Reflection

                  Reflection on EDLD 5301 Research

The reading and video conferences taught me that an action research project wasn’t as scary as I thought they were or as difficult as I thought they were.  At the beginning of the course, I was dreading the typical research project. I was pleasantly surprised after learning what an action research project was. I quickly learned the process and expectations of an action research project and began to get excited at the possibility of researching something I was passionate about; professional development. The assigned readings provided some of the most valuable lessons I took away from this course. For example, the most important for me was the process of developing my inquiry for my action research project. Chapter 2 of the Dana text was very profound and instrumental in the development of my inquiry for my action research project. From the assigned reading of the Dana text, I developed a personal action research plan that I am passionate about and am excited to development more. Chapter 2, The Passions that Drive Your Journey, did a great job of explaining the nine passions that drive researchers in a way that I understood them to the point where I could develop my plan in a way that worked for me. I had not personally thought of these passions and how they could lead to the development of an action research project, so they made it easier for me to develop my plan. More of the Dana text provided a significant amount of information on blogs and their importance in the action research process. The text also stressed the importance of sharing information with others. I believe that the blog is significant because it shows our reflections. I like the fact that I have a place to store my thoughts that allows others to also give me feedback. Overall, I really enjoyed this class and the collaboration of all y classmates as we gave feedback and helped each other develop our plans. I am excited to see the outcomes of others action research plans and to see if they received the results they were hoping for. My favorite part about this class was how it allowed us to collaborate with our classmates and professors. I feel connected to so many others since I was able to see that so many of us have the same passions and hope for change within our school communities.

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

Martin, G. E., Wright, W. F., Danzig, A. B., Flanary, R. A. & Brown, F. (2005) School leadership internship: Developing, monitoring, and evaluating your leadership experience (2^nd ed.). Larchmont, NY: Eye on Education, Inc.

Quality Indicators

Quality Indicators

Context of Study

This quality indicator stresses how important background and surrounding information plays a role in the action research inquiry. It’s important to identify and to be clear about the context of the inquiry. What are the characteristics of the school in which the inquiry is taking place? Who is participating in the research and what data do we know about them? What curriculum, culture, or vision is pertinent to the inquiry? What is the goal of the inquiry and where does the research come from? These are all important questions that I need to ask as I complete my research inquiry.

I need to make sure that I include information about my school, the teachers the students the community, etc. to help identify any underlying factors. Making sure that I continually evaluate my context of study will help make sure that others will be able to understand why I began the research, how it applies to my specific situation, and how others might transfer some of the same information to their situations. If the context is clear and complete information is provided in the action research inquiry then others will be able to possibly apply the outcomes research to their own circumstances (Dana, 2009, p. 179-180).

Wonderings(s) and Purpose

This quality indication focuses on where the question originated and how it originated. Importance is placed on focusing the question on an administrator’s own practice. A principal-researcher should not be researching already known material and should not be researching for the benefit of others. The research inquiry should be “clearly articulated, free of educational jargon, focused inward, and open ended (Dana, 2009, p. 180.)”

This indicator will help me focus on my personal wondering and not others. It will prompt me to ask the necessary questions to keep my inquiry focused and appropriate to literature and other research in the same field. Answering the suggested questions in my research inquiry will reassure that I have provided enough information that others will understand what led me to the wondering or inquiry. Providing this information will help others understand what “tension, dilemma, issue, or problem of practice” let me to my inquiry (Dana, 2009, p. 180). This indicator will show others my determination and passion for my topic in professional development and the interest of helping the teachers succeed at my school.

Principal Research Design (Data Collection and Data Analysis)

This quality indicator is stressing the validity of data collection and analysis. When conducting a research action project, it is imperative to use quality data. The researcher must explain what form of data was collected and used as well as how the researcher analyzed the data. The strategies for data collection and analysis must be thoroughly explained in the project and must be logical sources of data for the inquiry.

Evaluating my data collection sources as well as my data analysis strategies will help me focus on getting accurate, up-to-date, credible information. The suggested questions will help focus my efforts to collect valid and helpful information instead of fluff that is often found in sources today. The evaluation of my data collection and analysis will also help me to create a timeline of collection throughout the research project. This will help my project run smoothly and stay on schedule (Dana, 2009, p. 181-182).

Principal-Researcher Learning

This indicator is talking about the importance of articulating the researchers learning. The researcher needs to provide statements and reflections about the action research project. Each statement needs to be supported with data and needs to be explained in great detail. Conflicting arguments can be presented here but they need to be supported with data with as much data as possible.

This inquiry will be the one that helps me to be most focused and organized. By evaluating my learning throughout the project, I will focus on the facts and data driven conclusions thru my observations and surveys. I will evaluate my personal reflections and make sure they are critical to my inquiry. I will also focus on relating all data, experiences, and readings to the action research project and process (Dana, 2009, 182-183).

Implications for Practice

Evaluating my implications for practice will help evaluate the change that is possible with the outcome of my action research project. Providing details of the changes that have or will take place is critical throughout the process. Anyone who is following my blog will also benefit from my changes and notes. The changes should all be based on research and outcomes of the action research project.

As I complete the research project, I will keep a list of wonderings and questions that are brought up by my experiences, research, and literature. This will help me in the future with possible additional action research projects or wonderings as I grow in my leadership roles.

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Pre

It's official

I have decided to stay with the topic of Professional Development for my action research topic. After meeting with my site supervisor today and looking over the current professional development plan at our school, I realized the teachers and staff are in need of a tremendous amount of change! Wish me luck!

Action Research Plan

Samantha Skiles

EDLD 5301 Research

ED 1083

Action Planning Template
Goal: How will implementing a weekly/monthly training plan and schedule increase teachers training hours and promote more effective teaching practices?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Discuss topic with school director.	Myself and Emily Acevedo	June 11, 2012- June 14, 2012	Internship Plan	Creation of Action Research topic.
2. Conduct a series of surveys on current and past professional development training opportunities.	Myself and the teachers/staff at the school.	August 2012	Survey created by me.	Teacher feedback and active monitoring.
3. Look at the spreadsheet of current logged training hours and check staff files for proof of trainings	Myself and Emily Acevedo	August – September 2012	Staff files and training spreadsheets.	All data accounted for.
4. Look at past teacher observations to see which teachers need which particular trainings.	Myself	August – September 2012	Staff files and training records	All data accounted for.
5. Observe all teachers and staff to update files and observation records.	Myself and each teacher and staff in the school.	August 2012- May 2013	Staff files and observation forms.	Quantitative and qualitative results.
6. Meet with the staff and teachers to teach and discuss the new professional development training plan.	Myself, Emily Acevedo, and the teachers and staff	September 2012	Professional Development Training Plan developed by me	Teacher feedback
7. Obtain signatures of staff and teachers agreeing to the new plan being implemented.	Myself and the teachers and staff	September 2012	Contracts developed by me	Teacher Contracts
8. Form a committee to help research and recruit for professional development trainings opportunities.	Myself and volunteer teachers and staff.	October 2012	Volunteer Sign Up Sheets	Training Committee
9. Work one-on-one to implement the plan to fit each teachers needs based on their results from the observations.	Myself and teachers individually	October 2012 – November 2012	Observations, teacher files, and customized plans for each individual teacher created by me.	Monitoring
10. Assess training records and observe teachers to see progress in classroom teaching practices.	Myself, Emily Acevedo, and teachers	December 2012 – May 2013	Teacher files, observations, training records and spreadsheet.	Teacher evaluation and monitoring.

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)