Proposed Action Plan for Action Research

Goal: To determine whether a teacher’s content and pedagogical knowledge in reading is increased to the extent that they are able to independently plan effective reading instruction based on the 5 components of reading (phonological awareness, phonics, vocabulary, fluency, comprehension) by using a scripted accelerated reading program based on the 5 components of reading during the first 36 days of reading instruction in 2nd grade.
Outcome: If the teacher’s content and pedagogical knowledge is positively impacted, students will have the benefit of receiving rigorous research based instruction in reading for the remainder of the year.
Inquiry Question: How does the use of the recursive practices in the Region 4 Accelerated Reading materials by the 2nd grade teachers at Becker Elementary as the core reading instruction for the first 36 days of school impact their level of content and pedagogical knowledge in the area of reading?

Action Step 1: Determine need by examining data on reading levels from target elementary school for 2nd grade students at MOY and EOY.
Person Responsible: Monica E. Gonzalez
Timeline: June – July, 2010
Needed Resources: AIMS (Data management system)
Evaluation: Complete 2 year cumulative data chart. If data shows students exiting the 1st and 2nd semesters of 2nd grade reading below grade level, the proposed action research is needed.

Action Step 2: Complete a literature review on job-imbedded professional development.
Person Responsible: Monica E. Gonzalez
Timeline: August, 2010
Needed Resources: Internet access, Suggested websites
Evaluation: Look for reported trends and patterns in literature review on the impact of job-imbedded professional development.

Action Step 3: Develop a survey to assess knowledge of the 5 components of reading and effective instructional methods for each component.
Person Responsible: Monica E. Gonzalez
Timeline: August 2 – 6, 2010
Needed Resources: Survey Monkey
Evaluation: Share survey with site-supervisor and Language Arts Supervisor and request feedback.

Action Step 4: Develop a rubric to rate teacher(s) level of content and pedagogical knowledge in reading based on the above mentioned survey.
Person Responsible: Monica E. Gonzalez
Timeline: August 2 – 6, 2010
Needed Resources: Example rubrics
Evaluation: Share rubric with site-supervisor and Language Arts Supervisor and request feedback.

Action Step 5: Conduct survey with 2nd grade reading teacher(s) to assess knowledge of the 5 components of reading and effective instructional methods of each component.
Person Responsible: Monica E. Gonzalez
Timeline: August 16 – 23, 2010
Needed Resources: Survey Monkey
Evaluation: Use rubric to rate teacher(s) level of content and pedagogical knowledge in reading.

Action Step 6: Develop observational tool to use when observing teacher(s) facilitating the accelerated reading program in the classroom.
Person Responsible: Monica E. Gonzalez
Timeline: August 23 – September 7, 2010
Needed Resources: Previously used observational tools as a reference
Evaluation: Share observational tool with site-supervisor and Language Arts Supervisor and request feedback.

Action Step 7: Observe teacher(s) facilitating instruction using the accelerated reading program.
Person Responsible: Monica E. Gonzalez, Betty Jenkins, Principal, Rosalinda Castanon, Reading Specialist
Timeline: September 7 – October 15, 2010
Needed Resources: Observation tool
Evaluation: Use rubric to rate teacher(s) level of content and pedagogical knowledge in reading (from above) to rate their fluency with the program based on observations.

Action Step 8: Observe teacher(s) facilitating instruction during reading after the accelerated reading program has been completed.
Person Responsible: Monica E. Gonzalez, Betty Jenkins, Principal, Rosalinda Castanon, Reading Specialist
Timeline: October 18 – November 22, 2010
Needed Resources: Observation tool
Evaluation: Use rubric to rate teacher(s) level of content and pedagogical knowledge in reading (from above) to rate their ability to plan for an implement instruction in reading based on the 5 components of reading.

Action Step 9: Conduct survey with 2nd grade reading teacher(s) to assess knowledge of the 5 components of reading and effective instructional methods of each component.
Person Responsible: Monica E. Gonzalez
Timeline: October 18 – November 22, 2010
Needed Resources: Survey Monkey
Evaluation: Use rubric to rate teacher(s) level of content and pedagogical knowledge in reading.

Action Step 10: Compare teacher’s content and pedagogical knowledge before and after implementation and completion of the program.
Person Responsible: Monica E. Gonzalez
Timeline: November 29 – December 16, 2010
Needed Resources: Completed rubrics and observational data.
Evaluation: Prepared report comparing levels of content and pedagogical knowledge and evidence of both in planning and implementation of lessons in reading.

Action Step 11: Share results with site-supervisor, campus principal, reading specialist, teacher(s).
Person Responsible: Monica E. Gonzalez
Timeline: January, 2011
Resources Needed: Data charts and trends and patterns observed during observation of instruction.
Evaluation: Review by site-supervisor, campus principal, reading specialist, teacher(s).

Great Meeting!

Today, I experienced the benefit of having an amazing site supervisor! We met to discuss my ideas for my action research program and she was so helpful in helping me hone in on an inquiry question that was both measurable and valuable. As a coach myself, I recognized that she was coaching me as she questioned and listened to and challenged me, but she was so so good at it - the whole meeting was such a learning experience. We decided that I would focus on the area of individual teachers at one of our south elementary schools in our district. I will be the assigned adminstrative supervisor working on that campus and working on this research will have the added benefit of helping me to establish a positive professional relationship with the relatively new principal on that campus.

Today was also exciting for me because my site supervisor, who is one of the Associate Superintendents in our district, will be my official supervisor beginning August 2nd when I move into my new position. It's been a long time since I've felt as engaged and challenged as I did today during our meeting - I'm really looking forward to the year!

Using Blogs

Blogs can be an administrators way of creating a professional learning community with their peers. Because principals, in particular, don't have other principals on-site to collaborate with, blogs can be there way of sustaining a professional conversation with a group of their peers. This can be a place to voice frustrations, brainstorm, celebrate success, learn from the way other adminstrators address issue or even how they think through an issue. I think too, that having this sustained interaction with other administrators can motivate you to always keep moving forward because your peers are and also because you have a support system.

Admittedly, creating my own blog is the first time I've ever visited a blogging site. I'm an old dog, but luckily have two 20 year olds that showed me the ropes a bit. I'm looking forward to seeing where this takes me.

Action research sounds like such a technical and elusive process, but in truth it is what should be at the center of every administrator's practice. When action research defines the way an administrator does their work it can lead to improved student achievement campus wide. I really like the idea of working on investigating, learning, and improving practice on an issue that is relevant to your campus and your day to day interactions with teachers and students. This kind of ongoing professional development is so different from the typical "sit and get" professional development that for so long was standard practice. You'd attend a workshop, sit quietely, take tons of notes, and leave thinking you couldn't wait to put it in place in your classroom or in your leadership practices. But, once you got back to work, it was so difficult to incorporate something new into your bag of tricks. With action research, it's not about taking notes to learn, it's about actively engaging in trial and error, in reflection, in adjustment, in trying again, and continue down this path until you see growth in your own knowledge and practice and the achievement of your students or as an administrator - growth in your teachers and students. I find it exciting to be able to identify a real issue and design a research plan to student and address the issue and not have this defined for me and I can't wait to get started!