Forward movement and improvement cannot be accomplished if we do not understand where we’ve been. With this in mind, I learned that campus improvement is a continuous cycle of collecting data, analyzing and interpreting the data, reflecting on classroom practices and student performance and behaviors, and measuring improvement through formal assessment. I can use the Backward Design Process to enhance improvement. Use of Formative Assessment will give me a clearer picture of progress made. As we use essential questions to guide understanding of key concepts by students, I can use provocative questioning to dig and get to the root of problem areas. Professional Development and making sure the staff become involved in continuous learning through action research and TLCs will be a key component in campus improvement. Forms such as the Team Dialogue Guide and the Reflection Guide will keep us focused and moving in the right direction toward sustained improvement.
Once the initial implementation of my Campus Action Plan has begun, I will continue the improvement cycle by:
•Using assessment and evaluation to determine the next steps. We will use the Team Dialogue Guide to document the data and better visualize patterns and holes.
•Through the use of TLCs we will connect the problem areas to specific strategies to improve and grow. Teachers will develop suggestions and plans to share with the campus to create a team unified for student success.
•Instructional staff will continue to be trained, equipped, and supported as we raise expectations. We will celebrate achievement of goals and success.
•I will build trust among the staff and in the process find out their individual strengths and weaknesses. I will use the noted strengths to build collaboration, cooperation, and communication.
•Teachers will be encouraged to step into leadership positions and model this for students, who will also be encouraged to become peer leaders.
•We will value risk-taking…celebrating success and evaluating mistakes and failures. Staff and students will take excuses and turn them into life enrichment used to give us wisdom and understanding. We will connect our life experiences with classroom learning to enable better transfer of information.
We have nowhere to go but up and I will equip and encourage staff and students to fly.
Saturday, December 10, 2011
Sunday, December 4, 2011
Role of Learning Communities as Professional Development Tool
"It is generally easier to get people to act their way into a new way of thinking than it is to get them to think their way into a new way of acting." (Williams (2007) 39)
Moving from Professional Learning Communities (PLCs) to Teacher Learning Communities (TLCs) will put the teacher in charge of future change and improvements in the classroom. The teacher is the one who decides what needs to change in his/her classroom after examining and interpreting the data. The questions in Figure 1 of Changing Classroom Practice for creating an action plan will enable teachers to have direction and focus in their planning. Using TLCs enables teachers to clearly determine what they need help with and customize the solutions and strategies to fit their particular needs. I wish I had known about the benefit of TLCs over PLCs last year as a coach. I feel this would have greatly enhanced teacher buy-in and motivation to explore and experiment with changes.
Formative Assessment is indeed the key to improving student performance. I have not heard reference to Vygotsky's ZPD since my bachelors degree days. "The gap" is discussed with no clear understanding as to how to close it. Many teachers today are unsure about how to make needed changes as various programs and assessment strategies are thrown at them. TLCs are a great way of providing understanding about Formative Assessment. Teachers will better understand what Formative Assessment is and will also become comfortable with this process as they meet regularly and collaborate and support each other in learning. Teachers will not just walk away with knowledge after a staff meeting or in-service, but will be able to take action. As Ms. Heritage says, "Without the appropriate attitudes toward the role that formative assessment can play in teaching and learning, teacher knowledge and skills will lie dormant." (Heritage (2007) 145) Teachers must see assessment and instruction as inseparable. They also must be willing to get outside the box, so to speak, and see instruction and assessment through a new window. Training will then take on a new importance. As TLCs put teachers in charge of their own learning, attitudes will change and student achievement will increase.
As I plan professional development, I will use guiding questions to create an atmosphere of exploration. I will also use cooperative learning strategies in context with TLCs to enable teachers to identify their student needs and plan solutions. As a coach, I approached professional development in this manner, but will need to improve. The information in these articles will enable me to be more detailed in my approach.
Moving from Professional Learning Communities (PLCs) to Teacher Learning Communities (TLCs) will put the teacher in charge of future change and improvements in the classroom. The teacher is the one who decides what needs to change in his/her classroom after examining and interpreting the data. The questions in Figure 1 of Changing Classroom Practice for creating an action plan will enable teachers to have direction and focus in their planning. Using TLCs enables teachers to clearly determine what they need help with and customize the solutions and strategies to fit their particular needs. I wish I had known about the benefit of TLCs over PLCs last year as a coach. I feel this would have greatly enhanced teacher buy-in and motivation to explore and experiment with changes.
Formative Assessment is indeed the key to improving student performance. I have not heard reference to Vygotsky's ZPD since my bachelors degree days. "The gap" is discussed with no clear understanding as to how to close it. Many teachers today are unsure about how to make needed changes as various programs and assessment strategies are thrown at them. TLCs are a great way of providing understanding about Formative Assessment. Teachers will better understand what Formative Assessment is and will also become comfortable with this process as they meet regularly and collaborate and support each other in learning. Teachers will not just walk away with knowledge after a staff meeting or in-service, but will be able to take action. As Ms. Heritage says, "Without the appropriate attitudes toward the role that formative assessment can play in teaching and learning, teacher knowledge and skills will lie dormant." (Heritage (2007) 145) Teachers must see assessment and instruction as inseparable. They also must be willing to get outside the box, so to speak, and see instruction and assessment through a new window. Training will then take on a new importance. As TLCs put teachers in charge of their own learning, attitudes will change and student achievement will increase.
As I plan professional development, I will use guiding questions to create an atmosphere of exploration. I will also use cooperative learning strategies in context with TLCs to enable teachers to identify their student needs and plan solutions. As a coach, I approached professional development in this manner, but will need to improve. The information in these articles will enable me to be more detailed in my approach.
Surviving Data Overload
I love the questions presented in the article, How to Survive Data Overload (Ronald S. Thomas, 2006). The questions enable the analysis and interpretation of data to be focused and productive. The Team Dialogue Guide: Moving From Data to Classroom Instructional Improvement can be a key element in keeping team discussion and planning on track. At the state CSCOPE conference this past summer, I attended a session related to creating a notebook for data. The notebooks were called CIA notebooks (Curriculum, Instruction, Assessment) and were designed to be used to guide discussion in the use of data to affect student improvement. The Team Dialogue Guide would be a great tool to be added to the CIA notebook. This page could be a summarizing tool to give a clear overall picture of what the data showed. I would introduce this tool to my staff as professional development. As they have to use data to drive their decision-making, the process will become easier and they will see how much more effective their decisions are.
I agree with my classmates in that the Reflection Guide is a good tool, but wordy. Most teachers would not read it through. The information is important though and needs to be included in planning and preparation of lessons. Our campus teams and is departmentalized. I would first use this form in staff development to explain how it can aid in better addressing student need. I would then break up each of the sections so that the teacher was only looking at that particular section by itself. The team or department could address those questions more clearly before moving to the next section. This tool would be a great connection as teachers looked at benchmark performance for a six week period. I would also make sure I had provided staff development related to instructional strategies so ideas and answers would come more readily and not bog down the meeting time. I think as teachers used this tool regularly, the process will become easier.
I agree with my classmates in that the Reflection Guide is a good tool, but wordy. Most teachers would not read it through. The information is important though and needs to be included in planning and preparation of lessons. Our campus teams and is departmentalized. I would first use this form in staff development to explain how it can aid in better addressing student need. I would then break up each of the sections so that the teacher was only looking at that particular section by itself. The team or department could address those questions more clearly before moving to the next section. This tool would be a great connection as teachers looked at benchmark performance for a six week period. I would also make sure I had provided staff development related to instructional strategies so ideas and answers would come more readily and not bog down the meeting time. I think as teachers used this tool regularly, the process will become easier.
Critical attributes of a postive school culture and the principal's contribution to the positive culture
My campus is "rebuilding," so to speak. The last year was horrendous and the staff and students paid the price. One of our strong points is the family atmosphere and support. Everyone jumps in to help everyone else and we work as a team. We have set high expectations for our students and are helping them meet the expectations. We celebrate every victory. We also have a close connection to our community and the parents we serve.
My principal is making the difference this year. First and foremost she does not ask anyone else to do something she would not do herself. Trust is being re-established. The staff is more willing to step out and take risks because they see our principal doing so. Douglas Reeves states, "Leaders speak most clearly with their actions." (Reeves, 2006/2007, 92). This statement describes my principal's connection to creating a positive culture on my campus.
In reading, Ten Big Effects of the No Child Left Behind Act on Public Schools, I found myself comparing where the state was in 2006, when the article was written, and where we are now. Effect number 3 scrutinizes alignment of curriculum & instruction and data from test scores. Our district is in our second year of full implementation of the CSCOPE curriculum. This curriculum management system is all about alignment of curriculum and instruction and performance on assessment (STAAR). Our district did not meet AYP for the first time this year. The instructional staff is not as hostile to the curriculum this year. Part of this change has to do with having one year of implementation under our belt, but I think getting hit square in the face with the test data was the bigger wake up call. If we as educators are going to enable our students to succeed in the real world we are going to have to all be on the same page and use data to drive our decisions.
The other area I found interesting was teacher demonstration of academic qualifications based on NCLB criteria. Five years later I think it has been clearly shown that passing a test as a means of being "highly qualified" doesn't really improve the quality of instruction. When will this practice change? No job/career should be solely determined on the basis of performance on a standardized test. We only hurt the validity of that profession.
My principal is making the difference this year. First and foremost she does not ask anyone else to do something she would not do herself. Trust is being re-established. The staff is more willing to step out and take risks because they see our principal doing so. Douglas Reeves states, "Leaders speak most clearly with their actions." (Reeves, 2006/2007, 92). This statement describes my principal's connection to creating a positive culture on my campus.
In reading, Ten Big Effects of the No Child Left Behind Act on Public Schools, I found myself comparing where the state was in 2006, when the article was written, and where we are now. Effect number 3 scrutinizes alignment of curriculum & instruction and data from test scores. Our district is in our second year of full implementation of the CSCOPE curriculum. This curriculum management system is all about alignment of curriculum and instruction and performance on assessment (STAAR). Our district did not meet AYP for the first time this year. The instructional staff is not as hostile to the curriculum this year. Part of this change has to do with having one year of implementation under our belt, but I think getting hit square in the face with the test data was the bigger wake up call. If we as educators are going to enable our students to succeed in the real world we are going to have to all be on the same page and use data to drive our decisions.
The other area I found interesting was teacher demonstration of academic qualifications based on NCLB criteria. Five years later I think it has been clearly shown that passing a test as a means of being "highly qualified" doesn't really improve the quality of instruction. When will this practice change? No job/career should be solely determined on the basis of performance on a standardized test. We only hurt the validity of that profession.
Friday, November 18, 2011
Personal Vision of Leadership
A leader demonstrates integrity and responsibility while working collaboratively with others to create student-centered learning that challenges and engages students.
Sunday, November 13, 2011
Timing is Everything....
On Wednesday, 11/9, I unexpectedly found out about a special ed meeting connecting our CSCOPE curriculum to the STAAR. It was focused on AYP, curriculum, assessment, and so forth related to special ed and learning disabilities. I went because I have special ed students in my dyslexia classes and wanted to see what the expectations are (even though I already have a rough idea). The meeting was somewhat informative, particularly in the connection to AYP. I get home Wednesday evening and my new class, Leadership for Accountability, has been loaded. Wow! This 5 week course covers exactly what the meeting and the upcoming other 2 meetings will be about....(this is where eerie, mysterious music begins to play). Looking forward to what I will learn.
Saturday, November 5, 2011
The inquiry journey: growth & understanding
I gained a great deal of insight from the lectures by Dr. Johnny Briseno and Dr. Timothy Chargois. Dr. Briseno made a statement reminding us to look at the whole child and see the entire picture before making a decision (Dr. Johnny Briseno, lecture week 2, EDLD5301). Numbers tell the story and paint the picture, but we should never lose sight of the child and how the decision will affect their learning. Dr. Chargois discussed using action research to affect instructional strategies in the classroom (Dr. Timothy Chargois, lecture week 2, EDLD5301). Coming from the academic coach setting, this focus is my passion. Every day I do all I can to show teachers the value in using data to drive their decisions and ultimately impact student success.
The decision regarding my topic was made during my internship planning. Our campus, as well as the district, needs to do a better job of meeting the needs of our Gifted and Talented students. The GT program has struggled. Parents, students, and even teachers are frustrated, so identifying the need was obvious. The challenge then became how to organize and implement the inquiry. Eventually, I changed my driving questions to focus more on the student and less on the development of the teacher. My rationale was, once the needs of the student were met I could then focus on the development of the teachers. The CARE Model helped me in this decision. Assigning points enabled me to prioritize the decisions affecting change.
Chapter 2 from the Dana text helped me design and plan out my inquiry. The breakdown of passions driving inquiry enabled me to visualize how my inquiry needed to cover staff development, curriculum development, and student need. As I analyze the data and create a portrait of the problem, I also need to make sure teachers and students are supported in whatever changes occur. Trust will be a top priority throughout this entire process. When I responded on the discussion board about the purpose and significance of my inquiry, I realized my top focus would be identifying the true area/s of giftedness in students. This research would be closely connected to teacher collaboration, cooperation, and communication.
Development of the actual Action Research Plan helped me create the timeline I needed to guide the rest of my planning. My site supervisor and I had decided I needed to be finished with the identification by May 2012 with scheduling complete by July 2012. This timeline would enable us to implement any needed changes by next school year. The research plan also gave me insight as to how and when to reflect, re-evaluate, and take a new route in inquiry. I will consider the impact of any suggested solutions and continuously examine pros and cons. Student and school improvement will drive all decisions for action and sustaining improvement.
As I contemplated how to sustain the improvement, I read about Force Field Analysis and Nominal Group Technique in the Harris text (Harris, 2010, p. 95-96 and 96-97). As I did further research on Google about these strategies, everything came together. Once examination of the TX State GT Plan exposed our program strengths and weaknesses, I could use the Nominal Group Technique to brainstorm ways to improve the program. The teachers would be the ones leading the inquiry, I would facilitate. Force Field Analysis will enable us to clearly see the forces for and against change. I finally felt I had an organized plan to help me begin to implement my research project.
The decision regarding my topic was made during my internship planning. Our campus, as well as the district, needs to do a better job of meeting the needs of our Gifted and Talented students. The GT program has struggled. Parents, students, and even teachers are frustrated, so identifying the need was obvious. The challenge then became how to organize and implement the inquiry. Eventually, I changed my driving questions to focus more on the student and less on the development of the teacher. My rationale was, once the needs of the student were met I could then focus on the development of the teachers. The CARE Model helped me in this decision. Assigning points enabled me to prioritize the decisions affecting change.
Chapter 2 from the Dana text helped me design and plan out my inquiry. The breakdown of passions driving inquiry enabled me to visualize how my inquiry needed to cover staff development, curriculum development, and student need. As I analyze the data and create a portrait of the problem, I also need to make sure teachers and students are supported in whatever changes occur. Trust will be a top priority throughout this entire process. When I responded on the discussion board about the purpose and significance of my inquiry, I realized my top focus would be identifying the true area/s of giftedness in students. This research would be closely connected to teacher collaboration, cooperation, and communication.
Development of the actual Action Research Plan helped me create the timeline I needed to guide the rest of my planning. My site supervisor and I had decided I needed to be finished with the identification by May 2012 with scheduling complete by July 2012. This timeline would enable us to implement any needed changes by next school year. The research plan also gave me insight as to how and when to reflect, re-evaluate, and take a new route in inquiry. I will consider the impact of any suggested solutions and continuously examine pros and cons. Student and school improvement will drive all decisions for action and sustaining improvement.
As I contemplated how to sustain the improvement, I read about Force Field Analysis and Nominal Group Technique in the Harris text (Harris, 2010, p. 95-96 and 96-97). As I did further research on Google about these strategies, everything came together. Once examination of the TX State GT Plan exposed our program strengths and weaknesses, I could use the Nominal Group Technique to brainstorm ways to improve the program. The teachers would be the ones leading the inquiry, I would facilitate. Force Field Analysis will enable us to clearly see the forces for and against change. I finally felt I had an organized plan to help me begin to implement my research project.
WHEW! What a journey.
By nature I like taking a problem, breaking it into pieces, investigating the various associated issues, finding possible solutions, and then putting everything together again. My experiences and training over the past year as a curriculum coach taught me the value in analyzing the data before making decisions. Imagine my surprise when I found myself balking at doing this course. All of a sudden I was nervous, unsure about my ability to do any of this, and fearful of what could possibly be stirred up. The past 5 weeks have picked me up, steadied my feet on the path, and given me a relatively clear view of the journey ahead. I am glad this wasn’t the first course, but sure appreciate it being at the beginning of my degree plan. Each of the assignments and activities stretched me without breaking me.
The blog has been the most frustrating part of the past 5 weeks – BUT! I now have Blogging for Dummies. There is hope on the horizon. Attitude is everything and I choose to see challenges as a means of growth and understanding. Little did I know, when I wrote this on the profile of my blog, how much insight (aka…growth and understanding) I would gain from this course. I look forward to the inquiry journey and experiences – and will make sure I have plenty of chocolate on hand for everyone on the ride with me.
The blog has been the most frustrating part of the past 5 weeks – BUT! I now have Blogging for Dummies. There is hope on the horizon. Attitude is everything and I choose to see challenges as a means of growth and understanding. Little did I know, when I wrote this on the profile of my blog, how much insight (aka…growth and understanding) I would gain from this course. I look forward to the inquiry journey and experiences – and will make sure I have plenty of chocolate on hand for everyone on the ride with me.
Sunday, October 30, 2011
Don't Assess...Consider the Quality of My Research
I found the reading for week 5 interesting and helpful. When I first thought about trying to assess my research I was unsure about how to do this. The 5 Quality Indicators helped give me direction. When I understood it was not about assessment, but considering the quality of the research, I was then able to apply it to my research process.
Quality Indicator 1
Context of Study:
As I examine the context in which my inquiry took place, I will detail information about the school, district, teachers, students, content, and curriculum. Understanding the background will help me focus on the need for the inquiry.
Quality Indicator 2
Wondering(s) & Purpose:
I will consider and explain the root of my questions/wonderings in detail. This will include the importance of the research to me, how my inquiry is connected to pertinent & appropriate literature, and make sure my questions are clear, focused inward, and open-ended. This examination will make sure I address all aspects of the wondering(s) and purpose.
Quality Indicator 3
Principal Research Design (Data Collection & Data Analysis):
The design of my research will involve collecting data from multiple sources and explaining the procedures and how the data is analyzed. I will also include a timeline for data collection. The timeline will enable me to stay on track and not get bogged down. Focusing on the amount of data I collect and what I do with it will make sure I have enough to answer questions and provide solutions without losing the focus in a mass of information.
Quality Indicator 4
Principal-Researcher Learning:
I will make clear statements about what was learned and support those statements with detail from the data. This will include readings, discussion, and reflection. This will enable me to make sure my learning is clear to me, as well as others.
Quality Indicator 5
Implications for Practice:
I will give detailed examples of changes made or changes I will consider making based on the learning from my inquiry. Giving detailed information connected to possible changes brought about because of the learning gained from the inquiry will reduce misunderstanding and confusion.
These 5 strategies will enable me to make sure I've thoroughly covered my topic and have a clear understanding of the direction the learning is leading me into.
Quality Indicator 1
Context of Study:
As I examine the context in which my inquiry took place, I will detail information about the school, district, teachers, students, content, and curriculum. Understanding the background will help me focus on the need for the inquiry.
Quality Indicator 2
Wondering(s) & Purpose:
I will consider and explain the root of my questions/wonderings in detail. This will include the importance of the research to me, how my inquiry is connected to pertinent & appropriate literature, and make sure my questions are clear, focused inward, and open-ended. This examination will make sure I address all aspects of the wondering(s) and purpose.
Quality Indicator 3
Principal Research Design (Data Collection & Data Analysis):
The design of my research will involve collecting data from multiple sources and explaining the procedures and how the data is analyzed. I will also include a timeline for data collection. The timeline will enable me to stay on track and not get bogged down. Focusing on the amount of data I collect and what I do with it will make sure I have enough to answer questions and provide solutions without losing the focus in a mass of information.
Quality Indicator 4
Principal-Researcher Learning:
I will make clear statements about what was learned and support those statements with detail from the data. This will include readings, discussion, and reflection. This will enable me to make sure my learning is clear to me, as well as others.
Quality Indicator 5
Implications for Practice:
I will give detailed examples of changes made or changes I will consider making based on the learning from my inquiry. Giving detailed information connected to possible changes brought about because of the learning gained from the inquiry will reduce misunderstanding and confusion.
These 5 strategies will enable me to make sure I've thoroughly covered my topic and have a clear understanding of the direction the learning is leading me into.
Friday, October 28, 2011
CARE Model
CARE Model: Planning Tool
Identify CONCERNS that must change
1. Lack of flexible grouping and pacing geared for individual needs creates behavior issues.
2. Gifted & Talented learners' individual needs are not being addressed and met.
3. Assessment for identification is focused on grades & behavior.
Identify AFFIRMATIONS that must be sustained
1. Curriculum provided is challenging, structured, and sequences.
2. Schedule is somewhat modified to provide flexible classroom instruction.
3. Improved identification includes gifted with special needs.
SMART RECOMMENDATIONS that must be implemented
1. Focus on individual need over achievement and performance to improve behavior.
2. Further modify the schedule to meet individual area/s of giftedness.
3. Include additional data beyond the district assessment process. Make identification ongoing based on need.
EVALUATE - Specifically and Often
1. Measure the number of identified GT students and how that number reflects the district population. Include a record of students' individual area/s of giftedness.
2. Use campus and PEIMS data to examine behavior response.
3. Take staff and student feedback to measure success of flexible scheduling.
Identify CONCERNS that must change
1. Lack of flexible grouping and pacing geared for individual needs creates behavior issues.
2. Gifted & Talented learners' individual needs are not being addressed and met.
3. Assessment for identification is focused on grades & behavior.
Identify AFFIRMATIONS that must be sustained
1. Curriculum provided is challenging, structured, and sequences.
2. Schedule is somewhat modified to provide flexible classroom instruction.
3. Improved identification includes gifted with special needs.
SMART RECOMMENDATIONS that must be implemented
1. Focus on individual need over achievement and performance to improve behavior.
2. Further modify the schedule to meet individual area/s of giftedness.
3. Include additional data beyond the district assessment process. Make identification ongoing based on need.
EVALUATE - Specifically and Often
1. Measure the number of identified GT students and how that number reflects the district population. Include a record of students' individual area/s of giftedness.
2. Use campus and PEIMS data to examine behavior response.
3. Take staff and student feedback to measure success of flexible scheduling.
Action Research Plan
Action Research Plan
Goal: To better individualize instruction for the Gifted & Talented students.
Objective 1: We will more closely assess and identify GT students in an effort to find their area/s of giftedness.
Objective 2: We will individualize class scheduling and curriculum to best meet the needs and challenges of GT students.
Objective 3: We will reduce behavior and increase motivation by addressing the individual needs of GT students.
Action Step: Literature research review
Person responsible: Debbie Rhodes
Timeline: start/end: Oct. '11-Mar.'12
Needed Resources: TX State Plan; Articles, Books, Journals covering behavior in the GT classroom; identification of specific area/s of giftedness; and motivation in the GT classroom.
Evaluation: none
Action Step: Gt names of 5th grade GR students
Person responsible: Registration clerk
Timeline: start/end: Oct. '11
Needed Resources: Skyward program
Evaluation: none
Action Step: Surveys of teachers & students
Person responsible: Debbie Rhodes
Timeline: start/end: Nov.'11- Jan.'12
Needed Resources: TX State GT Plan; Nominal Group Technique; Force Field Analysis; Survey monkey if needed
Evaluation: responses from those surveyed
Action Step: Examine PEIMS data
Person responsible: Asst. Prin. Sollock/Debbie Rhodes
Timeline: start/end: Jan. - Mar. '12
Needed Resources: PEIMS reports for 5th grade GT students
Evaluation: Behavior data results
Action Step: Student Assessment
Person responsible: Principal Alvis; Dist. GT Coord.; Debbie Rhodes
Timeline: start/end: Feb.'12
Needed Resources: Teacher inventory; Parent checklist; Renzulli-Hartman; Multiple Intelligences Assessments
Evaluation: Results from inventories; checklists; and behavioral characteristics assessment. Are we able to identify specific area/s of giftedness?
Action Step: Nominations (Matrix)
Person responsible: District GT Coordinator/ Debbie Rhodes
Timeline: start/end: Mar. - April '12
Needed Resources: Nomination Forms/Grades/Tests Scores
Evaluation: Does data connect with other assessments?
Action Step: Parent notification & permission
Person Responsible: Principal Alvis/ Dist. GT Coord.
Timeline: start/end: April - May '12
Needed Resources: district forms
Evaluation: Parent response
Action Step: Professional Development
Person Responsible: Debbie Rhodes; staff
Timeline: start/end: May '12
Needed Resources: Power point; data findings
Evaluation: Teacher connection to data
Action Step: Parent Meeting
Person Responsible: Principal Alvis; District GT Coor.; Debbie Rhodes
Timeline: start/end: May '12
Needed Resources: data from study
Evaluation: parent response
Action Step: Scheduling
Person Responsible: Principal Alvis; Registration Clerk; Debbie Rhodes
Timeline: start/end: June-July '12
Needed Resources: Skyward Program; Bell & Class schedule
Evaluation: Monitor implementation & data for success.
Goal: To better individualize instruction for the Gifted & Talented students.
Objective 1: We will more closely assess and identify GT students in an effort to find their area/s of giftedness.
Objective 2: We will individualize class scheduling and curriculum to best meet the needs and challenges of GT students.
Objective 3: We will reduce behavior and increase motivation by addressing the individual needs of GT students.
Action Step: Literature research review
Person responsible: Debbie Rhodes
Timeline: start/end: Oct. '11-Mar.'12
Needed Resources: TX State Plan; Articles, Books, Journals covering behavior in the GT classroom; identification of specific area/s of giftedness; and motivation in the GT classroom.
Evaluation: none
Action Step: Gt names of 5th grade GR students
Person responsible: Registration clerk
Timeline: start/end: Oct. '11
Needed Resources: Skyward program
Evaluation: none
Action Step: Surveys of teachers & students
Person responsible: Debbie Rhodes
Timeline: start/end: Nov.'11- Jan.'12
Needed Resources: TX State GT Plan; Nominal Group Technique; Force Field Analysis; Survey monkey if needed
Evaluation: responses from those surveyed
Action Step: Examine PEIMS data
Person responsible: Asst. Prin. Sollock/Debbie Rhodes
Timeline: start/end: Jan. - Mar. '12
Needed Resources: PEIMS reports for 5th grade GT students
Evaluation: Behavior data results
Action Step: Student Assessment
Person responsible: Principal Alvis; Dist. GT Coord.; Debbie Rhodes
Timeline: start/end: Feb.'12
Needed Resources: Teacher inventory; Parent checklist; Renzulli-Hartman; Multiple Intelligences Assessments
Evaluation: Results from inventories; checklists; and behavioral characteristics assessment. Are we able to identify specific area/s of giftedness?
Action Step: Nominations (Matrix)
Person responsible: District GT Coordinator/ Debbie Rhodes
Timeline: start/end: Mar. - April '12
Needed Resources: Nomination Forms/Grades/Tests Scores
Evaluation: Does data connect with other assessments?
Action Step: Parent notification & permission
Person Responsible: Principal Alvis/ Dist. GT Coord.
Timeline: start/end: April - May '12
Needed Resources: district forms
Evaluation: Parent response
Action Step: Professional Development
Person Responsible: Debbie Rhodes; staff
Timeline: start/end: May '12
Needed Resources: Power point; data findings
Evaluation: Teacher connection to data
Action Step: Parent Meeting
Person Responsible: Principal Alvis; District GT Coor.; Debbie Rhodes
Timeline: start/end: May '12
Needed Resources: data from study
Evaluation: parent response
Action Step: Scheduling
Person Responsible: Principal Alvis; Registration Clerk; Debbie Rhodes
Timeline: start/end: June-July '12
Needed Resources: Skyward Program; Bell & Class schedule
Evaluation: Monitor implementation & data for success.
Rollin' with the techno flow...
It's Friday and technology has made my life crazy this week. I always have to laugh when I remember several decades back (a privilege of being "old") when people thought computers and such could replace humans...NOT! Bear with me while I try to catch up and hopefully get everything straight. Please let me know if I have posted something incorrectly. I have actually not indulged in any chocolate or a single moolatte through all of this. Here's to organization and completion and then on to freaking out my students on Monday for Halloween...gotta love middle-schoolers.
Saturday, October 15, 2011
Hmmm....I wonder as I ponder - GT
| In the creation of my internship plan, my site supervisor and I discussed at length what project I would do involving action research. Because of the issues we are facing with our GT population, we both decided to focus on the identification and scheduling aspects. I found it interesting that we seemed to be unknowingly on the same page. As I have read the various readings and listened to other students in this course, I feel I need to focus first on staff development to help teachers see the need. I will be using action research to help them discover the true nature and needs of the GT student, hoping that they will realize for themselves the need to use different assessments to identify those placed in this program. Our goal was for me to have some kind of consensus by April of next year to possibly enable us to explore a different means of scheduling for our GT students. I would be working through the summer to put the findings into action. Three questions I will explore are: · Using action research, how can I facilitate professional growth on my campus to improve and better pinpoint identification of GT students? · How can I use PLCs to enhance the curriculum to better meet the needs of GT students? · What is the relationship between changing a possible teaching assignment for a veteran teacher and getting out of a rut? Will this improve excitement and motivation? If I can answer these questions through my research, and implement my findings, I think we will be well on our way to better meeting the needs of our GT students. |
Passions & Action Research in my Wonderings
Staff Development:
This area focuses on faculty members and ways to fulfill professional needs. I have watched staff members become stagnant as they didn’t pursue growth and, as a result, lost their excitement. One area for action research involves finding ways to facilitate professional growth. Use the research to determine an area of growth that not only will benefit instructional success in the classroom, but will also meet the personal needs of the faculty member. This area is important for action research to demonstrate the need for change or improvement, and as a means of providing support for teacher success in their instructional journey.
Curriculum Development:
Two reasons to pursue action research in Curriculum Leadership is to achieve educational excellence and make sure the changes involved connect across the various levels. Quality curriculum is essential and action research can help pinpoint how to connect teaching to the standards to be addressed. Meaningful change takes place primarily at the school level, but the best curriculum work integrates curriculum functions at several levels – state, district, school, & classroom.
A question I hope to use action research to explore is: How can I use PLCs to enhance Expository Writing curriculum across the content areas?
I also want to find out the ways a curriculum plan can be tweaked to better enable special education teachers to use the district adopted CSCOPE curriculum in their classrooms.
Curriculum Development is important for action research because the new STAAR test emphasizes writing and, in particular, expository writing across the grade levels. The increased rigor, depth, and complexity has created a huge gulf between special education and regular education. Solutions found through action research might bridge the gap.
Individual Teacher:
Our district was program saturated. The comments about programs never being the solution and never being the problem hit home. I saw the true result when a teacher or teachers believe the program is the solution. They did indeed lost sight of the true purpose for the program in the first place and failed to make a lasting difference. A question I would consider for action research is, What is the relationship between changing a veteran teacher’s grade-level assignment and getting out of a rut? This is so relevant to what has happened in our district. Action research is important for this area to give validity to the possible need for change and to build excitement in exploring new methods and strategies.
Individual Students:
Action research could be used to find out what happens to struggling readers in my school after they leave intervention programs. Another use would be to find out what effect inclusion has on the reading achievement at my school. Both of these areas are hotspots for us right now. Action research is important to identify possible gaps in intervention plans and evaluate the relevance and success of the plans.
School culture & community:
I have morning/breakfast duty every morning. The kids come in with a wide array of emotions and attitudes which ultimately affect the start of the day. I would use action research to determine the role an organized, calm breakfast plays in creating a caring school culture and how this affects student attitude in the classroom. I would want to know if student behavior improved, did the students get to class more quickly and show motivation to be engaged in learning, and was the overall atmosphere across the campus more open and caring. Action research is vital to help answer questions and resolve possible issues in order to build a more positive, close-knit culture and community.
Leadership:
I received training using MICEE in my Leadership Academy at the Dana Center in Austin. Action research would help me determine what values should guide my actions as a leader. All would be used at some point, but I would adjust depending on the needs of the group. I would also do research to find ways to improve my ability to inspire others toward a common purpose. I loved the Principal’s Coat of Arms and will create one of my own. Action research is important for reflection and discovery of areas for improvement as a leader. This research will help me to better adjust and set new goals.
Management:
Recognizing whether my management skills and leadership skills are in balance would be more easily seen through action research. How do my skills complement each other? As I use my finding to improve and in turn lead others to use action research to improve their skills, my school would be able to accomplish its goals to provide learner success. Questions I would ask are: How can we all work together – students, kitchen staff, teachers, etc. - to make breakfast & morning duty a cooperative and pleasant time for everyone. Also, how can we adjust our bell schedule to alleviate the rushed atmosphere for bus drop off and breakfast? The importance in using action research to answer these questions demonstrates a need to be addressed and ultimately provides a more positive, relaxed learning atmosphere for the students.
School Performance:
A question I would use action research to answer would be: What actions can our faculty take to improve reading achievement for our special education population? Research is important to show the areas where students struggle and steps that can be taken to meet student need in the classroom. As students experience success, the overall climate and culture of the school improves.
Social justice or equity issues:
School is indeed a stabilizing factor. Students need to know that expectations at school have to be different than what they are at home if they want to be successful in life. Questions utilizing action research include: How does a whole-group study on poverty (such as Ruby Payne) create an atmosphere of understanding and change in breaking the cycle of poverty? An inquiry-oriented learning community could be created. Online study with group discussion via blogs or discussion boards could bring campus groups together to share and gain a deeper understanding of the topic. Determining where problem areas are and how best to create expectations that lead to success in life make this area easy for action research.
Lesson learned from Dr. Johnny Briseno & Dr. Timothy Chargois
My first scholar was Dr. Johnny Briseno, Principal, Rancho Isabella Elementary, Angleton ISD.
His major emphasis was not to make decisions without looking at data first. He discussed using action research when examining TAKS performance. One thing emphasized was to include the qualitative data as well as the quantitative. When doing research we need to remember to look at the whole child and see the entire picture before making a decision. Another area for action research involved using staff to lead out in staff development. Let staff share their action research findings with peers. Collaboration creates positive relationships that benefit the children.
A suggestion Dr. Briseno had was to read…read…read. We should see what others are doing who have been in the same situation or had the same problem. “Don’t reinvent the wheel.”
I have learned the importance in gathering as much data as possible when examining a problem or issue. Data isn’t just about numbers though. The numbers represent children. We need to know the complete child. What other factors are affecting their learning. I also need to read as much as possible and look around to see what others have done in a similar situation. This could save me a great deal of time and headache.
The other scholar I focused on was Dr. Timothy Chargois, Director of Research, Planning and Development in Beaumont ISD.
He discussed using action research to affect instructional strategies in the classroom. One area currently being researched involves the Michael & Susan Dale Foundation. Teachers are being taught to be data driven. The data is being used to impact instruction. Services & software are used to manipulate the data and make predictions, impacting how teachers teach. The desire is to move toward a performance management group. All the various data streams are taken to systemically impact and change the way things are done.
A suggestion Dr. Chargois had was to never stop learning. We can’t just learn pedagogy or content. Action Research must be a viable part of the equation. Teachers have to know what research is and how to use it in the classroom to impact student success.
Seeing the science of teaching as a 3 part process changes the way we approach our students. I learned, as we connect pedagogy and content to action research, we will have a better idea of how to become effective teachers. We will be able to zero in more efficiently on the problem areas our students are experiencing and help find solutions.
Friday, October 14, 2011
Blogging insight
Shezaam! I'm finally getting this. I understand the positives of blogging: develop collaboration & support, reflection on practice, development of ideas, and not to mention, sharing research with others hundreds of miles away. I look forward to what I will learn from others, but just this moment I have to find a way to get this into my routine. I have to make time each day to journal my thoughts and see what others have to say. 21st century technology is wonderful and I love the immediate access.
Saturday, October 8, 2011
How educational leaders might use blogs
A blog is basically an online journal or diary. It is a place to capture thinking and is instantly published to the internet. Ideas and "ponderings" can be posted to help in the learning process. Including pictures and links can add to this experience. Comments in the feedback section help add to knowledge and collaboration (albeit online) creates a relationship between bloggers. As I review my personal thinking I can critically analyze what I've written and gain new insight into my leadership skills and administrative application. As I share my blog I am modeling a love of writing and learning. I will need to transfer what I currently write in notebooks to this tool of technology that is so much more effective.
What I've learned
I have learned what action research truly entails, the benefits of such research or inquiry, and how to use this type of research in various educational settings. The challenge I will face is the ability to do this research when others around me haven't discovered the value of true inquiry.
I am looking forward to the action research I will do for my particular project. I enjoy identifying and breaking down a problem into sections to examine, analyze, and find solutions for. While collecting data can be tedious and time consuming, I've also learned to see the value in using the data to drive decision-making. As relationships are built through the inquiry process, the focus remains on the goal instead of personal feelings. The ensuing change/s can then positively impact student improvement.
The benefits of action research create an atmosphere where continuous inquiry and progress-monitoring are valued. Educators view student learning in connection with the instructional strategies they choose. Validity is given to the practice of questioning. Teachers and administrators become comfortable with reflection and critical analysis.
As we in the educational arena become more comfortable with using data to drive decision-making, action research will be utilized in more settings. Using active inquiry and research in leadership teams and PLCs will greatly impact student improvement. In turn, strategies used in the classroom will be more focused and student-centered.
Much of action research involves commitment and time management. I look forward to this experience and putting into practice everything I learn. Action research is transforming my thinking and enabling me to more adequately meet the challenges before me.
I am looking forward to the action research I will do for my particular project. I enjoy identifying and breaking down a problem into sections to examine, analyze, and find solutions for. While collecting data can be tedious and time consuming, I've also learned to see the value in using the data to drive decision-making. As relationships are built through the inquiry process, the focus remains on the goal instead of personal feelings. The ensuing change/s can then positively impact student improvement.
The benefits of action research create an atmosphere where continuous inquiry and progress-monitoring are valued. Educators view student learning in connection with the instructional strategies they choose. Validity is given to the practice of questioning. Teachers and administrators become comfortable with reflection and critical analysis.
As we in the educational arena become more comfortable with using data to drive decision-making, action research will be utilized in more settings. Using active inquiry and research in leadership teams and PLCs will greatly impact student improvement. In turn, strategies used in the classroom will be more focused and student-centered.
Much of action research involves commitment and time management. I look forward to this experience and putting into practice everything I learn. Action research is transforming my thinking and enabling me to more adequately meet the challenges before me.
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