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Reflection
on my Learning
In regards
to the literature -
The first
area of learning that impacted me was looking at how to set the foundation
for school improvement. Learning how to create a shared vision on campus and
an understanding of inquiry are essential for a school to have a climate and
culture that focuses on professional
learning and school improvement. As Harris (2010) stated, “… it is absolutely
vital that everyone know and agree upon the basic direction.” When this
shared vision is in place, faculty are able to understand their school needs
and how important it is to engage in inquiry to improve the school. Once the
school faculty has a shared vision and is looking toward inquiry, an
instructional leader must build interpersonal trust within the school. “High
trust within a school increases the chances that school reform and
implementation will take place” (Harris, 2010). Lack of trust creates a
barrier that can lead to reduced communication, a negative climate, as well
as divide faculty. Creating a culture and climate on campus that focuses
faculty energies into collaborative discussions is the first step to truly
working as professionals in school improvement. Looking at how to set the
foundation for school improvement was very beneficial to me as an
instructional leader.
Looking at
the different ways action research can be implemented on campus was also very
beneficial for me. Prior to this course I engaged in action research as my
professional development appraisal (called ABC project) instead of the
traditional PDAS. At first I was overwhelmed at the idea of research, but
then I realized that each year I had used a form of action research. I would
reflect on my instructional practices, timelines, activities and resources,
and then implement changes during the school year or plan to implement for
the next year. Making that connection between self-improvement and research based
practices was essential to me taking ownership of the new appraisal system
structure and genuinely improving my practice that year. With that in mind, I
learned that there are several ways I can implement action research on campus
as an instructional leader. Action research can strictly be for personal
growth of administrators and teachers, as well as become a campus-wide
initiative for improvement. Other forms of inquiry can be done by grade level
teams, assigned or elected committees, vertical teams, as well as
teacher-parent committees. Providing staff with options for professional
growth will also improve staff buy-in and increase implementation efforts.
Knowing what available avenues there are to use action research will help me
build the structure needed for successful school improvement to occur.
In regards
to my action research -
While
collecting research data on parent involvement, I found reoccurring patterns
in the student populations that have decreased parent involvement.
“K-8
parents of white students were more likely than parents of African American
or Hispanic students to attend a school event, volunteer or serve on a school
committee and participate in school fundraising” (Dervarics, C., &
O'Brien E., 2011) I also found statistics and patterns linking student
achievement and parent involvement. “When parents talk to their children
about school, expect them to do well, make sure that out-of-school activities
are constructive, and help them plan for college, their children perform better
in school” (A New Wave of Evidence, 2002) Being able to collect this data and see the
patterns that evolved helped me to focus my research efforts and see my topic
in another light. This step was very helpful in that I saw a bigger picture
in regards to family cultures and experiences that have shaped their view or
feelings toward participating in school activities. Without conducting the
depth of research I did, I would not have implemented activities that would
have genuinely made an impact on parent involvement and changing the climate
on campus.
In
regards to my instructional leader preparation -
My depth
of knowledge in action research has grown tremendously and I am confident
that I can implement the method with staff for school improvement and continue
to use it for personal growth as well. One example within the Dana (2009)
text made an impression on me with regards to veteran teachers. The example
wondering was stated as “How does the process of peer coaching help
veteran teachers continue to learn and grow?
And What roll can the principal play in facilitating this
process? (Bauer, 2001).” This scenario was particularly interesting to me
because I have seen teachers with exemplary skills, unfortunately they were
never given opportunities to shared their knowledge of the craft. Utilizing
action research can provide new teachers with the written research to back
the new methods they implement, as well as provide opportunities to learn
from exemplary teachers who are skills in those methods. This was a reminder
that as instructional leaders we can not forget to utilize the skilled
teachers on campus to help implement change on campus. I am very confident in
my understanding of action research and how to implement the method for
school improvement.
Thoughts
for the Future -
This
course pushed me to become proactive in my learning in regards to technology.
I plan to continue to update my blog and website regularly with reflections,
data and conclusions of my learning through the coming years. I want to lead
by example as an instructional leader, showing the importance of
collaboration and research in education.
I would
also like to purchase the parallel text to the Dana (2009) text titled The
Reflective Educator’s Guide to Classroom Research: Learning to Teach and
Teaching to Learn Through Practitioner Inquiry (Dana & Yendol-Hoppey,
2009) I believe this will be a great resource for teachers to use as they
become research practitioners through school improvement efforts.
My next
action research project is focused on SSI and the RtI process. The SSI and
RtI process is a large part of my internship plan. I plan to use action
research as a way to collect data for teacher professional development
sessions prior to school starting. I will also utilize the research to assist
teachers throughout the year with documentation and intervention methods.
Written
by Lara Nixon (2012)
References
Harris,
S., Edmonson, S., & Combs, J. (2010) Examining What We Do To Improve
Our Schools: Eight Steps from Analysis to Action. New York: Eye On
Education.
Henderson,
A. T., & Mapp, K. L. (2002) A New Wave of Evidence: The Impact of Schools,
Family, and Community Connections on Student Achievement. Retrieved from
National Center for Family and Community Connections with Schools,
Southwest Educational Development
Laboratory (SEDL) website: http://www.sedl.org/connections/resources/evidence.pdf
Bauer, D.,
Kur, J., & Heitzmann, M. (2001, April). Peer Coaching - a Road to
Deeper Understanding. Presentation at the annual Pennsylvania State
University - State College Area School District Teacher Inquiry Conference,
State College, Pennsylvania.
Dana, N.
F., & Yendol-Hoppey, D. (2009)The Reflective Educator’s Guide to
Classroom Research: Learning to Teach and Teaching to Learn Through
Practitioner Inquiry (2nd edition). Thousands Oaks, CA:
Corwin.
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