Week 5 Reflections

This course has provided me with relevant information to my current role as a teacher, and for my role as a future administrator. My greatest insight was the realization of the difference between traditional and action research. I still viewed research as the study of someone else’s work. Prior to the beginning of this course, I had mentally prepared myself to read enormous quantities of literature, summarize the literature read, and write a report on what I had learned. Because I was unaware of action research, this is what I truly expected to do in this course. I was ecstatic to learn that all of my hard work was actually going to benefit my campus. The action research plan is something that I will have the opportunity of implementing and learning from. In addition, the changes that will be brought forth due to my action research should be ones that will further develop the English language acquisition for our Spanish speaking students.

Although I am still a bit uneasy about the action research process (since this will be my first time to implement such a project), I am looking forward to it. The readings that this course required have helped me internalize what action research is and how it works. Leading with passion and knowledge: The principal as action researcher (Dana, 2009) provided me with an in-depth description of the action research process, as well as examples of actual action research projects conducted by both teachers and administrators. Chapter 6 provided me with excellent questions to ask myself regarding the quality of my research. The exercises provided at the end of each chapter are ones that I plan to do at some point. This text is an excellent resource that will become part of my professional library.

Blogging is a neat way of collaborating with your peers. At first I was hesitant because blogging requires you to “put yourself out there;” nonetheless, I was able to learn quite a bit from viewing others’ action plans and comments. This type of activity allows you to see how others view action research, the steps required in the process, and the activities that are listed that you may have never thought of. It is a great opportunity to broaden your horizons, learn to give and accept constructive criticism, and learn from your peers. In addition, it makes you keep up with technology and increases your overall learning opportunities.

WEEK 4 Action Research Plan

The Action Research Plan I posted last week is the one I'm going to implement, so this week I wont post my Action Research Plan Again.

Here is a little summary:

The action research topic that I have chosen is one that affects many variables. It is a topic that has been long discussed, occasionally in heated debates and one that affects the delivery of classroom instruction.  My topic addresses the language acquisition for English Language Learners. I did not choose to conduct action research regarding the causes. Instead I chose to study what our faculty can do to equalize the language opportunities for language acquisition for all Spanish speaking students. The challenges I foresee are:       

•     Teacher reluctance to non-evaluative observations/walk-throughs to observe the application of the SIOP Model
• ·         Teacher opposition to some of the suggested methods to equalize opportunities (between English Language Learners and Fluent English Speakers)
• ·         Time constraints
• ·         Available resources, both human and financial

First and foremost, at a scheduled bilingual/TWI meeting, I would introduce the action research that is going to take place on our campus this year. During that meeting I would share all aspects of my action research plan.

I plan to address teacher’s reluctance to observations by assuring them that these are non-evaluative and are simply being conducted to observe the SIOP Model and not the teachers. In addition, I would probably begin observing teachers who had volunteered to be observed, and save the more reluctant teachers for last.

Regarding opposition to collaborating/co-teaching among teachers, I would invite teachers to observe volunteer teachers to do this.

Time constraints affect everyone. There is so much to do in such a short period of time. I would collaborate with our Instructional Coach and ask her to incorporate this action study into the pre-scheduled monthly Bilingual/TWI meetings. As far as planning is concerned, teachers need ample time to do so. This year teachers were fortunate enough to get paid for 2 planning days before the school year begins. I found this to be highly effective. I would suggest that this type of activity continue throughout the school year.

Locating available resources is probably going to be my most difficult challenge. Budgets are tight, and every penny is accounted for, and I have no control over the budget. Thankfully, we already have after-school tutorials, one of my suggested activities, budgeted in. As far as paying teachers for additional planning days, I plan to closely collaborate with our principal to see if there is any fund where we could possibly find money to do this.

The challenges I face throughout this action research project will help prepare me to face some of the many challenges I will face as an administrator.

Thanks so much to all of you that made comments on my Action Research Plan.

Action Research Plan

Helga Gomez's Action Research Plan

This is the draft for my Action Research Plan. I might change some things along the way, but the foundation is there. I will focus on English Language Learners ELLs speaking students.  The implementation of SIOP model in all classroom and the difference that makes in language acquisition. It is actually presented to you in the actual SIP plan of action.

SIP or PIP (SCHOOL or PROFESSIONAL IMPROVEMENT PROJECT) PLAN OF ACTION

SCHOOL VISION: Provide exemplary professional development based upon sound educational performance throughout the school community which results in improved student achievement.

GOAL: Equalize the language acquisition opportunities for the English Language Learners through the Sheltered Instruction Observation Protocol (SIOP).

OUTCOMES	ACTIVITIES	RESOURCES/ RESEARCH TOOLS NEEDED	RESPONSIBILITY TO ADDRESS ACTIVITIES		TIME LINE	Benchmarks/ ASSESSMET	Revisions to SIP/PIP based on monitoring and assessments
Equal % of English Language Learners ELLs students to scoring FES (Fluent English Speaker) on Post-LAS (Language Assessment Scales)	·         Analyze English Pre and Post-LAS assessment data for English Language Learners ELLs ·         Identify students with Pre-LAS scores below FES ·         Pair students who are below FES with students that are FES ·         Provide on-going English language support to students who are below FES using SIOP (Sheltered Instruction Observation Protocol) strategies ·         Analyze SIOP model	·         Pre-LAS Scores (from previous grade level; new students will be tested at the beginning of the school year) ·         LAS assessment Kit ·         Post-LAS scores ·         SIOP Professional Development ·         Anecdotal notes ·         SIOP PROTOCOL(classroom observation instrument) ·         Student interviews (conducted in English)	·         Campus  Literacy Coach ·         Reading subject area 4th and5th Grade  Teachers ·         Campus Instructional Supervisor ·         Dr. Weaver (In-house University of Houston Professor in charge of SIOP training)		December 2012-June 2013 academic school year	English Pre LAS Scores (Language Assessment Scales) English Post-LAS scores Classroom walk-throughs to implementation of  SIOP strategies	If % of students is not equal, look for patterns in walk-throughs documenting the use of  SIOP   Model in 4th and 5th Grade Literacy Coach provides support, such as modeling lessons Provide additional SIOP professional development Form learning communities addressing SIOP If successful, continue activities listed and form learning communities addressing successful strategies used to target English Language Learners students
Equal % of English Language Learners with on or above grade level Post-DRA (Developmental Reading Assessment) scores	·         Analyze Pre-DRA scores ·         Form Strategy  Reading Groups based on levels ·         Meet with Strategy Reading groups who are below grade level as an additional support to the homeroom teacher at least once a week ·         Keep running records on below grade-level students	·         DRA Assessment Kit ·         Strategy reading books (English) ·         Strategy Lessons  Reading Professional Development ·         Teacher Interviews ·         Anecdotal notes ·         Student surveys ·         Student work (English products)		·         Bilingual Team Leader Campus Teacher ·         Campus Literacy Coach ·         4th and 5th Grade Literacy Teachers ·         Campus Instructional Supervisor	December 2012-June 2013 academic school year	·         Pre-DRA ·         Post-DRA ·         TELPAS-Reading	·         If % of students is not equal, look for patterns in walk-throughs documenting  SIOP protocol being used or lack of it in 4th and 5th Grade  TWI and Bilingual classrooms ·         Suggest additional staff development   on Strategy Lessons ·         Literacy and Bilingual Coach provide support, such as modeling Strategy Lessons ·         Provide additional SIOP professional development ·         Form learning communities addressing SIOP ·         If successful continue activities listed and form learning communities addressing successful strategies used to target English Literacy development for English Language Learners
Equal % of English Language Learners ELLs students scoring Advanced and Advanced High in listening, speaking, reading, and writing on TELPAS	·         Analyze Pre-TELPAS data ·         Identify students who did not receive a rating of Advanced or Advanced High ·         Target English vocabulary development for identified students, including peer tutoring, ESL websites, and SIOP strategies ·         Target English Writing for identified students by providing in-school interventions	·         TELPAS State Assessment Data ·         Teacher Interviews ·         Anecdotal notes ·         Writing conference Notes ·         Student interviews ·         Student work (English products)		·         Campus Bilingual Coach ·         Campus Literacy Coach ·         Science  4th and 5th Grade TWI Bilingual Teachers ·         Campus Instructional Supervisor ·         Assistant Principal	2012-2013 academic school year	·         TELPAS ·         TELPAS Writing Samples ·         Science Journals	·         If % of students is not equal, look for patterns in walk-throughs documenting SIOP Model use in 4th and 5th Grade TWI and Bilingual classrooms ·         Literacy and Bilingual Coach provide support, such as modeling guided reading and writing lessons ·         Provide additional SIOP professional development ·         If successful continue activities listed and form learning communities addressing successful strategies used to target English literacy development for English Language Learners students
Equal % of 5th Grade English Language Learners ELLs students meeting state expectations on English Reading,  and Science  STAAR	·         Analyze prior year’s STAAR scores ·         Identify students who did not, or barely met state expectations ·         Analyze district benchmark data ·         Analyze district  9 weeks assessment data ·         Provide in-school interventions for identifies students ·         Provide after-school tutoring for identified students	·         Current and prior English Reading STAAR data ·         Current English Science STAAR data ·         District Benchmark data ·         District 9 weeks assessment data ·         Teacher Interviews ·         Student interviews ·         Anecdotal notes ·         Student surveys ·         Student work (English products) ·         After school tutoring Lesson Plans		·         Campus Bilingual Coach ·         Campus Literacy Coach ·         4-5 Science Campus Coach ·         4th and 5th grade Science Teachers ·         Campus Instructional Supervisor ·         Assistant Principal ·         Principal	2012-2013 academic school year	·         English Reading STAAR ·         English Science STAAR	·         If % of students is not equal, look for patterns in desegregated STAAR data ·         Target low performing objectives ·         Continue after school tutorials ·         Provide professional development on SIOP ·         Provide professional development addressing interventions ·         If successful, continue listed activities, and form learning communities addressing successful strategies used to target English literacy development for English Language Learners students

Week 2 What I've learned from Action Research

I've learned that the aim of an action researcher is to bring about development in his or her practice by analyzing existing practice and identifying elements for change. 

The process is founded on the gathering of evidence (data)  on which to make informed rather than intuitive judgments and decisions. Perhaps the most important aspect of action research is that the process enhances teachers’ professional development through the fostering of their capability as professional knowledge makers, rather than simply as professional knowledge users. In an age of centralization and the proliferation of national guidelines and strategies, action research can help us feel in control of our own professional situation.

Ideas for my Action Research Study

I have some ideas that might work for my Action Research Study. I haven't decided on one yet.

Here there are:

• Supporting the needs of ELLs with SIOP
• Intervention and the Rtl process
• Teacher learning teams and the SMART goal process

For those of us that are working on our Action Research Study; a good advice would be to go for something that you are passionate about.

You might also want to think about something with an easily available data source (or you could collect on your own).  I will analyze my options and pick the one that I'm passionate about, but also one that is practical to work on.

On my next blog I will talk about an article that gave me ideas for my Action Research Study, it might help you too.

Happy Blogging

How educational leaders might use blogs

Blogs is an excellent way principal-researchers can capture their thinking as an inquiry unfolds (Dana 2009). Blogs allow authors to publish in a chronological order their thoughts. It could be used as tool for reflecting on their own though processes. (Dana 2009)

Action Research is a research initiated to solve an immediate problem or a reflective process of progressive problem solving led by individuals working with others in teams, in this case school administrators, principals and teachers as part of a community practice to improve the way they address issues and solve problems. Action research involves the process of actively participating in an organization change situation whilst conducting research. All schools have their own "Improvement Plan." In a school environment principals will aim of improving their strategies, practices and knowledge of the environments within which they practice. As designers and stakeholders, researchers work with others to propose a new course of action to help their community (schools)  improve its work practices. Principals will engage in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as a result of the inquiry. They will seek out change and reflect on their practice by posing questions or "wanderings," collecting data to gain insight into their wanderings  analyzing the data along with reading relevant literature, making changes in practice based on new understandings developed during inquiry, and sharing finding with others. Administrator inquiry becomes a powerful vehicle for learning and school improvement(Dana 2009)