experienced problems like I have. They have been able to offer suggestions for my action research that I could use to tweak my plan. On the other hand, some of my colleagues teach in elementary schools where the atmosphere is much different than it is in the middle school where I teach. I love the fact that they don’t see things from my perspective and that I must be able to articulate to them what my problems are and ask for help. They have given me insight that I did not think about from a perspective that I do not have. I changed my plan because of some of the advice I received from elementary school teachers.

Finally, blogging has been helpful to me because it has allowed or rather forced me to reflect upon the processes I have begun. I am very careful to articulate my vision clearly because I know that the internet is a public bulletin board where people who don’t know me can judge me simply by what I write. I have been able to share videos which relate to my topic so that the viewer can see where I am coming from and what my passion is in this area. Here again, there is room for comments from viewers which I can take and incorporate into my plan.
My time in this course was well spent. I only hope that I can deliver an action research plan which is worthy of the hard work and effort put into the course.

Mentoring USA Commercial

Revised Action Plan

Goals:
1. To acclimate new female students to a middle school setting
2. To maintain or increase the academic achievement of female middle school students
3. To reward academic and disciplinary accomplishments of females new to a middle school campus
4. To establish a one-on-one mentoring program in an urban middle school setting

Action Step(s)
1. Obtain a list of potential participants in the study
2. Solicit female mentors from the staff at the school
3.Meet with mentors to provide suggestions for incentives and activities
4. Assign mentors to mentees
5.Blog with participants to discuss progress and or problems

Person(s)Responsible

1.Researcher
2.School counselor
3.Principal
4.Mentors
5.Mentees

Timeline Start/End

August 9 2010 - May, 2011

Needed Resources

1. List of incoming 6th graders
2. Commitment forms
3. Time allotment in faculty meeting
4. Room for meeting
5. Refreshments
6. Names of mentors
7. Computers
8. Blog address

Monitoring Process

1. Observation
2. Commitment forms signed by mentors

Evaluation

1. Completed forms
2. List of participants
3. Survey forms from participants
4. Signed Mentor/Mentee commitment forms
5. Progress reports
6. Report cards
7. Discipline reports

Action Research Action Plan

Goal(s):
1. To decrease incidences of female violence of females identified as discipline problems on a middle school campus
2. To increase the academic achievement of females identified as discipline problems on a middle school campus
3. To reward academic and disciplinary accomplishments of females identified as discipline problems on a middle school campus
4. To establish a one-on-one mentoring program in an urban middle school setting

Action Step(s)

1. Obtain a list of potential participants in the study
2. Gather data regarding discipline referrals, grades conduct, and counselor referrals.
3. Solicit female mentors from the staff at the school
4. Assign mentors to mentees
5.Meet with participants to discuss progress in a group setting

Person(s)Responsible
Step One
1.Researcher
2.School counselor
3.Principal
4.Teachers
Step Two
1.Researcher
2.School counselor
3.Asst. Principal
4. Data Clerk
Step Three
1.Researcher
2.School counselor
3.Principal
Step Four
Researcher
Step Five
1.Researcher
2.Mentors
3.Mentees

Timeline (Start/End)
Step One
August 9, 2010/September, 2010
Step Two
August, 2010/May 2011
Step Three
August 9, 2010/September, 2010
Step Four
September, 2010
Step Five
September, 2010/May, 2011

Needed Resources
Step One
1. Discipline forms
2. Survey forms for teachers
Step Two
1. Standardized test results
2. Student discipline reports
3. Progress Reports/Report Cards
4. Counselor referral reports
Step Three
1. Commitment forms
2. Time allotment in faculty meeting
Step Four
1. Names of mentors
2. Names of participants
Step Five
1. Room for meeting
2. Refreshments

Monitoring Process
Step One
Observation
Step Two
Observation Collection of forms
Completion of spreadsheet
Step Three
Commitment forms signed by mentors
Step Four
Observation
Step Five
Observation

Evaluation
Step One
Completed forms, list of participants
Step Two
Comparison between beginning of the year data and end of the year data (Prepared Spreadsheet)
Step Three
Completed forms
Step Four
Signed Mentor/Mentee commitment forms
Step Five
Progress reports
Report cards
Discipline reports

Lu's Deep Thoughts

In this week's lesson we read The Passions That Drive Your Journey, from the Dana text, pp. 29 – 68. The lesson introduced us to nine major wondering areas from school leaders. They included:
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
We were asked to look at each area and to identify an action research for all of them. We were also asked to describe how the action research might be used in the school. This exercise was rewarding because I used it as a personal set of wonderings for my campus. I tried to personalize each area and to come up with an action research project for each one that I could use at my school. The exercise made me think like a leader and consider some of the issues at my school. All schools could benefit from action research as long as the originators of the research are the people involved in the problem and those who will be involved in the solution.

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