I welcome your comments, suggestions, and constructive input to my action research project.
https://docs.google.com/document/pub?id=1dKGOqklKXXv1sEtrtbqzheTsoJevyeewHiM5i-QuTxo
Thursday, August 5, 2010
Sunday, August 1, 2010
Action Research EDLD 5301 Research Week 3
Action Research Plan for Increase Parental Involvement on our High School Campus.
https://docs.google.com/document/pub?id=1dKGOqklKXXv1sEtrtbqzheTsoJevyeewHiM5i-QuTxo
Action Research SIP/PIP in English
https://docs.google.com/document/pub?id=1Dfxz3vqOJ0DxHiWyb0Id9YaGe-JhdvnOOBW7VH2vOS0
Action Research SIP/PIP in Spanish
https://docs.google.com/document/pub?id=1bENh8JHSStyQztSPjv_7hD4YI_J9uQT5bAHwMp8NeSA
https://docs.google.com/document/pub?id=1dKGOqklKXXv1sEtrtbqzheTsoJevyeewHiM5i-QuTxo
Action Research SIP/PIP in English
https://docs.google.com/document/pub?id=1Dfxz3vqOJ0DxHiWyb0Id9YaGe-JhdvnOOBW7VH2vOS0
Action Research SIP/PIP in Spanish
https://docs.google.com/document/pub?id=1bENh8JHSStyQztSPjv_7hD4YI_J9uQT5bAHwMp8NeSA
Friday, July 23, 2010
EDLD 5301 Research Week 2 Learning
Celebrations of success, understanding and shaping the campus climate, and communication are all topics for school culture/community action research (Dana, 2009, p. 50-51). In this area, I have chosen to focus on increasing parental involvement in order to increase student learning for improvement on state assessments.
“Never stop learning,” was Dr. Timothy Chargois’, Director of Research, Planning and Development in Beaumont ISD, advice as he explained the importance of leading teachers to be “action research oriented.” He pointed out that teacher accountability to increase student performance means “accountability for all students.” As I reflected on the interview, I determined that adding the component of action research to our data disaggregation, curriculum alignment and lesson planning activities and training should help us integrate it as part of our school climate and culture.
Dr. Kirk Lewis, Superintendent, Pasadena ISD suggested “reading others’ work and translating to your campus…things that work for similar patterns, demographics…” His advice is to research “what is practical to you.” He describes three reasons research should be “active and practical.” The action researcher will be “more interested…, more focused on the outcome…, and the students will benefit from practical research…instead of theoretical.” Since this suggestion echoes my sentiments regarding action research, I reflected on ways research and data has been used on my campus over the last few years. I believe we do an excellent job of disaggregating data and knowing where our students are performing well and areas needing improvement; however, we have not been focused on “practical” research of proven strategies with consistent results.
Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
“Never stop learning,” was Dr. Timothy Chargois’, Director of Research, Planning and Development in Beaumont ISD, advice as he explained the importance of leading teachers to be “action research oriented.” He pointed out that teacher accountability to increase student performance means “accountability for all students.” As I reflected on the interview, I determined that adding the component of action research to our data disaggregation, curriculum alignment and lesson planning activities and training should help us integrate it as part of our school climate and culture.
Dr. Kirk Lewis, Superintendent, Pasadena ISD suggested “reading others’ work and translating to your campus…things that work for similar patterns, demographics…” His advice is to research “what is practical to you.” He describes three reasons research should be “active and practical.” The action researcher will be “more interested…, more focused on the outcome…, and the students will benefit from practical research…instead of theoretical.” Since this suggestion echoes my sentiments regarding action research, I reflected on ways research and data has been used on my campus over the last few years. I believe we do an excellent job of disaggregating data and knowing where our students are performing well and areas needing improvement; however, we have not been focused on “practical” research of proven strategies with consistent results.
Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Wednesday, July 14, 2010
Educational Leaders Might Use Blogs
If communication and collaboration constitute an educational leader's purposes, blogging may be the method to efficiently accomplish both. I imagine the leader's blog as the futuristic "hallway chat" that characterizes many teachers' favorite means of communication. Blogging might be the way to use time and reflection to support action research.
Action Research EDLD 5301 Research Week 1 Part 3 Assignment
Action research has always been a part of my teaching career; even though I did not have a formal name for my search for more strategies to help my students learn. Now I recognize these times as “...systematic, intentional study of own administrative practice and taking action for change based on what is learned as result of inquiry,” (Dana, 2009, p. 2) in hopes that my students’ learning and lives would be improved. As I progress toward my goal of school leadership, I agree with what I have learned about inquiry being one “step to establishing a strong foundation for school improvement.” (Harris, Edmonson, & Combs, 2009, p. 4). Along with collecting and analyzing both quantitative and qualitative data, questioning, and requesting more information, action research requires logical reasoning (metacognition) and reflection (Harris, Edmonson, & Combs, 2009, p. 4-5). Action research differs from traditional educational research on several points despite the practice dating back to Dewey in 1933. Using the differences listed, I feel the main distinction can be noted and summarized as “action research is intended to bring change” while “traditional research is process-product research” as stated by Dr. Dana (2009, p.4). I must find the time for inquiry and reflection because of the benefits both personally and professionally.
Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Harris, Sandra, Edmonson, Stacey, & Combs, Julie. (2009). Examining what we do to improve our schools. Larchmont, NY: Eye on Education.
Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Harris, Sandra, Edmonson, Stacey, & Combs, Julie. (2009). Examining what we do to improve our schools. Larchmont, NY: Eye on Education.
Wednesday, December 16, 2009
week 5 Reflections
Linking Learning and Reflections
I envisioned learning the knowledge and skills needed to prepare and enable me to be an efficient and capable school leader. The beginning of the course allowed me to gain knowledge of the expectations and standards required for a campus leader through the assignments to peruse the Long-Range Technology Plan: 2006-2010, Texas STaR Charts, District Improvement Plan, and the Campus Improvement Plan. I used this information to promote student success by facilitating improvement and communication on my campus with equity and efficiency by identifying areas of need and developing plans to meet those needs. I anticipated learning and practicing skills for communicating and researching information using current technology. Hands-on activities engaged me in real-world learning as I explored equipment, “best practices” strategies, and programs that meet the identified campus needs. Expecting to help improve my campus throughout this course motivated me to use the information I learned to create and build lessons and units to prepare my students for post-graduation in the 21st century. Because of my students’ enthusiasm and motivation for learning with technology, other teachers became interested in our activities.
The outcomes of my learning in this course definitely make relevant the experiences employed in my current position as teacher leader and mentor and as a college dual credit facilitator. Training teachers to integrate the technology already available to us was as easy as showing the students. My collaboration on the Campus Improvement Committee should contribute more knowledge to guide the development of goals that integrate technology. One campus goal envisions accelerating learning for special populations and diverse learners using technology, and another objective identifies the process of determining the best way to meet diverse technology professional development needs.
I expected to promote student success by facilitating improvement and communication on my campus with equity and efficiency by identifying areas of need and developing plans to meet those needs. Although my grades indicated success with the assigned coursework, and I feel confident that I have acquired valuable information, I was somewhat discouraged by the number of readings and postings, which took time that I deem better spent collaborating with teachers and administrators on my campus, since there was not enough time to plan and set the goals for improvements leading to technology integration. My teaching duties, the end of semester activities, and expectations for my position as ESL Campus Coordinator with two SE/ESL December graduates combined with those assignments deterred me from meeting my personal expectations of success.
The stress and amount of time required to complete assignments of this course taught me that I can survive with very little sleep, deadlines, and expectations of multi-tasking. I believe proficient technology and leadership skills require both practice and experience, which this course provided. Before this class, I considered myself technologically challenged, I now realize that technology skills appear relative to the tasks one wants to accomplish and the contexts of the situations, so “digital immigrant” (Prensky, 2001, p. 4) better describes me. Every day, unexpected issues occur such as administrative directives, parent conferences, student discipline, technology disruptions, and staff concerns. I learned to handle those situations professionally, and whether I agree or not with other viewpoints, I must accept the value of those points in cooperating to keep the vision of student achievement as the ultimate goal.
Information and education using technology in the 21st century instantly and constantly changes, a truly dynamic anomaly in instruction. Blogs, or “web logs,” provide a means of keeping pace with instant forms of communication. There is never a reason to miss information with Internet access and blogs or “wikis.” Students reflect and post to online journal blogs, while teachers post assignments and projects. Administrators provide training in posts, and committees collaborate. Engaging and motivating students naturally ensues, guaranteeing increased learning and decreased discipline referrals. Students’ accountability for formal English writing using blog postings builds confidence. The benefits of these potential outcomes of blogging make integrating technology enticing.
There are concerns to implementing technology, and the safety and security of our students alarm us most about the Internet and Web 2.0 tools. Bloggers, people who write and create web logs, develop relationships with their readers and may give out information that could be used to harm by dangerous people, such as child predators and identity thieves. Monitoring students’ posts proves a daunting task if substantial posting is required. Misinformation causes confusion and erroneous research results from unmonitored blogging. Students may think blogging is informal, causing teachers to find more incidences of misspelling, grammatical errors, and slang usage. Another issue faces the infrastructure required to support technology needed.
Blogging takes the concept of sending letters home to a whole new level. Parents have “real time” access to announcements, classroom activities, and information concerning their children. As an administrator, blog posts could be used to communicate and collaborate with staff. For example, posting school calendar updates and weekly activities, along with training summaries could save time at faculty meetings. Professional development activities could be accessed and shared by school blogs. Teacher recruits could access a school’s blog to read the “inside” story about a school, so the school could write and post a blog to entice teachers to the area.
My vision of totally integrated technology to promote academic achievement for all stakeholders, may not be fulfilled this course, this semester, or this year, but the possibilities implanted in my mind continue to grow as we learn in the 21st century.
References
“Campus Improvement Plan, 2008-2009”. Dalhart High School. http://www.dalhart.k12.tx.us/pdfs/08-09/CIP_DHS_08-09.pdf
“District Improvement Plan, 2008-2009”. Dalhart Independent School District. http://www.dalhart.k12.tx.us/pdfs/08-09/DIP_DISD_08-09.pdf
“Long-Range Plan for Technology, 2006-2020”. Texas Education Agency.
http://ritter.tea.state.tx.us/technology/lrpt/LRPTCompleteDec06.pdf
Prensky, M. (2001). Digital natives, digital immigrants: Part 1. On the Horizon, 9(5), 1-6.
I envisioned learning the knowledge and skills needed to prepare and enable me to be an efficient and capable school leader. The beginning of the course allowed me to gain knowledge of the expectations and standards required for a campus leader through the assignments to peruse the Long-Range Technology Plan: 2006-2010, Texas STaR Charts, District Improvement Plan, and the Campus Improvement Plan. I used this information to promote student success by facilitating improvement and communication on my campus with equity and efficiency by identifying areas of need and developing plans to meet those needs. I anticipated learning and practicing skills for communicating and researching information using current technology. Hands-on activities engaged me in real-world learning as I explored equipment, “best practices” strategies, and programs that meet the identified campus needs. Expecting to help improve my campus throughout this course motivated me to use the information I learned to create and build lessons and units to prepare my students for post-graduation in the 21st century. Because of my students’ enthusiasm and motivation for learning with technology, other teachers became interested in our activities.
The outcomes of my learning in this course definitely make relevant the experiences employed in my current position as teacher leader and mentor and as a college dual credit facilitator. Training teachers to integrate the technology already available to us was as easy as showing the students. My collaboration on the Campus Improvement Committee should contribute more knowledge to guide the development of goals that integrate technology. One campus goal envisions accelerating learning for special populations and diverse learners using technology, and another objective identifies the process of determining the best way to meet diverse technology professional development needs.
I expected to promote student success by facilitating improvement and communication on my campus with equity and efficiency by identifying areas of need and developing plans to meet those needs. Although my grades indicated success with the assigned coursework, and I feel confident that I have acquired valuable information, I was somewhat discouraged by the number of readings and postings, which took time that I deem better spent collaborating with teachers and administrators on my campus, since there was not enough time to plan and set the goals for improvements leading to technology integration. My teaching duties, the end of semester activities, and expectations for my position as ESL Campus Coordinator with two SE/ESL December graduates combined with those assignments deterred me from meeting my personal expectations of success.
The stress and amount of time required to complete assignments of this course taught me that I can survive with very little sleep, deadlines, and expectations of multi-tasking. I believe proficient technology and leadership skills require both practice and experience, which this course provided. Before this class, I considered myself technologically challenged, I now realize that technology skills appear relative to the tasks one wants to accomplish and the contexts of the situations, so “digital immigrant” (Prensky, 2001, p. 4) better describes me. Every day, unexpected issues occur such as administrative directives, parent conferences, student discipline, technology disruptions, and staff concerns. I learned to handle those situations professionally, and whether I agree or not with other viewpoints, I must accept the value of those points in cooperating to keep the vision of student achievement as the ultimate goal.
Information and education using technology in the 21st century instantly and constantly changes, a truly dynamic anomaly in instruction. Blogs, or “web logs,” provide a means of keeping pace with instant forms of communication. There is never a reason to miss information with Internet access and blogs or “wikis.” Students reflect and post to online journal blogs, while teachers post assignments and projects. Administrators provide training in posts, and committees collaborate. Engaging and motivating students naturally ensues, guaranteeing increased learning and decreased discipline referrals. Students’ accountability for formal English writing using blog postings builds confidence. The benefits of these potential outcomes of blogging make integrating technology enticing.
There are concerns to implementing technology, and the safety and security of our students alarm us most about the Internet and Web 2.0 tools. Bloggers, people who write and create web logs, develop relationships with their readers and may give out information that could be used to harm by dangerous people, such as child predators and identity thieves. Monitoring students’ posts proves a daunting task if substantial posting is required. Misinformation causes confusion and erroneous research results from unmonitored blogging. Students may think blogging is informal, causing teachers to find more incidences of misspelling, grammatical errors, and slang usage. Another issue faces the infrastructure required to support technology needed.
Blogging takes the concept of sending letters home to a whole new level. Parents have “real time” access to announcements, classroom activities, and information concerning their children. As an administrator, blog posts could be used to communicate and collaborate with staff. For example, posting school calendar updates and weekly activities, along with training summaries could save time at faculty meetings. Professional development activities could be accessed and shared by school blogs. Teacher recruits could access a school’s blog to read the “inside” story about a school, so the school could write and post a blog to entice teachers to the area.
My vision of totally integrated technology to promote academic achievement for all stakeholders, may not be fulfilled this course, this semester, or this year, but the possibilities implanted in my mind continue to grow as we learn in the 21st century.
References
“Campus Improvement Plan, 2008-2009”. Dalhart High School. http://www.dalhart.k12.tx.us/pdfs/08-09/CIP_DHS_08-09.pdf
“District Improvement Plan, 2008-2009”. Dalhart Independent School District. http://www.dalhart.k12.tx.us/pdfs/08-09/DIP_DISD_08-09.pdf
“Long-Range Plan for Technology, 2006-2020”. Texas Education Agency.
http://ritter.tea.state.tx.us/technology/lrpt/LRPTCompleteDec06.pdf
Prensky, M. (2001). Digital natives, digital immigrants: Part 1. On the Horizon, 9(5), 1-6.
Sunday, December 13, 2009
week 4 Technology Action Plan
This is week 4 assignment Proposed Action Plan for Integrating Technology.
http://docs.google.com/Doc?docid=0ASLYjpi7VButZGQ2NGNqYnpfNWQ0ZjdmZmZ0&hl=en
http://docs.google.com/Doc?docid=0ASLYjpi7VButZGQ2NGNqYnpfNWQ0ZjdmZmZ0&hl=en
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