Action Research Plan
Goal: After reviewing the 5th 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 5th 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)
I really like the weekly science planning, I think it is so important for the teachers to get together, share their ideas and plan
ReplyDeleteYour inclusion of instructional model lab is a key factor in increasing teacher performance amongst novice teachers. Our profession does not utilize this strategy often enough. I am also very curious to continue to learn about your 3-tiered professional development program. Are you (or your district) adopting a model or borrowing ideas from another district? Or will you be creating this on your own?
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