Final Reflections

I must admit that when I first saw the class title for this course, I was sort of put off.  Research is neither something that I enjoy doing, nor something that I do very well.  I feel that way, primarily because I feel that it takes too much time, with little practicality, and thus wasn’t high on my priority list.  However, my implications were based on the ideas of traditional research.  Having completed these five weeks and learning about action research/inquiry has changed my perspective for several reasons.  When I started the readings the first week, I was immediately transformed and thought the concept of action research sounded quite cool.  To see it as a process for professional development made it even more practical.  Dana (2009) claims that “administrator inquiry becomes a powerful vehicle for learning and reform.”  It is traditionally tough to find outside sources that give quality development to educators, to be able to control your own development is quite inspiring. As I began to explore how action research functioned, I became more of a fan of using it.  First, this research is not as time consuming as traditional research.  The organizational and planning strategies allow for a very streamlined method of preparation for the research.  The templates provided also made it very simple to put the process in writing.  Traditional research requires meticulous note taking and resource hunting in preparing for the research. Another variable that changed my perspective was the way that others can be included in this research.  Using collaboration will allow other teachers or administrators to take part in your research.  Not only will having others involved, help expedite the research, but the ability to extract additional ideas and techniques can be very helpful.  Also, the communication factor helps to draw out ideas and clarify directions and understanding.  In traditional research, people are assigned tasks, divided to do research, and then come back together at the end to share their findings.  Rather than having a shared development of the action item, individual findings have to be forced together to make the research applicable. One of the great qualities I have discovered about action research is in its name, action.  The idea behind it is to create action.  The researcher identifies an area that needs to be improved or fixed, and then uses research to discover a solution to making it better.  It is a built in motivator; because, the researcher knows that at the end of the research, there will be an improvement in some area of the school life.  That motivator alone drives the research and results are inevitable. Another important aspect of this class that will help in the research process is the use of blogging.  I have blogged before, but more for social purposes.  The use of it in a professional environment as a tool of reflection also opens an avenue of feedback.   The ability for a researcher to share their process, and then allow others to offer insights, reflections, comments and suggestions is a powerful tool for a researcher.  As an example from my own blog (Pietsch, 2010), a student made the following suggestion: “Our district uses Survey Monkey (http://www.surveymonkey.com/)for us to give anonymous feedback on professional development sessions... It's online and quick and you may find teachers appreciate being able to log on quickly and submit their opinions.”  This was not a process I would have considered had I not have sought feedback on my blog.  This reflective process allowed for me to gain a new insight and improve my plan. In all, this class was definitely a positive experience.  It gave me a new perspective on a new research.  I look forward to utilizing this new found knowledge in helping my current, and future, campuses find ways to improve. References: Dana, N.F. (2009).  Leading with passion and knowledge: The principal as action researcher.  Thousand Oaks, CA: Corwin Press. Pietsch, S.  (2010, October 30).  Why Won’t They Do Their Homework? (Web log comment).  Retrieved from http://timsblogofinquiry.blogspot.com/2010/10/why-wont-they-do-their-homework_24.html.  (2010, October 24)

The Project Begins

Please take a look at my plan in the previous posting, but here are some minor updates to start with:

• I will be including a step in which I seek approval from the central office before distributing any surveys. 
• I will also include a rationale for the importance and purpose of students doing homework as part of the goal.

As far as the process goes, I was a little suprised at the interest some are having as I discuss my project.  I am simply planting seeds right now.  I will have to spend a week or two revisiting conversations and then of course making "the request".  How do you approach individuals that are as busy or busier than you and say, "wanna help me do some research that will not only help the school, but prepare me to be a better leader?"  I know that some of my colleagues, and we will call those friends, will not care and gladly help.  But then there are those who you know would be great in helping, but are busier than a New York taxi driver.  Maybe I should expect them to say no...I mean, I don't want to be the reason they punch a wall.  Do people still do that, punch walls?  Then there is "the ones".  You know, the ones that think any request of any of their time is rediculous to even consider because they have so much of it to use, why not just hord it.  Well anyway, when it gets down to it, I am sure there are 5-6 other colleagues that will be glad to help me and our campus improve in a vital area.  Until next time...

Why Won't They Do Their Homework?

Action Planning Template
Goal: Examine current programs and processes designed to help student create habits for completing homework and make recommendations to make improvements.  Answer the following research question: What programs or processes can be implemented at McMeans Junior High School, to proactively improve homework completion rates for students who habitually turn homework in late?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1.    Form a committee of teachers and administrator to survey and explore ideas to improve programs and processes for the completion of student homework.	Tim Chesser	Start: Nov. 1, 2010 Committee Formed by Nov. 10, 2010	Contact by e-mail or face to face. Documents outlining project with rationale.	Attendance at First Meeting.  November 2010.
2.    Research literature on programs used in other districts, states and campuses that address this issue.	Tim Chesser	Start: Nov. 1, 2010 Complete: at least one by first Nov. Meeting	Literature	Response in writing upon completion and distribution to committee.
3.    Develop and distribute a student survey to examine student perspective on why homework does/does not get completed. (student motivation)  Include ASA and AHBH	TBD	Start: November Meeting Completion date TBD in meeting.	Teacher input Meeting Request Brainstorm survey criteria Date for distribution and collection Sample size and demographic	Follow up with creators Collection Date reached?
4.    Develop and distribute a teacher survey to examine effective practices teachers’ use, concerns about current issues, input on current programs. Include ASA and AHBH	TBD	Start: Nov or Dec meeting Complete date TBD in meeting.	Teacher input Brainstorm survey criteria Determine sample	Follow up with creators Collection date reached?
5.    Review Surveys and compile results in report	Tim Chesser	Start: upon collection of surveys Complete by January meeting	Surveys Output technology	Review of surveys and accurate reporting.
6.    Review report and make recommendations for improvements.  Focus on the development or alteration of a program	Committee	Start: January meeting	Report of data	Did enough information get collected to move forward?
7.    Begin development of New/Altered Program	Committee	Start: after January meeting	Recommendation brainstorming.	Documented plan for program.
8.    Pilot Program with small sample.  Use follow up surveys with teachers and students involved in program.	Tim Chesser/ Committee	Start: Beginning of 5th 6 weeks.	Students to enroll in program Teacher feedback on selected students.	Review teacher and student feedback. Are changes necessary? Are students having success?
9.    Develop exit process for students in program and accountability measures for those exited.	Committee	February Meeting	Team brainstorming	Documented exit plan completed?
10.  Collect teacher survey on Pilot students’ progress after 5th six weeks.	Committee	Start After 5th 6 weeks	Teacher input Surveys Date to administer	Collection of surveys by administration date.
11.  Report findings and make recommendations to administration	Tim Chesser	May 2011	Report using all previous resources	Meeting
12.  If approved, Roll out new program for 2011/12 school year	Administration	August 2011	TBD by process	Weekly/Monthly review of HW completion.  Monitoring effectiveness of systems.

Beginning Action Research

I think that one of the great things about the action research process is the first step.  Identifying a problem that would benefit from an action research approach seemed to be more cumbersome than I thought.  It's amazing how many issues, though some seem minor, that I came up with in my brainstorming.  What surprised me even more, is that as I read through my class discussion board, how widespread the exact same issues occur interdistrictly. 
The whole idea of reflection is what really makes this come to fruition.  If I were not enrolled in this course, I may never consider some of the ideas that I have come across, simply because I took a little time to reflect.  Who knows if I will ever be a superintendent, principal or assistant; but, incorporating this process, even as a teacher, will definitely improve the system.
All teachers should be introduced to this type of development.

Administrative Blogging

I think that blogging can be a very effective tool for educational administrators for several reasons.  First, blogging can be used for self reflection.  Just as journaling has been used for years for this purpose, blogging (in our new technological world) serves in the same way.  It is an avenue to write down thoughts, experiences and ideas for later review.  Where blogging expands on where journaling lacks, is in its ability to collaborate with others without the need to meet face-to-face.  By joining a blogging community, administrators can share their "journal entries" and then receive feedback on the issues, ideas, thoughts and reflections they have written.  This in turn can create correspondence, clarity, other perspectives and an opportunity to grow as a leader.

Action Research - What I've Learned

Action Research, or Inquiry, is a process one uses to assess one's own abilities, programs, and issues, for the purpose of implementing change and making improvements.  As an educator, and prospective administrator, this process can be used to both develop professional skills, as well as improve campuses.
The process first calls for identifying issues, programs, and concerns that may need to be evaluated.  The collection of data and relative information from outside sources will begin to offer insight as to how these things may be improved or resolved.  Utilizing others in the process will help to build a common and shared vision for the improvement so that action can be taken.  Once action is taken, continued evaluation of the results will help to assess its effectiveness and by sharing the results, others can contribute to maintaining and adjusting the resolution as needed.
The personal development that results from this process is through the premise of relevancy.  When an individual is involved in the decision making, problem solving, and effective resolution of an issue, they are more likely to be passionate towards reaching that resolution.  Evaluating how the current factors affect the issue can teach an individual many things.  Taking the opportunity to explore solutions and read expert opinions on reaching those solutions can offer valuable insight and growth for the individual involved.  The entire experience, when completed, can be highly effective in developing the individuals skills in addressing future issues and concerns.
The campus impact that this process has is invaluable.  If people are setting an example of learning, and others can witness this success, it becomes contagious.  Many people can be a part of improving a campus as they individually and in small teams begin to explore solutions and resolutions to concerns and problems.  The concept of sharing exposes those to improving both self and campus, thus making the working experience more rewarding and enjoyable.
Inquiry will be a definite skill of future leaders in education.  Being able to identify, explore and resolve ineffectiveness, and in turn develop positive outcomes, will be highly desired.  Embracing this concept and putting it to work will definitely have an impact on the careers of educators.