1) What is your current Action Research question? What coaching plan supports what teachers need most to be fully qualified and satisfied in the classroom?
2) When looking at your question, what areas did you investigate? I have and still am investigating the amount and quality of coaching the new educators have received in my school so far this year. I am also using data collected throughout the school year to analyze and reflect on the amount and type of coaching available. I am investigating the effects the coaching provided may have had on the classroom teacher based on classroom management, achievement, and observations.
3) What sources of data did you use to learn more about Question # 2? I answered this question in previous post for data collection.
4) What did you learn about your investigated areas?
Mentor Logs – I was hoping to use the mentor logs as a resource to get an idea as to the frequency of meetings between the NE/IC and the topics discussed. I found that most of the logs were incomplete and because of this, the logs did not truly reflect the relationship between the IC and NE. When I mentioned I was collecting the logs for this project, most of the IC/NE completed the logs, but it again was not truly reflective. The logs were probably not maintained as well as they could have been because of the lack of emphasis for keeping the logs at the beginning of the year. Again – had the expectations been completely laid out for all new members of the induction team, this may not have been an issue.
Benchmark Assessment Results – (Still collecting data)
# of Disciplinary Referrals/Types of referrals – (Still collecting information)
Classroom Observations – All of the teachers have shown improvement on the observations completed by the IC from the beginning of the year up to now. In the beginning all of our teachers struggled with such things as having smooth transitions, offering authentic praise, feeling comfortable with instructional delivery, asking higher order questions, providing corrective feedback, etc. At this point, are teachers are stronger in these areas.
Interviewing the instructional coach – This was very informative. I actually had the opportunity to talk to each of the instructional coaches and make plans for our induction plan. I am still reviewing the notes and reviewing the information gained from this process, but a few common threads between all instructional coaches is the concern for time, the opportunities they have available to them and letting them know these opportunities ahead of time, and having instructional coach meetings where topics and resources can be discussed between just ICs.
Tuesday, April 17, 2007
Sunday, April 8, 2007
Data Collection
To be quite honest, I am still in the data collection phase of my action research, but I am moving forward. After reviewing the last Elluminate session, reading through Richard Sagor’s Chapters for collecting and analyzing data, and reviewing the notes from my blog, I feel as if I have a better sense of the direction in which I am headed.
I am still using the following action research question to guide my data collection, but I do understand now why Randy and Amy have said my question will continue to change. Question - What coaching plan supports what teachers need most to be fully qualified and satisfied in the classroom?
In the last Elluminate session, Randy stressed the importance of triangulation: looking at my action research from all angles and collecting multiple sources of data. Therefore I am collecting the following:
1) Mentor Logs – All of the ICs and NEs were asked to keep mentor logs throughout the school year. These logs are meant to document each meeting the IC has with the NE and indicate the topic of discussion as well as whether or not any follow-up was needed.
• This will give me an idea as to the frequency of meetings held and whether or not the topics discussed truly matched the needs of the teacher.
2) Benchmark Assessment Results – All of our classroom teachers gave pre and post benchmark assessments to the students in their class throughout the school year. This information was charted by benchmark and shared with teachers.
• This will give me an idea as to the effectiveness of the classroom teacher and the instruction she/he provides.
3) # of Disciplinary Referrals/Types of Referrals
• This will give me another ideas as to the effectiveness of the classroom teacher. If there are high number of referrals, the teacher may need more assistance in this area of behavior management. It is important for me to look at the types of referrals and the degree to which the referral was written to see if the behavior plan is being followed.
4) Classroom Observations – Each of our ICs were asked to complete two observations on their NE within the first two/three weeks of school and to use this information to guide the initial conversations and assistance that would be provided. I have asked all of the ICs to complete another observation using the same two forms to collect post data.
• This documentation can be used in a few ways – First, I will look to see if there is a change between the two observations. I will also look to see if the needs of the NE match the topics discussed on the mentor logs.
5) Interview Instructional Coach – Purpose of the interview was to gather the opinions each of the IC had as to the types of coaching they felt they “should” provide the new educator versus the type of coaching they “actually” provided. Time played a large part in the responses shared by all involved. All of the ICs wanted to spend more time with their NE than they actually have but due to schedules, time, etc. – sometimes meeting was difficult. All of the IC agreed their coaching was more reactive and based on events that had already occurred. For example – teacher didn’t leave sub plans behind on a day she was absent, nor had an emergency sub folder on file. Therefore the IC met with NE the following day to discuss the procedures for absences.
I feel as if I have a wealth of data to support my action research. Considering the reliability and validity of the data I have collected, I have tried to include “hard data” such as test scores and referral documentation. I am also working on a survey to give to my new educators next week. This survey will provide the data from the NE point of view as to the effectiveness of support provided and determine whether or not the NE feels the support was appropriate or could be improved.
This is a work in progress and I would appreciate any feedback given.
I am still using the following action research question to guide my data collection, but I do understand now why Randy and Amy have said my question will continue to change. Question - What coaching plan supports what teachers need most to be fully qualified and satisfied in the classroom?
In the last Elluminate session, Randy stressed the importance of triangulation: looking at my action research from all angles and collecting multiple sources of data. Therefore I am collecting the following:
1) Mentor Logs – All of the ICs and NEs were asked to keep mentor logs throughout the school year. These logs are meant to document each meeting the IC has with the NE and indicate the topic of discussion as well as whether or not any follow-up was needed.
• This will give me an idea as to the frequency of meetings held and whether or not the topics discussed truly matched the needs of the teacher.
2) Benchmark Assessment Results – All of our classroom teachers gave pre and post benchmark assessments to the students in their class throughout the school year. This information was charted by benchmark and shared with teachers.
• This will give me an idea as to the effectiveness of the classroom teacher and the instruction she/he provides.
3) # of Disciplinary Referrals/Types of Referrals
• This will give me another ideas as to the effectiveness of the classroom teacher. If there are high number of referrals, the teacher may need more assistance in this area of behavior management. It is important for me to look at the types of referrals and the degree to which the referral was written to see if the behavior plan is being followed.
4) Classroom Observations – Each of our ICs were asked to complete two observations on their NE within the first two/three weeks of school and to use this information to guide the initial conversations and assistance that would be provided. I have asked all of the ICs to complete another observation using the same two forms to collect post data.
• This documentation can be used in a few ways – First, I will look to see if there is a change between the two observations. I will also look to see if the needs of the NE match the topics discussed on the mentor logs.
5) Interview Instructional Coach – Purpose of the interview was to gather the opinions each of the IC had as to the types of coaching they felt they “should” provide the new educator versus the type of coaching they “actually” provided. Time played a large part in the responses shared by all involved. All of the ICs wanted to spend more time with their NE than they actually have but due to schedules, time, etc. – sometimes meeting was difficult. All of the IC agreed their coaching was more reactive and based on events that had already occurred. For example – teacher didn’t leave sub plans behind on a day she was absent, nor had an emergency sub folder on file. Therefore the IC met with NE the following day to discuss the procedures for absences.
I feel as if I have a wealth of data to support my action research. Considering the reliability and validity of the data I have collected, I have tried to include “hard data” such as test scores and referral documentation. I am also working on a survey to give to my new educators next week. This survey will provide the data from the NE point of view as to the effectiveness of support provided and determine whether or not the NE feels the support was appropriate or could be improved.
This is a work in progress and I would appreciate any feedback given.
Sunday, March 25, 2007
The Action Research Process
1) Question Formation: What is my current Action Research Question? What coaching plan supports what teachers need most to be fully qualified and satisfied in the classroom.
2) Literature Search: What one new learning have I gained? If you want or need to design or refine your induction program, it is important to not only attend to the context into which the program will be introduced, it is essential to identify the outcomes you want to obtain as a result of the induction program before planning any events or identifying who will be mentors. This is an excerpt from Paula Rutherford's work, Leading the Learning.
3) Reflection: How is the study related to School Liaison Support? Instructional Coach Support? New Educator Support? My study is directly related to all three areas of support. As the school liaison and a leader in my school, I am working with my instructional coaches, administration, and support staff to develop a new induction plan for our school. Through this plan and my action research project, we are re-defining the roles of the instructional coach and creating a "coaching plan" to assist new educators. The "coaching plan" will be designed specifically to meet the needs of the new educator and to create the "fully qualified and satisfied classroom teacher".
2) Literature Search: What one new learning have I gained? If you want or need to design or refine your induction program, it is important to not only attend to the context into which the program will be introduced, it is essential to identify the outcomes you want to obtain as a result of the induction program before planning any events or identifying who will be mentors. This is an excerpt from Paula Rutherford's work, Leading the Learning.
3) Reflection: How is the study related to School Liaison Support? Instructional Coach Support? New Educator Support? My study is directly related to all three areas of support. As the school liaison and a leader in my school, I am working with my instructional coaches, administration, and support staff to develop a new induction plan for our school. Through this plan and my action research project, we are re-defining the roles of the instructional coach and creating a "coaching plan" to assist new educators. The "coaching plan" will be designed specifically to meet the needs of the new educator and to create the "fully qualified and satisfied classroom teacher".
The Action Research Question
3/13/2007 –
Attended Elluminate Session –
Write a desired statement with group,
An induction plan will be designed and implemented to meet needs of new educators.
Question asked: What is the best way to provide coaching to teachers?
As a result of the last elluminate session, I started to do a little more research on Induction Plans and Coaching. I was given a copy of Paula Rutherford’s Book, Instruction for All Students and a copy of a notebook from a workshop that was provided in Broward County last summer called, Leading the Learning. In this notebook, I found great information to support my action research.
If you want or need to design or refine your induction program, it is important to not only attend to the context into which the program will be introduced, it is essential to identify the outcomes you want to obtain as a result of the induction program before planning any events or identifying who will be mentors.
Goal – “a fully qualified and satisfied teacher in each classroom.”
This supports the information gained in the last Elluminate Session in which it was determined I needed to define my “desired state”. From this I can better create a single question for my action research: What coaching plan supports what teachers need most to be fully qualified and satisfied in the classroom.
By developing this question, I am better able to focus my research and data collection on the effectiveness of coaches and determine whether or not the desired state is met.
Attended Elluminate Session –
Write a desired statement with group,
An induction plan will be designed and implemented to meet needs of new educators.
Question asked: What is the best way to provide coaching to teachers?
As a result of the last elluminate session, I started to do a little more research on Induction Plans and Coaching. I was given a copy of Paula Rutherford’s Book, Instruction for All Students and a copy of a notebook from a workshop that was provided in Broward County last summer called, Leading the Learning. In this notebook, I found great information to support my action research.
If you want or need to design or refine your induction program, it is important to not only attend to the context into which the program will be introduced, it is essential to identify the outcomes you want to obtain as a result of the induction program before planning any events or identifying who will be mentors.
Goal – “a fully qualified and satisfied teacher in each classroom.”
This supports the information gained in the last Elluminate Session in which it was determined I needed to define my “desired state”. From this I can better create a single question for my action research: What coaching plan supports what teachers need most to be fully qualified and satisfied in the classroom.
By developing this question, I am better able to focus my research and data collection on the effectiveness of coaches and determine whether or not the desired state is met.
Narrowing the Topic - 3/8/2007
3/8/2007 – After re-reading Chapter 3, I realized the importance of narrowing my research to develop a problem statement or question. To do this I answered the following questions:
1. Who is affected? New educators are not supported throughout the year as they have been in the past. Experienced educators transferring in were overwhelmed in the beginning but have settled in. The school has a we/they attitude. Daily operations do not run smoothly. I feel as if we are in the “react mode” rather than being “proactive”,
2. Who or what is suspected of causing the problem? There has been a lot of change at once with a new support staff, office staff and administrators and some teachers entering the school. As a school, we never actually laid down a process of how operations would run only general expectations. As a leadership or induction team, we are not meeting on a regular basis with anyone group because we are continuously reacting to problems as they frequently occur.
3. What kind of problem is it? Orientation, management
4. What is the goal for improvement? Find out what teachers would like to see happen. Bridge gap between them/us. New educator to feel supported. Close gap between different philosophies.
5. What do we propose to do about it? Share feelings with principal, meet as leadership team and revamp, and create plan with new staff members/leadership team.
Based on these questions, I was able to develop the following questions to help me narrow my action research.
1. How will meeting as leadership team to create an induction plan influence other members of school?
2. What components should make up our induction plan?
3. How does creating a shared vision as we create the IP affect the attitudes of teachers?
4. What will it take to bridge the gap between we/them?
5. What areas do educators feel they have not been supported?
1. Who is affected? New educators are not supported throughout the year as they have been in the past. Experienced educators transferring in were overwhelmed in the beginning but have settled in. The school has a we/they attitude. Daily operations do not run smoothly. I feel as if we are in the “react mode” rather than being “proactive”,
2. Who or what is suspected of causing the problem? There has been a lot of change at once with a new support staff, office staff and administrators and some teachers entering the school. As a school, we never actually laid down a process of how operations would run only general expectations. As a leadership or induction team, we are not meeting on a regular basis with anyone group because we are continuously reacting to problems as they frequently occur.
3. What kind of problem is it? Orientation, management
4. What is the goal for improvement? Find out what teachers would like to see happen. Bridge gap between them/us. New educator to feel supported. Close gap between different philosophies.
5. What do we propose to do about it? Share feelings with principal, meet as leadership team and revamp, and create plan with new staff members/leadership team.
Based on these questions, I was able to develop the following questions to help me narrow my action research.
1. How will meeting as leadership team to create an induction plan influence other members of school?
2. What components should make up our induction plan?
3. How does creating a shared vision as we create the IP affect the attitudes of teachers?
4. What will it take to bridge the gap between we/them?
5. What areas do educators feel they have not been supported?
Developing a Question 3/7/2007
1) Question Formation: What do I need to learn? Based on the revised version of the "What I Plan To Study", I need to learn more about the orientation process. What is orientation? What are the components of an induction plan? Who should be involved? How does the culture of our shool influence the induction plan? Shared vision between staff members - is this the place to start when creating a new induction plan?
2) Literature Search: What resources have I identified to learn this new material? Up to this point, I have researched the Induction Plans from other school districts in the state of Pennsylvania through the internet. I have also read an artical from Educational Leadership - Improving School Culture, Synthesis of Research on Effective Schools. I found a website called Building A Shared Vision developed by the Bonner Curriculum. I have gone back through my notes from the previous school year when I attended the Induction Plan Training with HRD and reviewed my notes and the comments our previous team had made. I am still researching, reading & learning. I believe that all of this is helping me reflect on the process and develop a strong action research that will truly have an impact, but the more I look through information I am finding, the more overwhelmed I am feeling. ????
3) Question Formation: How has my action research question/focus changed? My action research focus has changed quite a bit (hence the two different "What I Plan to Study" blogs). Reviewing the Induction Rubric, reflecting on school procedures set in place concerning induction this school year and speaking with my administrator my action research has become somewhat more focused. I also believe that the action research has become more focused because of Richard Sagor's book and the probing/reflecting questions asked through Chapter 3. I felt and sometimes still feel that my action research is too broad, so after reading Chapter 3 and reflecting on the problem formation, I think I am more on the path of accomplishing something. What has helped me the most to narrow the field of research and begin to think about data collection has been the answers to these questions: Who is effected? Who or what is suspected of causing the problem? What kind of problem is it? What is the goal for improvement? What do we propse to do about it? Once I answered these questions in my journal, I was able to develop research questions such as: 1) How will meeting as a Leadership Team to create an induction plan influence other members of our school? 2) What components should make up our induction plan? 3) How does creating a shared vision as our leadership team creates the Induction Plan affect the attitudes of teachers?
2) Literature Search: What resources have I identified to learn this new material? Up to this point, I have researched the Induction Plans from other school districts in the state of Pennsylvania through the internet. I have also read an artical from Educational Leadership - Improving School Culture, Synthesis of Research on Effective Schools. I found a website called Building A Shared Vision developed by the Bonner Curriculum. I have gone back through my notes from the previous school year when I attended the Induction Plan Training with HRD and reviewed my notes and the comments our previous team had made. I am still researching, reading & learning. I believe that all of this is helping me reflect on the process and develop a strong action research that will truly have an impact, but the more I look through information I am finding, the more overwhelmed I am feeling. ????
3) Question Formation: How has my action research question/focus changed? My action research focus has changed quite a bit (hence the two different "What I Plan to Study" blogs). Reviewing the Induction Rubric, reflecting on school procedures set in place concerning induction this school year and speaking with my administrator my action research has become somewhat more focused. I also believe that the action research has become more focused because of Richard Sagor's book and the probing/reflecting questions asked through Chapter 3. I felt and sometimes still feel that my action research is too broad, so after reading Chapter 3 and reflecting on the problem formation, I think I am more on the path of accomplishing something. What has helped me the most to narrow the field of research and begin to think about data collection has been the answers to these questions: Who is effected? Who or what is suspected of causing the problem? What kind of problem is it? What is the goal for improvement? What do we propse to do about it? Once I answered these questions in my journal, I was able to develop research questions such as: 1) How will meeting as a Leadership Team to create an induction plan influence other members of our school? 2) What components should make up our induction plan? 3) How does creating a shared vision as our leadership team creates the Induction Plan affect the attitudes of teachers?
Saturday, March 24, 2007
Literature Search 3/5/2007
During the last elluminate session, I presented the “What I Plan to Study”. Some points I made during the presentation included my concern for quality conversations between the IC and NE and how having a new support staff or members of the induction team has a direct impact on how the induction plan is followed and carried out with fidelity. I also explained that because the new team was not a part of creating the induction plan that perhaps the induction team does not necessarily have the “Buy in” to the program. The conversation escalated between all participants that perhaps on the larger scale, this was more of a “school culture” issue and that we as a school may need to revisit the concept of creating a “shared vision”.
Information Learned: Induction team to include principal, AP, mentors, support staff. Team to develop criteria for choosing an Instructional Coach. (This is actually something different than what we had done in the past and the criteria is an excellent idea that can be developed with all members of the induction team and including the new educators. One of the thoughts that I had was for the new educators to create a sort of wish list as a description for their instructional coach. Team to develop a list of responsibilities for all parties. (This is also something that is different than what we had done in the past. Before I provided a handout that I was given several years back that bulleted the responsibilities of each role. I think by having the “Team” identify the responsibilities of each role, that there may be more “buy in” and the members of the team may actually follow through with expectations for their position). The IP that we create, should be evaluated at the end of each school year and revised before the following year or at the start of the new year depending on the turn over of teachers. (Great idea!!!).
I also found an article in Educational Leadership (ASCD) that was called Producing an Induction Plan. The article suggested that regardless of the plan and it’s depth that it included an overview or an “at a glance” calendar of events with the most pertinent information.
The article also pointed out that by having this “At a Glance” chart, we will increase the likelihood that each good idea or planned event will actually occur and that everyone knows the expectation ahead of time. By writing in the actual date of completion we are showing that there is follow-through and that we didn’t just have good intentions but we set out to complete what we actually plan.
There was also an article on line, I am not exactly sure of the resource, but this article actually referred to the importance of “Informal Induction”. Often in induction programs we focus on the large scale events (report cards, overall classroom management, meeting deadlines, planning, 6 domains) but that it is also important to focus on the little things that may eventually directly impact the big picture such as attitude, professionalism, parent/teacher conferences, filling in lesson plans, etc. It stressed that it was all about the attitude.
Information Learned: Induction team to include principal, AP, mentors, support staff. Team to develop criteria for choosing an Instructional Coach. (This is actually something different than what we had done in the past and the criteria is an excellent idea that can be developed with all members of the induction team and including the new educators. One of the thoughts that I had was for the new educators to create a sort of wish list as a description for their instructional coach. Team to develop a list of responsibilities for all parties. (This is also something that is different than what we had done in the past. Before I provided a handout that I was given several years back that bulleted the responsibilities of each role. I think by having the “Team” identify the responsibilities of each role, that there may be more “buy in” and the members of the team may actually follow through with expectations for their position). The IP that we create, should be evaluated at the end of each school year and revised before the following year or at the start of the new year depending on the turn over of teachers. (Great idea!!!).
I also found an article in Educational Leadership (ASCD) that was called Producing an Induction Plan. The article suggested that regardless of the plan and it’s depth that it included an overview or an “at a glance” calendar of events with the most pertinent information.
The article also pointed out that by having this “At a Glance” chart, we will increase the likelihood that each good idea or planned event will actually occur and that everyone knows the expectation ahead of time. By writing in the actual date of completion we are showing that there is follow-through and that we didn’t just have good intentions but we set out to complete what we actually plan.
There was also an article on line, I am not exactly sure of the resource, but this article actually referred to the importance of “Informal Induction”. Often in induction programs we focus on the large scale events (report cards, overall classroom management, meeting deadlines, planning, 6 domains) but that it is also important to focus on the little things that may eventually directly impact the big picture such as attitude, professionalism, parent/teacher conferences, filling in lesson plans, etc. It stressed that it was all about the attitude.
Subscribe to:
Posts (Atom)