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?
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1 comment:
Your thought processes are on paper providing a record through time.
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