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.

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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