Friday, August 6, 2010
Saturday, July 31, 2010
Thursday, July 22, 2010
Week 2 Reflection
This week's lessons and activities gave me a good opportunity to brainstorm about possible action research projects to focus on during this class. To me, the most useful activity was reading about the 9 passions that can drive action research, and completing the assignment identifying action research questions correlated to the passion, and explaining why the passion is an important area to action research.
While reading about the passions and discovering what others had done to address questions of a specific passion, I began to brainstorm possible ideas to bring to my principal for our conference about action research projects. I looked at the many activities that I have done or plan to do for my internship, and was able to put each internship activity into category by passion. I was surprised that I had at least two activities to fit in each passion, while some activities overlapped. I used this information to then conference with my principal.
Based on the needs of the school, we decided on an action research project that falls into the passion of curriculum development. A curriculum needs to be introduced for a new advisory period model that is being used in the school. The main question is, How can the advisory period best be utilized to realize campus goals. I will use action research to answer the many questions associated with the advisory period curriculum, and will be able to see if the curriculum is successful in helping to meet campus goals.
I am excited to continue in the coming weeks researching this question and refining my method of action research.
Wednesday, July 14, 2010
What I have learned about action research and how I could use it
One of the most powerful statements that I have read about action research is that many say it is a natural extension of "good teaching" (Ringler, 2007, pg. 28). Reading through the course resources also brought me to this conclusion. Continually reflecting on your teaching and the school's progress and analyzing your own practice while researching to make it better seems like what all good teachers and administrators should do.
I have learned that action research can be a powerful tool for improving teaching and learning (Ringler, 2007, pg 27). As school leaders facilitate action research with the teachers on campus, teachers are able to reflect on their teaching and a myriad of student data to define an issue to study. This issue naturally leads to analyzing data and reviewing literature to determine what solutions exist. It is not necessary to "re-invent the wheel." Surely there are others who have had similar problems and have devised methods to work on an issue. A teacher's unique skill set along with what they learned from the professional literature is then put into practice. Data is closely analyzed and the results are generated and should be shared with others to create true learning communities (Ringler, 2007, pg. 30-36). As an administrator the same questions and process are followed, but with a larger scope as total school improvement is the desired outcome. This could come in the form of action research taking place with members of the science department, for example, while the end result is total school improvement.
I have also learned that action research can be an effective professional development tool. Traditional professional development is sometimes seen as someone talking to a group of teachers as a "fix all." This kind of professional development is not effective since "fix-alls" rarely if ever work in a school. A movement toward a new model of professional growth is based on inquiry (Dana, 2009, pg. 10). Participation in action research helps principals develop a sense of ownership in the knowledge constructed, and this contributes to the possibilities for real change in schools (Dana, 2009, pg. 10).
Dana, 2009, said in quite succinctly that questioning one's own practice becomes part of the Principal's work and eventually part of the culture within the Principal's school (pg. 10). To me this is the basic idea behind action research. An educator whether it is a principal or teacher constantly questions their own practice, and turns to data and literature to answer these questions to create a better school.
As a principal, I will use action research as a type of leading by example. By continuously engaging in action research, I will set the tone as someone who is constantly looking to improve their practice in order to motivate teachers to do the same. I can also use action research to facilitate a group of teachers or a single teacher to define an issue to study to improve the practice of the group or of the individual. By facilitating and modeling, it would be my hope that teachers would engage in this practice on their own, making themselves life long learners. When the culture of the school includes action research, the school will continually improve.
References
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Ringler, M.C. (2007). Action research and effective instructional leadership skill for future public school leaders. AASA Journal of Scholarship and Practice, 4(1), 27-42.
I have learned that action research can be a powerful tool for improving teaching and learning (Ringler, 2007, pg 27). As school leaders facilitate action research with the teachers on campus, teachers are able to reflect on their teaching and a myriad of student data to define an issue to study. This issue naturally leads to analyzing data and reviewing literature to determine what solutions exist. It is not necessary to "re-invent the wheel." Surely there are others who have had similar problems and have devised methods to work on an issue. A teacher's unique skill set along with what they learned from the professional literature is then put into practice. Data is closely analyzed and the results are generated and should be shared with others to create true learning communities (Ringler, 2007, pg. 30-36). As an administrator the same questions and process are followed, but with a larger scope as total school improvement is the desired outcome. This could come in the form of action research taking place with members of the science department, for example, while the end result is total school improvement.
I have also learned that action research can be an effective professional development tool. Traditional professional development is sometimes seen as someone talking to a group of teachers as a "fix all." This kind of professional development is not effective since "fix-alls" rarely if ever work in a school. A movement toward a new model of professional growth is based on inquiry (Dana, 2009, pg. 10). Participation in action research helps principals develop a sense of ownership in the knowledge constructed, and this contributes to the possibilities for real change in schools (Dana, 2009, pg. 10).
Dana, 2009, said in quite succinctly that questioning one's own practice becomes part of the Principal's work and eventually part of the culture within the Principal's school (pg. 10). To me this is the basic idea behind action research. An educator whether it is a principal or teacher constantly questions their own practice, and turns to data and literature to answer these questions to create a better school.
As a principal, I will use action research as a type of leading by example. By continuously engaging in action research, I will set the tone as someone who is constantly looking to improve their practice in order to motivate teachers to do the same. I can also use action research to facilitate a group of teachers or a single teacher to define an issue to study to improve the practice of the group or of the individual. By facilitating and modeling, it would be my hope that teachers would engage in this practice on their own, making themselves life long learners. When the culture of the school includes action research, the school will continually improve.
References
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Ringler, M.C. (2007). Action research and effective instructional leadership skill for future public school leaders. AASA Journal of Scholarship and Practice, 4(1), 27-42.
Sunday, July 11, 2010
How can educational leaders use blogs?
In my opinion, educators can use blogs to communicate with other educators around the world. This is something that literally is not possible in real time without the internet and technology. The sharing of ideas through blogs is a powerful tool in the quest for continued school improvement and academic achievement.
Also noteworthy is the fact that blogs can create learning communities with others around the world. Action research can take place through members of different blogs experiencing the same problem. The research and findings can be posted on a blog for others to use when needed. Blogs can also provide resources for teachers who are using action research on thier own. Other teachers may have had the same issue that they inquired about that may be posted on a blog somewhere around the world. The information sharing that is possible because of blogs can help re-shape schools in America.
Also noteworthy is the fact that blogs can create learning communities with others around the world. Action research can take place through members of different blogs experiencing the same problem. The research and findings can be posted on a blog for others to use when needed. Blogs can also provide resources for teachers who are using action research on thier own. Other teachers may have had the same issue that they inquired about that may be posted on a blog somewhere around the world. The information sharing that is possible because of blogs can help re-shape schools in America.
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