Let the Action Research Begin...

When beginning this research class, I believed it would involve the stuffy process of reading literature of leading experts far removed from the classroom, citing numerous resources, and relaying information that I might never be able to use in a practical setting. However, I have pleasantly discovered that research can and should occur everyday. It involves partaking in the process of looking reflectively at one’s practices and interpreting data and input in order to bring about change.

I have learned many strategies during this course that I can put in my action research “toolbox.” At this point, I have tried to understand and absorb the many pieces of information that I have read and studied. They seem a bit jumbled because they have not been practiced yet. However, I have earmarked pages, highlighted text, and made extensive notes. I know that as I proceed through my action plan, these tools will serve me well as I attempt to learn more about the role that meaningful professional development and outside support can play in improving the practices of the classroom teacher.

The Plan

“What types of outside support are most beneficial to the classroom teacher in helping them gain confidence in delivering effective science instruction?”

Description of context or setting of study:

My action research project will focus on determining effective practices that will assist the classroom teacher gain confidence when teaching science.

Operational definition of target population:

I will target 4^th and 5^th grade teachers and their students.

How you will select your sample:

I will select my sample based on those teachers currently teaching science in 4^th and 5^th grade science. I will target teachers considered “veteran” science teachers and “novice” science teachers.

Brief rationale for your sample size:

I will select my sample based on the emphasis that is placed on 4^th and 5th teachers to deliver daily science instruction in preparation for the STAAR science test in 5^th grade. The teachers will be able to offer feedback about what obstacles they feel they have when teaching science. They should also be able to give valuable input as to what outside support they feel is most beneficial in helping grow their confidence. I will also have access to enough formative assessments to be able to relate effective practices with improving test scores. I will also have weekly opportunities to plan science instruction with participating teachers.

Brief description of how you will conduct your research:

In order to conduct my research, I plan to facilitate weekly planning meetings with 4^th and 5^th grade teachers. I will also co-teach with classroom teachers both in our science lab as well as the classroom. I will conduct surveys of teachers before, during, and after my study in order to monitor growth in confidence. I will also track district benchmark assessments and STAAR data to monitor growth in science scores. Furthermore, I plan to, with other instructional coaches on my campus, implement a new form of instructional modeling next semester through the use of the Rice Model Science Lab that is housed at our campus. This lab is equipped with extensive video and audio equipment that will allow for lessons to be taught while teachers observe the lesson as it happens in an adjoining room. It is my hope that providing classroom teachers opportunities to watch instruction and together discuss effective and ineffective teaching strategies. Looking to the future, I also plan to work with our district science coordinator in developing a 3-tiered professional development science program that will begin in Fall 2012. It is my hope that all of these activities will help me gather valuable information that will aide me in my research.

Action Research Plan

 Action Research Plan

Goal:   After reviewing the 5^th grade TAKS scores from the 2009-2010 academic year, we noticed a discrepancy between teachers who have completed the Rice University collaborative and those who have not. Furthermore, in working with classroom teachers in planning, modeling, and implementing hands-on science lessons in the regular classroom, I have determined that the number of minutes devoted to science instruction on a daily basis varies widely between teachers within a grade level. This discrepancy also correlates with achievement on 5^th grade TAKS cores and district based assessment. The goal of my action research is to track the level of science training completed by each teacher, explore what types of training are most effective in helping teachers gain confidence in delivering science instruction, and the impact of such training on district and state science assessments.

Action Steps	Person(s) Responsible	Timeline Start/end	Needed Resources	Evaluation
Campus Improvement Plan Review data and determine a need for the campus	Katharine Holmes Kathy Shealy Michael Bushnell	January 2012	ASE Campus Improvement Plan TAKS data	Since we are a new school, I will be able to analyze all science scores from the opening of our campus in 2010-2011. I will be looking for trends of achievement/non-mastery of students in classes with experienced and novice teachers. This should provide a baseline on which I can begin my research.
Teacher Experience/ Comfort Level Survey Assess teacher comfort with science instruction, prior teacher experience and completed science PD training and gather input on what types of PD teachers find most beneficial	Katharine Holmes	February 2012 October 2012	-Survey -PLC time to conduct survey Excel Spreadsheet	Establish background experience of all participating teachers and their perceived comfort level in teaching science as well as gather input of what outside support they feel would be helpful in improving their science instruction
Student Survey Assess 4th and 5th students regarding their feelings about science instruction and their confidence in scientific inquiry and science concepts.	Katharine Holmes	February 2012 October 2012	-Survey -Class time to conduct survey	Student ratings in their opinion of science instruction and their confidence of preparedness for DBA and STAAR assessments
TAKS/STAAR/ District Benchmark Assessments Disaggregate data from 2010-2011 and 2011-2012 to form baseline of comparison of performance between experienced and novice science teachers. Reassess performance data at the completion of research plan	Katharine Holmes Tiffany Caseltine	January 2012 May 2012	Campus online TAKS data 2010-2012 DBA data STAAR science data (May2012)	DBA/TAKS/STARR assessment data
Weekly Science Planning with 4th & 5th grade teachers	Katharine Holmes 4th and 5th grade teachers	November 2011 (ongoing through October 2012)	-Science Planning Template -1 conference period a week for 4th and 5th grades	Teacher feedback of effectiveness of planning sessions; classroom observations; DBA/CBA assessments
Instructional Model Lab Establish the use of instructional science lab where experienced science teachers will model science lessons with students while being videotaped; classroom teachers will watch ongoing lesson and engage in discussion about effective teaching practices they observe	Katharine Holmes Alison Pierce Kathy Shealy Lisa Webber	March 2012 (ongoing through October 2012)	Rice Instructional Model Science Lab (at ASE) Video cameras, microphones, TV; audio equipment	Videotape of model lessons; Teacher feedback; Subsequent classroom observations
District Science Foundations Program Participate in the development of a 3- tiered professional development science program to be implemented in the 2012-2013 school year	Katharine Holmes Alison Pierce	May 2012- October 2012	District Scope & Sequence Moodle software	Teacher feedback; DBA/STAAR assessment data

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)

What to do....What to do?

The beginning of week 2 caused some stress for me. The thought of having to "pick" a topic this early in our course caused me to draw a blank. I wanted my research to have meaning for myself and the people and students that I work with. However, I did not want to pull a topic out of thin air just for the sake of having something to say I am researching; rather, I wanted to learn new information that would help me improve my job performance and benefit my campus and even perhaps, beyond.

After talking with my principal and people that I work closely with, they helped me realize that I have already began my wonderings about how I can, as an instructional coach, help teachers become more confident with their science instruction. I have also been toying with some new ideas about modeling effective instruction in the science classroom and this next year, our district has plans to implement a tiered professional development system to help "grow" science teachers that would help me in my research. The research lies before me and I am excited to get started.  It was such a relief to make this realization....the rest of the week's assignment fell into place after I was able to decide on my action research topic.

Blogs for Leaders

Blogs can be a excellent tool for educational leaders to share ideas and reflections. Quite often, principals stand alone on their campus and do not have an "equal" with whom they can discuss issues and concerns. A blog shared among other administrators can serve as a springboard for ideas and a place to offer solutions to similar problems.

Using Action Research for Personal Growth

In my opinion, one of the most important benefits of action research is the ability to engage in purposeful reflection to better oneself and one’s practice as an educator. No school or classroom is perfect. If educators believe that they have mastered all that there is to know about their craft, they become stagnant and lose the opportunity for personal growth. However, when teachers and administrators examine their actions and always look for ways to improve themselves, then schools truly become “learning” communities and students are the beneficiaries.

The administrative duties of a principal are varied and constantly changing. Therefore, there is no “cookie cutter” answer that can be applied to every situation. A leader should have a wide variety of knowledge that they rely on to make decisions. However, an effective leader should engage in reflection of their actions in order to analyze whether they achieving the desired result. They should then use that information to make adjustments to their decisions to meet various circumstances. It is through this process of action and reflection that a principal gains expertise. By setting the example of seeking to improve oneself, a principal helps create a “green and growing” atmosphere among the faculty where reflection and growth become the accepted practice on campus.