Keeping Them On My Side

While I am very optimistic about my plan and putting my research into action, I have concerns about the process. My plan relies heavily on the response and attitude of others. I will be recruiting faculty and staff on my campus to assist in data collection as well as implementation of the developed curriculum. My fear is that possesing a resisitance to change will adversly effect the results of my action research plan.

Planning well and taking into consideration the schedule and personalities of those involved will assist me in keeping everyone on my side. Also, using methods such as Delphi and Force Field Analysis will enable me to show the possible outcomes and what those results can mean for ALL involved. Intrinsic motivation is key when asking teachers to step out of their comfort zones. Of course, a little gift of appreciation goes a long way as well. :)

Action Plan Template

Action Planning Template
Goal: Align the curriculum and goals of the level 3 and level 4 Pre-kindergarten programs at Lamar University ECDC
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Analyze current curriculum guides, scope and sequence, and lesson plans for both pre-k levels	Sheli Wells	December 17, 2010 to January 30, 2011	Level 3 and level 4 curriculum guides, scope and sequence, and lesson plans	Analysis of data has indicated that there is limited correlation between pre-k levels
2. Using Texas pre-k guidelines, research what is appropriate for each level based on ages of children. Begin alignment of concepts and skills so that repetition and re-teaching occurs until mastery is reached. Making certain no gaps are left for the children to fall into.	Sheli Wells	February 1, 2011 to May 28, 2011	Texas pre-k guidelines, Level 3 and level 4 curriculum guides, scope and sequence, and lesson plans	Using all resources and information gathered, an alignment of curriculum and goal will be developed with proper pre-k TEKS recognized.
3. Present findings and proposed curriculums to the director and all stakeholders.	Sheli Wells – presenter Participants- Margaret Swope, Director Level 3 and Level 4 Teachers and Teaching Assistants	Meeting scheduled for June 2011	Proposed curriculums with supporting materials	Participants will be presented the research findings, as well as the proposed curriculum for both levels. All supporting evidence will be available for review and guides for implementation into the classroom.
4. Assess the students that will using the curriculum in order to ascertain rather or not their needs will be met.	Sheli Wells	August 2011	Using computerized standardized testing (Istation) in order to effectively assess the needs of all children equally.	Use data from test results to evaluate the developed curriculum.
5. Utilize teacher feedback and assessment results to determine if any inequities have arisen.	Sheli Wells	October 2011	Teacher survey for feedback, student individualized testing results and growth patterns.	Analyze what data is collected to determine if changes need to be addressed. If there needs to be revisions made, use data and input to make appropriate modifications.
6. Use director feedback, teacher surveys, student monitoring data, and walk-through classroom observations to determine the effectiveness of the changes made to improve the curriculum.	Sheli Wells	December 2011	Director feedback, teacher surveys, student monitoring data, and walk-through classroom observations.	A spreadsheet developed to document concerns and advice for improvement will be used to continually track progress made and any modifications that are implemented.
7. Analyze all data collected through the implementation process and trial semester.	Sheli Wells, Margaret Swope- Director Invested Teachers	January 2012	Compiled data from research and trial semester.	Reflect upon student successes and teacher engagement with the new curriculum. Address any negatives that have arisen so that future success can be achieved.
8. Gather student data from the end of the school year. Analyze the data to determine if new improvements need to be made in order to continue future successes.	Sheli Wells	June 2012	End of year student assessments, end of year teacher surveys, and end of year director survey.	Student success will render this action research project a success because the first priority of this project was to increase student success by eliminating gaps in learning through the progression of the pre-kindergarten program.

Now is the time for ACTION!

My action research project is curriculum allignment for pre-kindergarten levels three and four. My focus will be on pre-reading and phonological skills. Again, I feel that I should explain that my situation and setting is quite different than most...I am on a university campus at an early childhood development center. The two levels have previously functioned as two seperate programs, but wit the early education movement taking place in Texas, there is a nee for these programs to have more cohension. While the resouces, curriculum, and scope and sequence are present; there is no allignment to properly and effectively bridge the two programs.

First and foremost, the children that come through our center will be the beneficiaries of this action research project. WIth proper allignment, the program will better serve their early educational needs. There will also be no gaps in teaching, therefore no gaps in learning.

The teachers throughout the program will reap great benefits as well from this inquiry. Each level and each teacher will have a better understanding what is taking place in the other areas of the program. This information will allow them to better plan for activites and learning based on children's needs and/or prior knowledge. Currently teachers have to constantly pre-assess skills and knowledge because expectation differ in each class. Curriculum allignment will keep all teachers on the same skill-set, while still allowing for individualilty of presentation. Having the freedom of teaching special themes and projects is a privledge we enjoy on our campus, and one that will be allowed to continue through this research.

Blogs in Education

Advancements in technology place information at our fingertips, but not all information is created equally! Educational leaders can learn a lot about their teachers and staff by requiring and following research and or progress blogs. Time is a valuable commodity in the school system, therefore blog posting can provided all invested stakeholders an opportunity to be a part of the progress with only a small investment of time. Also, if an obstacle presents itself, there may be a blog follower that can present a new perspective on the issue.

Action Research - Why and How?

Action research is defined as the process in which one engages in systematic inquiry of one’s own practice or behavior and then takes the necessary action for change. Administrative inquiry requires reflection on gathered information, investigation of new concepts, understanding of collected resources, establishment of goals and finally collaboration. When conducting action research it is imperative that successes be explored and possible obstacles be addressed. Author Nancy Dana (2009) states that administrative inquiry is a “process of a principal engaging in a systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as a result of the inquiry” (p. 2).

There are many uses for action research in schools today. It places the administrators and educators in the middle of issue resolution. Inquiry allows for the key players in the school to be actively engaged in the research and reflection process when working towards change.

Action research is a valuable tool that allows an administrator to identify areas of concern on campus and lead the investigation personally to find the most productive solutions. It is a personal journey of inquiry and reflection. The key benefit of principal inquiry is that once you have completed your journey, the product you have created is a personalized solution for your school’s needs.

Reference

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