Up until last year, we had had so many students in the hallways during class time.  At any given time, there would be nearly a dozen—all with passes from their teachers--some going to the nurse, others going to the restroom, and still others going to their lockers.  Near the end of the year last year at our Lead Teacher council meeting, a teacher was there to present an idea to us.  He suggested that we just not allow students to leave class.  We give them six minutes in between classes which is enough for them to do what they need to do.  If we keep students in class, maybe they (and some teachers) would realize how important instruction is and the value of being in the classroom.  So, at the beginning of school last fall (2011) administrators went to all third period classes and told the students that their teachers had been instructed not to let them out of class during the period. If the student chooses to leave, the teacher has the right to write up a referral and notify the principal that the student left class without permission. 

After almost a full year of “no passes,” I am curious to know how much of an effect this policy had on data.  It is clear to see at any given time of the day fewer than five students in the hallways during class.  Most of these students have passes from an office or a teacher’s aide running an errand.  So, one can see that the “halls look better,” but what else has this policy affected?  If one were to take a look at data concerning attendance, discipline, passing rates, and even state test scores, would there be a noticeable improvement?  So, pulling data from these realms for last year’s 9th, 10th, and 11^th graders could possibly show what effects, if any, have occurred.

 

As of now, the data from last year has been collected and disaggregated.  Reflections and observations on the first year have been noted.  We are into the first six weeks of the second year of the policy, and the students are beginning to adjust.  It will be interesting to observe the change in data as proof to the effectiveness of this policy.

Reflections on the Course

Reflections on the Course

Lectures

The lectures for this course seemed to be a bit more relaxed than and not as intense as the previous course; however, they were very informative.  The advice Dr. Arterbury and Dr. Jenkins gave concerning principal inquiry processes was truly inspirational and beneficial.  They provided that voice of confidence that was needed to complete the task.  Their insight to the research process was an added help when addressing concerns and problems with my project.  The videos also give the course some personality rather than just words on a page.

Readings

The readings introduced me to administrative inquiry and its process in through a comprehensible text.  Dana (2009) clearly explains the steps, 1) pose a question, 2) collect data, 3) analyze data/read literature pertaining to the topic, 4) make changes, and 5) share findings.  On the other hand, Harris (2010) gives an eight step process that provides more detail and includes more reflection at the end of the process.  The texts also provided detailed examples of inquiry that allowed me to obtain a clear understanding of what areas can be researched.   Finally, both of the texts served as easily accessible resources for developing my plan and assessing it as well.

Searches, like electronic searches of topics and questions

The searches were useful in the fact that they gave me ideas on what to research; however, most of the inquiry should be based on local issues within the campus or district.  The searches are great for gaining insight as to what can be researched and also can be used to see what other districts, comparable to our district’s socio-economic breakdown, are researching. 

Assignments and activities

The assignments were closely aligned to the expectations and goals of the course.  I, more than likely, would not have taken the time to look more closely at my inquiry project had the course not provided questions and opportunities to do so.  Posting the CARE Model as it relates to my research plan was truly effective as well.  The four steps in assessing the project covered most areas that I had overlooked or had not even considered, so taking my project through that model help me feel more comfortable with my project and the expectations of concerns, affirmations, recommendations, and evaluation of the inquiry plan. 

Discussion Board

The discussion boards are a terrific tool for bouncing ideas off of each other and communicating with classmates about their projects.  Looking at someone else’s inquiry gave me another perspective on my own inquiry.  The feedback I received over my postings was direct and informative as well.  Ideas for enhancing my inquiry were detailed and clearly explained not to mention very helpful. 

Blogs

The blogs also were helpful; however, I still am not too comfortable with using mine.  I feel I am not effective in communicating through my blog, but it will take some getting used to.  Gaining the experience of using a blog has helped in the fact that I am more comfortable now even though I am not totally comfortable.  I do not feel that the feedback on the blogs was as effective as the feedback on the discussion board.  I am not sure if it is because of the accessibility or the comfort level, but the only one to comment on my blog was Dr. Mason.  I also saw people begging on the discussion board for people to comment on their blogs. 

Action Step(s)	Person(s) Responsible	Timeline:  Start/End	Needed Resources	Evaluation
Gather  last year’s data concerning discipline and attendance and set a baseline of behavior before “no passes”	leader of foundations and discipline data; me	May-June 2012	Data, charts	After looking at breakdown of discipline, decide which areas of discipline could be affected by the policy
Develop a questionnaire for teachers to submit addressing their concerns about the policy and its implementation	Assistant Principals; sampling of teachers;  me	Mid-May until end of May 2012	Questionnaire, possible survey	Were questions clearly stated?  Any confusing results?
Reflect with Asst. Principals and Attendance clerks concerning changes they had seen over the last year where this policy could be accredited	Asst. Principals; Attendance Clerks; me	June-July 2012	Open forum with this group discussing the new policy	Would they keep it, or change it back?  What would they change about it?  Any concerns they had with implementation and consistency?
Gather this year’s data concerning discipline and attendance	leader of foundations and discipline data; me	By the end of June 2012	Data, charts	Address similar areas and assess the change, if any
Reflect on expectations of  comparisons and results	Me; foundations leader	Beginning of August 2012	Results	Did the data show what was expected?  What areas of discipline were affected?  Which were not greatly affected? Could other policies be implemented with the same results?
Prepare a presentation to disseminate the results of the comparison	Me	Mid-August2012  until end of August 2012	Data, comparison charts, power point	Ask for feedback from faculty on any changes or surprises to the findings
Use this year’s data as a baseline for next year’s effects	Me	August 2012 until end of May 2013	This year’s charted results and quarterly reports from next year	Any changes in these areas?  Similar changes or different areas?

Action Research Plan notes

Goals and objectives/outcomes of the research investigation:

Research to find possible improvements to overall behavior on campus with a shift in vision from school being more of a social environment to that of an educational environment due to a “no pass” policy implemented this past year.

Activities designed to achieve the objectives:

Gather data from the previous year concerning discipline referrals and attendance.  Once this year finishes, then gather this year’s data concerning discipline referrals and attendance.  Compare the areas of truancy, tardiness, fights, cutting class, and attendance between the two years at all grade levels.  Also, develop a questionnaire for teacher input on the “no pass” policy.  Include questions dealing with student response, teacher initial response, and reflections by teachers.

Resources and research tools needed for data gathering: 

Foundations discipline data from school year 2010-2011 is needed to set a baseline for comparison.  Once the school year ends, foundations discipline data for 2011-2012 will be used to correlate grade level comparisons and also rolling grade levels (10^th last year, 11^th this year).  Also, a questionnaire or survey will be distributed to the teachers for feedback before the end of school.

Working timeline for completion or implementation of activities:

Begin gathering last year’s data in May, and gather this year’s data by July 2012.  If improvement is revealed through the data, then results will be prepared and presented at the fall in-service to teachers at the end of August; consequently, findings should be in a presentation form by mid-August.

Persons responsible for implementation of the action research plan:

I will need to meet with our Assistant Principal who holds foundations meetings and presents data reports at those meetings.  She will inform me about the discipline data and how it is compiled and disaggregated.  This information will aid in the dissemination of the findings.

Process form monitoring the achievement of goals and objectives:

A comparison chart will be developed for data comparison purposes to address the progress of improvement in the areas of discipline, attendance, grades, and state testing.  Also, a chart based on teacher response and feedback will be developed.

Assessment instrument(s) to evaluate the effectiveness of the action research study:

After the discipline comparisons from last year to this year have been disaggregated, then, I can watch closely next year’s data as it is compiled throughout the year.  Since last year set the baseline for data, this school year (2011-2012) sets the new baseline for implementation data, so to speak.

After reading the chapter from the Dana text, I realized that action research can be broken down into different categories.  This helps balance the relevancy of any inquiry that is to be researched for whomever will research it.  Most of the headings targeted administrators and others targeted teachers, however, the administrator can surely guide the teachers as they perform their action research. 
I also learned that local research is more valuable, but outside research can be manipulated for a specific campus or district's needs, especially if that data is from a district with similar issues and demographics.  At first glance, action research can seem very simplistic in nature, but after reading the chapter and listening to the interviews, it is truly a complex, but rewarding, process.

Blogs and journaling are wonderful tools to be used by educational leaders in the fact that teachers and students can witness the administrator in a world outside of dressing up and walking the halls. Through written language, the administrator offers the chance to show his/her voice in a setting that is not rushed by the unexpected events of the day.  Also, one must think more before writing than before speaking, so more accurate word choice goes in to the precision of the post or journaling.  As provided in the reading with the example of the administrator modeling journaling in the elementary classroom (Dana, 2009, p.89) administrators gain respect from students and teachers with public display of reflections.

Action Research so far.....

After reading the Dana text on action research, I realized that practitioner research/classroom research is what our assistant superintendent of curriculum and instruction had been asking us to do for the past few years by providing questions, benchmark data, and other research tools.  Once he explained the purpose and process, it made so much sense—why should we seek help for our students from outsiders when we have the capabilities right here in our district.? He gave us PLCs to encourage more questioning and to provide time for research and reflection.  Now that I am pursuing a master’s in leadership, I have a different point of view on action research and through the first week of this course, I have a new perspective for the role of an administrator in this process—one who models this behavior for its success.  Educational leaders cannot place themselves up on a pedestal away from the expectations of the faculty and staff.  They must roll up their sleeves and provide examples of what they are asking their followers to do, and action research is one of those areas that must be modeled.  Just as a team reflects the actions of its coach, so a faculty reflects the actions of its administration.