Reflection on Interviews for Action Research

Dr. Johnny Briseno was very cognizant of the value in analyzing data. In the video interview his reflections showed that many of his decisions used data for original analysis. He mentions the use of qualitative data when quantitative data does not provide a clear story. In picking up on his narrative of teacher collaboration to find solutions for student success there was an action research that could be identified. The action research could be worded like “How can the principal facilitate the process of teacher collaboration in analyzing quantitative and qualitative data to address the needs of the students that are considered at-risk?” In proposing an action research with these parameters the analysis of quantitative data would be analyzed to provide insight into the problem of the student with data that includes grades, discipline, and attendance information. When this type of information does not suffice to assist the student then qualitative data must be researched to find the causes such as problems that originate at the home. Some of the situations could be an unsafe environment or insufficient parental involvement.

Dr. Briseno did speak about the value of data and in keeping the data confidential when it pertains to students. The solution to have teachers collaborate with near grade level composition was a good solution to keep the information following and possible resolutions within the grasp of the staff. His suggestion was to continue to use resources at our disposal like the Internet to find solutions to some of our problems, like he said “there is no need to reinvent the wheel.”

Dr. Timothy Chargois is the Director of Research for Planning and Development at Beaumont I.S.D. The research that is done at the district or campus level goes through his office. Dr. Chargois talks about using software to make predictions that impact instruction. He comments on one action research that has gone through his office as “What are teachers doing that show their ethical responsibilities towards students and towards student achievement?” The study could focus on the focus on what the teacher is doing to assure student preparation and success. Questions could be asked of the teachers’ attendance and timeliness in the classroom, proactively being informed of their student matters, conducting class with a caring attitude, updating instructional practices, and collaborating and cooperating with colleagues to ensure student success. Dr. Chargois make a comment on the need for teachers to keep abreast of methodologies in pedagogy and curriculum by saying “You never stop growing, if you are green you are growing, and if you are brown you are dying.”

Dr. Chargois pinpoints that teachers need to think outside the box by doing action research. The teachers can do localized research in their classroom qualitative and quantitative data to understand student problems. A recommendation to the use of Internet based survey tools to retrieve data for analysis is stated.

In reflecting on the video interview, I gained a good understanding of the value of using quantitative and qualitative data to address both teachers and students in an action research. I understand that the confidentiality of data, especially when it pertains student information. The speakers talked about the utilization of resources on the Internet such as research based scenarios and Survey Monkey to provide quantitative data results to improve instruction and the end result of student achievement.

Action Research Reflection

Action research is a very positive and powerful tool in many areas especially school improvement. I have learned that action research/administrator inquiry is an intentional and methodical way of an administrator self-reflecting and being a change agent for school improvement based on the information that is gathered from the inquiry process. Action research is different than the traditional educational research models in that the agents of change and information is done from within rather than from the outside as is consistent with the traditional method. In engaging in action research the administrative team in charge will shift gears from being reactive to more of a proactive approach to dealing with issues that arise in the school. This will empower them and give them a sense of ownership in the knowledge their generated towards the possibility for school improvement. Administrators must make time and be involved in inquiry. This is in their best interest for professional growth and will be build capacity for them and their school.

Action research has many benefits. Some of the benefits are obvious like collaboration with peers and reflection of best practices. Other benefits are actually taking to the time to be involved in the inquiry process that will affect the school for improvement.

I learned that the reflection component of action research is always active to continue sustained school improvement. The steps in action research include initial inquiry, planning, and action then lead to evaluation which in itself is reflection and continued fine tuning of situation.

In conclusion I will mention that the values of action research will not come on deaf ears. There are areas that action research is ripe for in our school district. Consider the relationship with technology integration and improved student scores, parental involvement and increased student performance, and facilities design and improved student scores.

References:

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

Analysis of how educational leaders might use blogs

Educational leaders could use blogs to journal their thoughts about different issues that occur in the school. This will allow the leader collect all their processes in a single location which is accessible anytime and anywhere. The leader can post just text or add pictures to bring more life to the blog. Inherent in blogging is the ability to have people comment and provide insight to the leader’s blogging and in some cases could be considered collegial communications. This could also be a diary of sorts and the leader could go the blog and look through and reflect on the series of entries.

References:

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

UDL Lesson Builder Reflection

I have finally completed the lesson plan from the UDL lesson builder site. I am not a classroom teacher; I am the Technology Director for a school district. With this said it was tough enough not being involved in curriculum. When I started on the lesson builder site I was a little confused and needed guidance. I concentrated on the sample lesson plans on the website. The site provided some good examples of lesson plans. I reviewed each and every lesson at least once or possibly twice. I then had a decent feel for the structure of the UDL lesson planning. I then focused on the recognition, strategic, and affective networks, which comprise the brain network for UDL learning. The concept map that was provided in Chapter 6 of the UDL site was very helpful. It helped me understand the different components that go under each network. In reading this chapter, it helped me focus on providing a lesson plan that will address the diverse set of learners. I have learned a lot about lesson plans and I still have so much to learn to be proficient. It is not a great lesson plan, but it is a starting point that I can continue to build on.

LFISD STaR Chart

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Technology Infrastructure Supporting Education

The Long-Range Plan for Technology (LRPT) addresses four areas for integrating technology into the school system. The four key areas are: Teaching and Learning, Educator Preparation and Development, Leadership, Administration, Instructional Support, and Infrastructure for Technology. Infrastructure for Technology is an important area that contributes greatly to the future of education.

The area of Infrastructure for Technology addresses several key areas. The key areas are Local Area Network (LAN) and Wide Area Network (WAN), distance learning capacity, Internet access, students to computer ratio, classroom technology, and technical support. The technology infrastructure is a vital component which is necessary for the basic and necessary needs of education for the present and future that will allow for students and teachers to make use of technology tools.

The E-Rate program has provided significant assistance in Districts creating great educational technology infrastructures. To receive monies from this program schools need a local committee to create a technology plan that effectively addresses the four areas of the LRPT. The plan is reviewed at the local level and submitted for a peer review at the regional level and approved by the state. With an approved plan a school can apply for discounts for Internet, LAN/WAN, servers for infrastructure, and network equipment.

The discounts received from the federal government, under E-Rate program has provided much needed support to increase District technology infrastructures. T-1 connections, low-end servers and network equipment, and separate networks for each school used to be the norm. With assistance from the program, Districts that qualify can now implement a robust and scalable infrastructure such as high speed fiber connections, enterprise level equipment, and integrated LAN/WAN connections.

The trend for connectivity has seen changes from the separate networks for voice, video, and data. Data convergence allows for all three to traverse the same network. Implementation is occurring at local, regional, state and national levels allowing communication, collaboration staff development, and online learning. This technology is now saving monies on telecommunication, cabling, support, and equipment.

Monies from local, state, and federal government are available to support new technologies. It is important that district administrators and committees continue to evaluate and support existing and new initiatives to create a technology infrastructure for improved education. With this in mind we need to assure that the infrastructure is available 24/7. With these components we can assure that the Infrastructure for Technology area from the LRPT will meet the needs of instruction and technology integration.