My idea for the Parent Teacher Community Partnership Committee for EDLD 5326 School and Community Relations.
This presentation was made on Prezi.
Saturday, March 24, 2012
Sunday, September 25, 2011
Assessing the Quality of Inquiry
Chapter six from the Dana text (p.171) addressed assessing the quality of an action research plan. There are 5 quality indicators to use to measure and improve an action research plan. As I continue to work on my own plan it will help to reference how I can apply these quality indicators.
Dana, Nancy. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin.
Quality Indicator 1:
Context of Study:
In creating the context of the study so that other’s may understand and relate to the purpose of the action research I can include: information on the demographic and academic achievement of students in the study group and a definition of Project Based Learning. It is important to frame what Project Based Learning will look like in my classroom as there is not a standard definition, especially in elementary schools. I need to include project documents from the projects in order to help frame the concept of Project Based Learning. It might be helpful to include an introduction or background section of my action research plan in which I describe the quantitative measures of PBL in my classroom prior to the study and what PBL is. I can include the demographic and academic information of students in an explanation of the study.
Quality Indicator 2:
Wondering and Purpose:
In the introduction to my action research plan, I need to explain the reason for my initial wonderings about the proposed topic. Traditionally, benefits of Project Based Learning have been explained with data focusing on academic achievement statistics and rhetoric about how PBL promotes “21st Century Skills” like collaboration, communication, and work ethic. However, there is very little data about these teamwork skills and how PBL affects them. Additionally, it is difficult to quantitatively measure them. The purpose of my action research emerged from my own wonderings about PBL being an effective method for improving these important skills in students.
Quality Indicator 3:
Principal Research Design (Data Collection and Data Analysis):
The source of the quantitative measures of student achievement will be the teacher rubrics addressing communication, collaboration, and work ethic. Including a colleague in the data collecting process will provide additional insight into the study. The written student reflections will provide student opinion and insight into their performance regarding the measured skills, and will also provide further documents for me to analyze with regard to the development of these skills.
Quality Indicator 4:
Principal-Research Learning:
The greatest challenge regarding this quality indictor for me will be to “articulate clear, thoughtful statements about what was learned through the process”. Tying each statement to collected data and keeping my explanations simple will help create a clear, valid, and understandable reflection. I can communicate the quantitative data collected from the rubrics simply using excel and related tables and charts. For the student writing samples, I might want to include longitudinal selections from the same student.
Quality Indicator 5:
Implications for Practice:
This quality indicator is something I would naturally do as a teacher wanting to increase student practice of “21st Century Skills”: communication, collaboration, and work ethic. If my study yields a positive effect between these student skills and Project Based Learning then my next area of focus will be on increasing PBL in the classroom. If not, then the second cycle of research might include embedding activities within PBL that create situations in which students use communication, collaboration, and work ethic.
Dana, Nancy. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin.
Quality Indicator 1:
Context of Study:
In creating the context of the study so that other’s may understand and relate to the purpose of the action research I can include: information on the demographic and academic achievement of students in the study group and a definition of Project Based Learning. It is important to frame what Project Based Learning will look like in my classroom as there is not a standard definition, especially in elementary schools. I need to include project documents from the projects in order to help frame the concept of Project Based Learning. It might be helpful to include an introduction or background section of my action research plan in which I describe the quantitative measures of PBL in my classroom prior to the study and what PBL is. I can include the demographic and academic information of students in an explanation of the study.
Quality Indicator 2:
Wondering and Purpose:
In the introduction to my action research plan, I need to explain the reason for my initial wonderings about the proposed topic. Traditionally, benefits of Project Based Learning have been explained with data focusing on academic achievement statistics and rhetoric about how PBL promotes “21st Century Skills” like collaboration, communication, and work ethic. However, there is very little data about these teamwork skills and how PBL affects them. Additionally, it is difficult to quantitatively measure them. The purpose of my action research emerged from my own wonderings about PBL being an effective method for improving these important skills in students.
Quality Indicator 3:
Principal Research Design (Data Collection and Data Analysis):
The source of the quantitative measures of student achievement will be the teacher rubrics addressing communication, collaboration, and work ethic. Including a colleague in the data collecting process will provide additional insight into the study. The written student reflections will provide student opinion and insight into their performance regarding the measured skills, and will also provide further documents for me to analyze with regard to the development of these skills.
Quality Indicator 4:
Principal-Research Learning:
The greatest challenge regarding this quality indictor for me will be to “articulate clear, thoughtful statements about what was learned through the process”. Tying each statement to collected data and keeping my explanations simple will help create a clear, valid, and understandable reflection. I can communicate the quantitative data collected from the rubrics simply using excel and related tables and charts. For the student writing samples, I might want to include longitudinal selections from the same student.
Quality Indicator 5:
Implications for Practice:
This quality indicator is something I would naturally do as a teacher wanting to increase student practice of “21st Century Skills”: communication, collaboration, and work ethic. If my study yields a positive effect between these student skills and Project Based Learning then my next area of focus will be on increasing PBL in the classroom. If not, then the second cycle of research might include embedding activities within PBL that create situations in which students use communication, collaboration, and work ethic.
Sunday, September 18, 2011
Week 4 Reflection
One comment to the EDLD 5301 discussion board this week inspired me to further clarify what I am measuring in my action research plan.
Since I decided on my action research plan, I have been very focused on exactly how to quantitatively measure communication, collaboration, and work ethic and working on rubrics that I will use during my observations.
A fellow students post this week stressed the importance of defining these terms as well to further set clear expectations for the research.
My source for definitions will be the Manor ISD school board definitions that were created for the "Essential 5" initiative this year to help develop and sustain 21st Century classrooms.
I will use the following definitions:
Communication
The process of effectively sharing and receiving information to expand understanding.
Collaboration
Learning, sharing knowledge, and working together towards a common goal.
Work Ethic
The practice of producing quality work demonstrated by personal responsibility, commitment to team, and completion of tasks.
Since I decided on my action research plan, I have been very focused on exactly how to quantitatively measure communication, collaboration, and work ethic and working on rubrics that I will use during my observations.
A fellow students post this week stressed the importance of defining these terms as well to further set clear expectations for the research.
My source for definitions will be the Manor ISD school board definitions that were created for the "Essential 5" initiative this year to help develop and sustain 21st Century classrooms.
I will use the following definitions:
Communication
The process of effectively sharing and receiving information to expand understanding.
Collaboration
Learning, sharing knowledge, and working together towards a common goal.
Work Ethic
The practice of producing quality work demonstrated by personal responsibility, commitment to team, and completion of tasks.
Saturday, September 17, 2011
My Action Research Plan
Please visit my action research plan published with google docs and leave feedback.
Thursday, August 25, 2011
Action Research
Before reading about it this week, I had no official knowledge of action research. I'm completely attracted to the idea as I've always been very invested in data-driven decision making.
Administrators and teachers can improve their performance and the outcomes on their campus with the continual movement through "(1) clarifying and diagnosing a practical situation that needs to be improved or a practical problem that needs to be resolved, (2) formulating action strategies for improving the situation or resolving the problem, (3) implementing the action strategies and evaluating their effectiveness, and (4) clarifying the situation, resulting in new definitions of problems or areas for improvement, and so on, to the next spiral of reflection and action" (Dana, 2009, p.5)
Action research seems the most effective way for progress on a campus. It involves those directly involved with the students and teachers on the campus and is completely personalized to the needs of the school.
I've thought a lot about how I might use action research as a teacher this year. I'm excited about the idea of creating a plan to address an issue and measuring and reflecting on its progress. It really gives me a sense of autonomy.
I haven't really settled on an idea yet. My thoughts on areas that need greater focus are vast: the academic needs of the ESL student population at my school, parent involvement, outcomes of Project Based Learning, a new program-"Meaningful Work" in which students can apply for 'jobs' on campus, growth in reading fluency as an indicator of reading progress, and the effectiveness of homework.
I am undecided, but very excited to begin!
Dana, Nancy. (2009). Leading with Passion and Knowledge: The Principal as Action Research. Thousand Oaks: CA.
Administrators and teachers can improve their performance and the outcomes on their campus with the continual movement through "(1) clarifying and diagnosing a practical situation that needs to be improved or a practical problem that needs to be resolved, (2) formulating action strategies for improving the situation or resolving the problem, (3) implementing the action strategies and evaluating their effectiveness, and (4) clarifying the situation, resulting in new definitions of problems or areas for improvement, and so on, to the next spiral of reflection and action" (Dana, 2009, p.5)
Action research seems the most effective way for progress on a campus. It involves those directly involved with the students and teachers on the campus and is completely personalized to the needs of the school.
I've thought a lot about how I might use action research as a teacher this year. I'm excited about the idea of creating a plan to address an issue and measuring and reflecting on its progress. It really gives me a sense of autonomy.
I haven't really settled on an idea yet. My thoughts on areas that need greater focus are vast: the academic needs of the ESL student population at my school, parent involvement, outcomes of Project Based Learning, a new program-"Meaningful Work" in which students can apply for 'jobs' on campus, growth in reading fluency as an indicator of reading progress, and the effectiveness of homework.
I am undecided, but very excited to begin!
Dana, Nancy. (2009). Leading with Passion and Knowledge: The Principal as Action Research. Thousand Oaks: CA.
Tuesday, August 23, 2011
How Educational Leaders Can Use Blogs
Educational leaders can utilize blogs as a form of online journaling. The user can trace the evolution of an idea, understand his or her thinking more deeply by reflecting on past entries, and gain clarity on thoughts. Blogs can help a learner understand their unique process of thinking and learning.
This type of thinking provides the type of reflection necessary for the type of inquiry related to action research."Reflecting on practice to become more intentional about what principals do is the foundation of engagement in action research" (Dana, pg. 150)
A blog is a platform for an educational leader to share their thinking with teachers, faculty, and parents. The blog can extend beyond the stakeholders of the campus to an even larger audience including other principals and creates opportunities for further collaboration.
This type of thinking provides the type of reflection necessary for the type of inquiry related to action research."Reflecting on practice to become more intentional about what principals do is the foundation of engagement in action research" (Dana, pg. 150)
A blog is a platform for an educational leader to share their thinking with teachers, faculty, and parents. The blog can extend beyond the stakeholders of the campus to an even larger audience including other principals and creates opportunities for further collaboration.
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