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.