If at first you don't succeed, plan, replan, and reevaluate...

So many of us as teachers, have heard administrators tell us it is okay to try new things.  However, not many of us are comfortable with that because student learning is contingent on us having the best laid out plan.  But, what I have come to learn is that every plan has room for improvement regardless if that plan is for students, teachers, or for myself.  I am constantly learning and I believe that is important.  This week after submitting my action research plan, I thought I was ready to go.  It wasn't until I participated in our class web conference that I began to question what I had actually submitted.

I requested feedback from my professors and my site supervisor.  Each were able to provide insight and guidance, but at this point I was having alot of doubt over whether or not my sample size was too broad and more importantly would I gain the feedback that I truly wanted since I was basically dealing with four different policies with no common components besides all four schools were having to implement this retest/retake policy.

After getting input and advice, I narrowed down my focus to just the Math Department at Klein Collins High School since Math is of high focus and I can concentrate on one school since each plan was unique to each campus.  I am going to focus on what strategies and perceptions I can utilize and then formulate suggestions for the policy's implementation at Klein Collins as well as set up further inquiries throughout the school and district.

Do I feel as if I put alot of work into an assignment that didn't work out so great, not at all.  I am a teacher, improvising is what I do and if that makes me a better teacher then it's improvising and editing that I will continue to do.

Designing and Disseminating the Action Research Plan

Now that the topic of the action research plan has been identified, it is now important to organize or set up the plan.  Setting up the plan is very much like proving a hypothesis through the scientific process.  An action research plan should involve the following factors: a goal, actions, responsible parties if assigning tasks, a timeline in which the research should take, what materials used, and who is responsible for evaluating.  When organizing the plan it is important to include background information.  The stakeholders need to know why it is that the plan was first created.  The cycle of the action plan normally should take place over a period of an academic year.  An example of an action plan appears at the end of this blog.

At the conclusion of the plan, it is important to identify how and who the the information will be disseminated.  The following four components must be included in the presentation regardless of the format.  The four components include background information, the design of the plan itself, the supporting documentation, and the conclusions drawn by the researcher.

Example Action Plan

Goal:

To assess the effectiveness of the retake/retest policy of Klein ISD as defined and determined by each campus in regards to student learning.

Action Step(s)

Interviews with Geometry Pre-AP and Geometry Regular teachers at the four Klein ISD high schools.

Review the grading guidelines of each of the four Klein ISD high school Geometry PLCs.

Compile a set of questions that will address the impact of the retake/retest policy on student learning, teacher work, background knowledge of House Bill 3, and recommendations for how to proceed with the policy into the 2011-2012 school year.

Review House Bill 3

Review the Klein ISD Retake/Retest Policy as stated in the Klein ISD Handbook

Person Responsible

Dana Boyer, Math Instructional Specialist, Klein Collins High School

Timeline: Start to End

Start Date: October 4, 2010

End Date: June 7, 2010

Needed Resources:

Geometry Grading Guidelines form from Klein High School, Klein Forest High School, Klein Oak High School, and Klein Collins High School.

Interview responses from interviewees both written and recordings.

Klein ISD Retake/Retest Policy as stated in the Klein ISD Handbook

Text from Texas House Bill 3

Evaluation:

Dr. Amy Schindewolf, Site Supervisor

How to Choose an Action Research Topic?

When choosing an action research topic it is important that one think through the purpose and significance of the topic.  One must be clear on what research will be done to investigate the topic as well as how that information will be utilized once gathered.  It is also better to have a specific focus in mind and not to try to solve too many issues at once.  Although many topics might open doors to other ideas, leave those other ideas as separate action plans.  When choosing an action research topic, it is better to choose a topic that is of interest to yourself so that you stay engaged, but also feasible and reasonable.  It is also important to choose a topic that will be of relevance to others because of its practical uses. Be aware that when conducting an action research it is important to clear it with the proper leaders, certain protocols within the district or system may need to be adhered to.

Why Should Leaders in Education Blog?

Blogging allows leaders in Education to organize their own thinking as well as the thoughts of others.  Blogs are a great way for leaders to get into the heads of other colleagues to gain a better understanding on concepts.  The forum based aspect allows for an exchanging of ideas, an opportunity to discuss issues that face the school system today regardless of the level they teach, and basis for research.  Blogging gives leaders a chance to survey and gather quick information and data for any action research plan by just posting a question or comment.  Not only does blogging help learn the thinking of others, but it also allows individuals to keep track of their own thinking or thinking of others.

Not Your Ordinary Professional Development

Action research differs from the normal, run of the mill professional development in the identification, the content and the practical use of the information.  The content of the research is identified and pursued based upon the educator or administrator’s vision or need in the area.  This can be a topic that one wants to further clarify and seek additional strategies or it may be topic that is a need based decision.  Educators and administrators using this form of professional development are not being exposed to seminars where the presenter, who is unaware of the participant’s school climate, speaks on strategies that he or she believes all schools should promote and implement regardless if the strategy pertains to the school.  


Action research allows the researcher to explore avenues that best fits the individual and the inhabitants of the school.  The researcher is learning along side of their colleagues instead of being the know it all.  Such avenues that one might pursue while participating in action research include reading relevant literature, gathering and interpreting data, attending seminars on topics relevant to the research and most importantly the chance to implement the strategies in a practical manner, in the classroom before attesting to its effectiveness.  This crucial element allows participants, under action research, to analyze and reflect upon the learning experience and evaluate whether the strategy is worth keeping, needs further development, or needs to go back to the drawing board.   Therefore, action research is a fresh take on the professional development of old since it allows the participant to be the researcher, presenter, and evaluator all in one thus making the catalyst for change an easier pill to swallow for all involved.