My Plan For Action

Action Planning Template
Question: Are our campus expectations clear enough to see a significant drop in discipline?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Setting the Foundation. Meet with site supervisor to discuss possible action research topics. Meet again to narrow these topics down to one.	Researcher: Tamra Woods Site Supervisor: Gwen Perkins	Oct/2012	First meeting to discuss possible action research topics 10-16-12 2nd meeting to narrow down topics to one 10-22-12 Final meeting to present action research project to site supervisor 10-26-12	Presentation of Action Research Project to site supervisor for revisions
2. Analyzing the Data Gather data from discipline records from last year before our discipline procedure was campus wide Collect data from discipline reports for this year now that we are using CHAMPS campus wide. Meet with site supervisor and assistant principal to analyze the data and gather information from it.	Researcher: Tamra Woods Site Supervisor: Gwen Perkins Assistant Principal: Shandi Davis Registrar: Christina Gonzalez	Oct 2012-May 2013	Gather information from discipline reports for the previous school year (11-12) 10/12 Collect and log discipline referrals from the campus records weekly beginning 10/12 Discuss the results of the researcher with site supervisor and assistant principal and decide if there was a significant decrease in discipline.	Create graphs of the discipline reports from this year. Compare these reports to the data from the previous school year Discuss differences found in the data with the site supervisor and assistant principal.
3. Developing Deeper Understanding After gathering the data, I will begin to look for trends in discipline. If changes need to be made in expectations, they will be proposed. Factors that impact student discipline will be noted and review with the site supervisor.	Researcher: Tamra Woods Site Supervisor: Gwen Perkins	May 2013	Meet with site supervisor to propose changes in expectations if needed. May 2013 Discuss factors that impact student discipline with site supervisor  and assistant principal 10-26-12 and May 2013	Present data to site supervisor.
4. Engaging in Self Reflection Review all timelines and make sure that my data collection is up to date. Keep a journal of experiences while collecting data. Make sure that the goal that was originally presented is being tracked. Share my experiences on my blog and google site.	Researcher: Tamra Woods	January 2013	The data that has been collected up to this point.            Journal that I keep Personal blog and google site	Journals and reflects.
5. Exploring Pragmatic Patterns Interview my site supervisor to see what patterns exist in our school with discipline. Discuss whether or not steps are being taken to prevent students from receiving office referrals. Explore the differences in our campus discipline reports in comparison to other similar campuses across the district.	Researcher: Tamra Woods Site Supervisor: Gwen Perkins	January 2013	Interview with site supervisor. Access to eSchools to pull up reports from out campuses and other campuses.	Reflect upon interviews to see what patterns, if any, exist.
6.  Determining Direction Discuss finding with site supervisor. Decide if any changes should be made to our discipline policy for the upcoming school year.	Researcher: Tamra Woods Site Supervisor: Gwen Perkins	May 2013	Data from research. Copy of current discipline policy.	Reflection of data. Site supervisor recommendation of whether or not changes to discipline need to be made.
7. Taking Action for School Improvement Present findings to site supervisor. Propose possible changes to discipline policy, if any, to site supervisor Prepare findings for presentation to faculty and staff.	Researcher: Tamra Woods Site Supervisor: Gwen Perkins	March 2013	All information and data gathered from discipline referrals for the year.	Presentation (PowerPoint) of all discipline data and comparison to previous year.
8.Sustaining Improvement Present sent all findings on discipline to site supervisor. (Add remaining discipline referrals for the year) Go over the data from the presentation with site supervisor. Interview site supervisor to discover other trends noticed in the data. Discuss my research performance with site supervisor.	Researcher: Tamra Woods Site Supervisor: Gwen Perkins Campus Leadership Team	May 2013	All data gathered throughout the entire project. Powerpoint Presentation and spreadsheets updated in March. Interview with site supervisor.	Quantitative data presented from the research on discipline Site Supervisors review of my research performance.

Action Research: Narrowing it down!

WOAH! This week has been crazy. Outside of the fact that I got extremely sick in the middle of the week and had to request an extension, grades are due! Now that I've caught my breath I can think back over what transpired. 

I found this week to be very helpful. I had a wealth of ideas to choose from for my action research. I came up with my own, collaborated with peers, and then met with my administrators. With so many ideas, it was hard to narrow it down. Actually, I didn't I ranked my ideas and chose one for the "official" research but will be assisting with several other small projects. OH JOY! Only time will tell but I am looking forward to looking into "A Day in the Life of the Principal"

Happy Trails!

How Might Leaders Use Blogs?

The use of blogs is a new concept for me. I use a great amount of technology within my classroom such as Mobi View, Edmodo, my personal webpage and host of others, but never a blog. I have been tirelessly brainstorming ideas of using blogs in the classroom, but an administrator could surely use this technology.

Campus leaders are busy people. Between district meetings, ARD's, and PLC's they have little time to dialogue with the teachers they lead. A blog could seriously solve this problem. Leaders can set up a weekly time to write in their blog and reflect upon the week. In a large campus, many teachers may not see or know what is happening among extra-curricular activities and core classes. A leader could use this technology to highlight the amazing things going on around the campus and give teachers a spotlight they may not get otherwise. For example, if a math teacher receives a grant from a nationally accredited source most of the staff would never know this (except the other math teachers) But if a leader creates a "Spotlight on Success" corner on their blog this teacher gets the recognition they deserve. Other teachers can respond to and congratulate these successes on the blog.The ability to make the campus feel more close knit is limitless with the use of blogging. 

References

Dana, N.F., (2009).  Leading with Passion and Knowledge. Thousand Oaks, CA: Corwin Press.

What is Action Research?

I came into this class believing that action research would be a breeze for me. I participated in two research projects when I was an undergrad so I was sure that I would be a pro at it. WRONG! Having participated in action research does give me a firm understanding of how it can be done, but honestly I had no idea of how and why it must be done. I was required to assist my mentor teacher in her action research in school so I never went through the process of questioning to discover a problem in need of inquiry nor did I reap the benefits of the research after it was completed.

Since beginning this class, I have learned that there is much more to action research than data collection and interpretation of said data. Action research is a process by which teachers take a look at their classroom and decide where there are problems that need to be addressed, they come up with a plan to help solve this problem after researching ideas, then reflect upon and share their results with others.  The Marjorie Ringler o study entitled "Action Research an Effective Instructional Leadership Skill for Future Public School Leaders"  lists four phases for action research"

1. Define an Issue to Study
2. Review Professional Literature
3. Take Action
4. Use and Share Results

These phases are just that, phases. They are not just easy steps to a beautiful action research project. Each step requires a large amount of work and effort. The easiest part would be the final two steps. Surprisingly enough, the text states that completing the research is found to be much easier than the steps to creating a topic to research. That's fascinating, because one would think the "Take Action" step would be the scariest. The role of an administrator is to facilitate this process and be a "cheerleader" of sorts for their staff member.

In the end, the ultimate goal of action research is obviously solving the problem presented. But, one other goal is improving as an educator. I find that to be very profound. Why do the work if you're not going to change any? Right?

After reading about and reflecting upon my own experiences with action research I am more than excited to "get my hands dirty" and start this type of work. I know that this will make me a better instructor as well as a better leader. Sounds like a win/win situation to me!


References

Dana, N.F., (2009).  Leading with Passion and Knowledge. Thousand Oaks, CA: Corwin Press.
 
Ringler, M.C. (2007).  Action Research an Effective Instructional Leadership Skill for Future Public School Leaders. Journal of Scholarship Practice.  4(1), 27-42
 
Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools: 8 steps to improve our schools. Eye on Education Press.