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.
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