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.