Goals/Objectives:
Does the mobility rate of students have an impact on their academic success?
Implement an improved enrollment process that ensures correct placement/testing of students enrolling from different schools.
Identify areas where highly transient students continue to show little improvement compared to other students with less mobility.
What resources are available for highly mobile (transient/homeless) students in the district?
Activities Designed To Achieve the Objectives:
Collect school data for percentage of homeless students. Also look at data for students have been continuously enrolled at current campus. Review all district data. On going throughout process.
Select Sample of 4th grade students for observation
Classroom Observations
Monthly Meeting to Discuss student performance
Research District Resources for Highly Mobile/Transient Students
Final comparison (analyze) information from classroom observations, TAKS 2011
Possible interview with director of Homeless Education Program in Dallas ISD
Resources and research tools needed for gathering data
Computer, district available resources for students, library,
Campus Data, Student Profiles, CRC (Attendance) information, legislation and policy for the education of transient students
www.nysteachs.org
Draft Timeline:
All portions of plan will begin August 2010 - June 2010.
Observations will begin Oct 2010
Collection of data August 2010 - until completion of testing
Monthly meetings will being in Oct 2010
Persons Responsible:
L. Hall
CRC for attendance information
Remaining 4th grade team members for input/observations
M. Freeman(Principal) - Supervision
Process for Monitoring/Assessment Instruments:
Monthly meeting. During grade level meetings only with remaining teachers completing observations. Report will be made
Collection of 6 week grades for sample group of students, teacher assessments, and final TAKS data.
Sunday, August 1, 2010
Saturday, July 24, 2010
Week 2 Reflection
Our reading for this week listed 9 passions that assist an educator in their journey of wondering. It was relatively easy to list ONE example and move on to the next area. I suppose my reflection for this week is just how demanding personal action research seems to be for an existing administrator.
We were only required to ponder one example, but they actually have to work numerous topics everyday. I've had the opportunity to work with my principal this summer. I can honestly say: Texas summer heat isn't the cause of her frustration! She is literally engaging in her personal inquiry from the moment she arrives (7:30 a.m.) until she leaves (6:00 p.m. or later). I assume her mind never stops moving because I can literally start working on something she has given me, and she will then say "I wonder if." My summer is officially over. =)
Week 2 has opened my eyes to how much an administrator is faced with. The entire process of an action research for a university student is centered on ONE topic, but a principal is involved in action research from the moment the bell rings.
Dana Fichman, Nancy (2009). Leading with passion and knowledge: The principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
We were only required to ponder one example, but they actually have to work numerous topics everyday. I've had the opportunity to work with my principal this summer. I can honestly say: Texas summer heat isn't the cause of her frustration! She is literally engaging in her personal inquiry from the moment she arrives (7:30 a.m.) until she leaves (6:00 p.m. or later). I assume her mind never stops moving because I can literally start working on something she has given me, and she will then say "I wonder if." My summer is officially over. =)
Week 2 has opened my eyes to how much an administrator is faced with. The entire process of an action research for a university student is centered on ONE topic, but a principal is involved in action research from the moment the bell rings.
Dana Fichman, Nancy (2009). Leading with passion and knowledge: The principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Friday, July 23, 2010
Something I Will Always Remember...
This isn't my reflection on Week 2 but it was something I just had to "blog" about immediately!
I was reading Chapter 2 and started reading the section Passion 3: Individual Teacher (s). My Aha Moment is what I will call it: "Programs are never the solution and they are never the problem....It is PEOPLE, not programs, that determine the quality of a school."
I think just seeing the phrasing of this statement caused me to reflect about my district. We seem to try every program known to man. Some are successful and some are not but I think we need to focus more on the development of the teacher. We use to be required to have 21 hrs of professional development per year, I'm assuming due to budget cuts we are now only required to have 14 hrs. I know teachers who have no urgency to attend the training for a number of reasons. I can only imagine how our schools would be if the quality of the teacher improved!
Whitaker, T. (2003). What great principals do differently: Fifteen things that matter most. Larchmont, NY: Eye on Education.
I was reading Chapter 2 and started reading the section Passion 3: Individual Teacher (s). My Aha Moment is what I will call it: "Programs are never the solution and they are never the problem....It is PEOPLE, not programs, that determine the quality of a school."
I think just seeing the phrasing of this statement caused me to reflect about my district. We seem to try every program known to man. Some are successful and some are not but I think we need to focus more on the development of the teacher. We use to be required to have 21 hrs of professional development per year, I'm assuming due to budget cuts we are now only required to have 14 hrs. I know teachers who have no urgency to attend the training for a number of reasons. I can only imagine how our schools would be if the quality of the teacher improved!
Whitaker, T. (2003). What great principals do differently: Fifteen things that matter most. Larchmont, NY: Eye on Education.
Wednesday, July 14, 2010
Action Research Isn't Just a Research Paper! =)
When I initially viewed the course, I did associate action research with these words: Library, research paper, and data. But after reading parts of our texts, I now immediately think of the word reflection when thinking of action research. Reflection is what drives the educator to seek answers to a problem that he or she is facing. Reflection pushes the educator to seek out these answers but more importantly use what is found to improve what is being done. It is the actual reflection that drives the research itself.
Action research allows for educators to play a key role in the process of changing the actual process of learning/teaching. Action research is also the process that seeks ways to improve ona current process. When teachers are involved in the process and collaborate with other educators while seeking answers, it will ultimately change the ENTIRE school environment. Why? Because educators are working together towards a common goal: Improvement. As I continue on in my education career, I believe that action research can/will allow the opportunity to learn more about my strengths and weaknesses. It will also push me towards learning more ways to present topics to students, enhance professional development on my campus, and above all else improve as an educator.
Action research allows for educators to play a key role in the process of changing the actual process of learning/teaching. Action research is also the process that seeks ways to improve ona current process. When teachers are involved in the process and collaborate with other educators while seeking answers, it will ultimately change the ENTIRE school environment. Why? Because educators are working together towards a common goal: Improvement. As I continue on in my education career, I believe that action research can/will allow the opportunity to learn more about my strengths and weaknesses. It will also push me towards learning more ways to present topics to students, enhance professional development on my campus, and above all else improve as an educator.
Tuesday, July 13, 2010
Analysis of How Educational Leaders Might Use Blogs
Educational leaders might use blogs to communicate with parents outside of the normal newsletter and parent meeting. The blog could serve as a way to communicate important dates or upcoming testing (but within district policy). I'm also sure that blogging could be used among educator's as a way to share best practices with others. A blog could also be used to detail the "ups and downs" of educational leaders. But depending on the "downs" one might want to make their blog anonymous. =)
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