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".
Sunday, March 25, 2007
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.
What I Plan To Study Revised - 2/26/2007
1) Which area of Induction do we do well in our school? Accountability & Assessment. I cannot say we can’t as a school use improvement in this area, but I do believe it is our strength.
2) How do I know we do this well: Our IC, Support Staff & Administrators are continuously collecting data, analyzing data, and creating staff development based on the needs of the students and the teachers. When using the Induction Plan Rubric, Riverland falls in the “Accomplished” area of accountability and assessment.
3) Which area of induction needs improvement? Orientation. Riverland’s entire Site-Based Induction Team has changed this past year. I have often asked myself why am I working twice as hard and getting half the result. Well- I have realized that with a new induction team, there is not the “buy in” we once had because the new team does not necessarily have the same vision. To really have an impact and improve the quality of support provided to new staff members in our school, we need to develop an induction plan that does involve all current staff members.
4) What areas of induction would I like to learn more about? Orientation.
5) What questions about induction do I currently have? Is there a list of the components that should go in the Induction Plan? I am not sure, but I don’t think that Orientation is simply what we do the week before school starts without new educators. Is orientation something that should actually occur throughout the school year?
2) How do I know we do this well: Our IC, Support Staff & Administrators are continuously collecting data, analyzing data, and creating staff development based on the needs of the students and the teachers. When using the Induction Plan Rubric, Riverland falls in the “Accomplished” area of accountability and assessment.
3) Which area of induction needs improvement? Orientation. Riverland’s entire Site-Based Induction Team has changed this past year. I have often asked myself why am I working twice as hard and getting half the result. Well- I have realized that with a new induction team, there is not the “buy in” we once had because the new team does not necessarily have the same vision. To really have an impact and improve the quality of support provided to new staff members in our school, we need to develop an induction plan that does involve all current staff members.
4) What areas of induction would I like to learn more about? Orientation.
5) What questions about induction do I currently have? Is there a list of the components that should go in the Induction Plan? I am not sure, but I don’t think that Orientation is simply what we do the week before school starts without new educators. Is orientation something that should actually occur throughout the school year?
AH-HA Moment 2/25/2007
I think I am starting to understand after reading a few of the other participants’ responses to the 5 initial Questions for Action Research. After re-playing the recording of the 3rd elluminate session, I decided to go back and re-read Chapter 3 of Sagor’s Book. From this, I now see the purpose for sharing our responses and receiving feedback in the hopes that we can actually narrow down to a specific “Guiding Question”. Now that I see this in action, I am really not happy with the response that I wrote the first time out – so I have gone back to the drawing board. I started looking over the induction rubric and I noticed that I thought that my more needy component of induction was collaboration and support, but if I really look at the rubric and it’s contents, I no longer think collaboration and support is the main concern – It is orientation.
• The Site-based Induction Team designs a write plan for orientating all NEW Educators - The plan Riverland did have, left with the administrator and the support team when our school changed over. (BINGO!!)
• The Site-Based Induction Team designs a written plan for orientating all IC and Support Staff – No. I held an orientation with New Educators, but the ICs were not available to attend. (BINGO!!!).
• The school supports a systematic, data driven, job-embedded approach for developing all staff members – If this referring to academics, definitely. If it is other than academic, I can honestly say “no”.
• The School fosters a culture that empowers administrators and staff members to mentor their replacement – No. Honestly, we are just trying to keep our head above water as a support staff or leaders within the school. Everyone is learning their new role within.
• The Site-based Induction Team designs a write plan for orientating all NEW Educators - The plan Riverland did have, left with the administrator and the support team when our school changed over. (BINGO!!)
• The Site-Based Induction Team designs a written plan for orientating all IC and Support Staff – No. I held an orientation with New Educators, but the ICs were not available to attend. (BINGO!!!).
• The school supports a systematic, data driven, job-embedded approach for developing all staff members – If this referring to academics, definitely. If it is other than academic, I can honestly say “no”.
• The School fosters a culture that empowers administrators and staff members to mentor their replacement – No. Honestly, we are just trying to keep our head above water as a support staff or leaders within the school. Everyone is learning their new role within.
Reflection - 1/23/2007
Reflection – 1/23/07
After attending the 2nd elluminate session, I received an e-mail from Randy asking the following three questions from Richard Sagor’s Book, Conducting Action Research.
1) Does this issue involve induction and new educator support?
2) Is this issue something I can influence?
3) Is this issue something I am deeply concerned about?
Does this issue involve induction and new educator support? Yes. New educators have been assigned instructional coaches to best meet the needs of the new educator. Most of the instructional coaches are members of the support staff working outside the regular classroom, so they can better assist the new educator throughout the entire day and not just during common planning time. Even though the idea was to assign instructional coaches from the support staff so that they easily and more readily get into the classrooms to assist their new educators, I am not sure this is happening between all IC/NE teams. Often as the NESS Liaison I am asked to come in and help because the IC is not available or they feel more comfortable asking me rather than their assigned IC.
Is this issue something I can influence? Yes. I can meet with IC and review expectations from the induction plan for each of the IC.
Is this issue something I am deeply concerned about? Yes.
After attending the 2nd elluminate session, I received an e-mail from Randy asking the following three questions from Richard Sagor’s Book, Conducting Action Research.
1) Does this issue involve induction and new educator support?
2) Is this issue something I can influence?
3) Is this issue something I am deeply concerned about?
Does this issue involve induction and new educator support? Yes. New educators have been assigned instructional coaches to best meet the needs of the new educator. Most of the instructional coaches are members of the support staff working outside the regular classroom, so they can better assist the new educator throughout the entire day and not just during common planning time. Even though the idea was to assign instructional coaches from the support staff so that they easily and more readily get into the classrooms to assist their new educators, I am not sure this is happening between all IC/NE teams. Often as the NESS Liaison I am asked to come in and help because the IC is not available or they feel more comfortable asking me rather than their assigned IC.
Is this issue something I can influence? Yes. I can meet with IC and review expectations from the induction plan for each of the IC.
Is this issue something I am deeply concerned about? Yes.
Induction
1) Which areas of Induction do we do well in our school? Orientation. I think the initial orientation held at the beginning of the year is informative, fun, and teachers are well aware of upcoming expectations.
2) How do I know that we do this well? The feedback from the participants is positive. Each participant is asked to complete an evaluation at the end of the orientation.
3) Which area of induction component needs improvement? As the year goes on, new educators have been hired. Due to hectic schedules and or multiple tasks we are all asked to complete and the sense of urgency we all have with the fast approaching FCAT, I do not feel the newest educators are getting the attention they deserve and need. They have sort of been thrown into the mix and fingers have been crossed they survive.
4) What area of induction would I like to learn more about? How to meet the needs of all new educators throughout the year and to assign the instrucitonal coaches that will work well with them.
2) How do I know that we do this well? The feedback from the participants is positive. Each participant is asked to complete an evaluation at the end of the orientation.
3) Which area of induction component needs improvement? As the year goes on, new educators have been hired. Due to hectic schedules and or multiple tasks we are all asked to complete and the sense of urgency we all have with the fast approaching FCAT, I do not feel the newest educators are getting the attention they deserve and need. They have sort of been thrown into the mix and fingers have been crossed they survive.
4) What area of induction would I like to learn more about? How to meet the needs of all new educators throughout the year and to assign the instrucitonal coaches that will work well with them.
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