Action Research Idea: Creating a System for Collecting Qualitative Data on CIP Goals

My current position within the district as an Academic Dean offers many challenges and opportunities to be part of the school improvement efforts. Last year, my campus worked with central office to identify campus needs through observations. Unfortunately, the observations were geared toward identifying basic best practices and offered little to no feedback on our progress toward the goals outlined in our CIP. I am interested in studying how the alignment of our campus plan to our observations would effect the quality of data gathered.

Goals and objectives/outcomes of the research investigation
• Increased monitoring and evaluation of our CIP
• Improved alignment to classroom behaviors and professional development
• Individualized support based on observations
Activities designed to achieve the objectives
• Administrative meeting to create a system for observations and sharing observational data
• Calibration activity to ensure a standard for collecting data from observations
• Regular administrative meetings to share observational data and discuss how to respond
• System for instructional coaches to be notified of our observational data
• System for instructional coaches to share their response to the data
• System for following up with teachers (a minimum of 3 times per year) to review observational data, their personal improvement efforts, and identify additional needs
Resources and research tools needed for data gathering
• Master calendar – to schedule meeting times, teacher formative conferences, and professional development days
• Master schedule – to indentify who is responsible for observing whom
• Format for observations – to ensure alignment
• Agenda for meetings around observations – to ensure regular discussions
• Access to articles/books to research our response (professional development) to our observations
• Format for instructional coaches to share their response to observations
Draft timeline for completion or implementation of activities
• August 9 – Meet with administration to create a schedule for administrative team meetings and formative conversations. Create a system for observations to include the focus, how often, calibration walks, and who will observe whom.
• August 10 – Meet with instructional coaches to share the administrative plan. Discuss their role in working with teachers who have been identified as in need of support. Train coaches on having critical conversations. Create a system for instructional coaches to share their work with individual teachers. Create a format for communication.
• August 25 – collaboration walk, using the format and gathering data
• Ongoing – observations, administrative meetings, coaching meetings
• Monthly embedded professional development sessions to address identified needs
Persons responsible for implementation of the action research plan
• Administration – conduct observations
• Administration – meet to discuss observations and discuss response
• Academic Dean – liaison between coaches and administrative team
• Academic Dean – plan and facilitate professional development sessions
• Instructional Coaches – respond to individual teacher needs
Process for monitoring the achievement of goals and objectives
• Monitor if the system created for observations is being carried through – if not, identify barriers and problem solve.
• Monitor the attendance and feedback from professional development sessions to identify the alignment to campus goals and the quality of information received – if not favorable, identify issues and problem solve.
• Monitor the system for instructional coaching to ensure that coaches are responding to individual teacher needs – if coaches are not responding to teacher needs, identify barriers and problem solve.
Assessment instrument(s) to evaluate the effectiveness of the action research study
• Ability to communicate the degree of success in implementing CIP goals
• Feedback data from teachers with regard to alignment and quality of professional development offerings
Survey for instructional coaches to identify if they feel that the system helped them to work with teachers in need

Inspired by Damen Lopez

Reading Leading with Passion and Knowledge by Dana has helped me to identify areas of focus for continuous improvement. On my current campus, while school performance is the hot topic (being the only secondary campus in RRISD that is not Recognized), reflecting on the 9 passions led me to focus on school community/culture.

This week, Round Rock ISD leaders gathered for the Superintendent's Leadership Retreat. Our guest speakers were Todd Whitaker, Alan Blankstein, and Damen Lopez. While all had great information and served to inspire us as we entered the new year, Damen Lopez, founder of No Excuses University, spoke directly to the needs of my campus. I currently work on a campus that prides itself on being a family - and it is! Unfortunately, they have become so close that they shy away from difficult discussions with each other. Their compassion and caring for each other has stopped honest, candid, professional discussions. The family is growing stronger, and the professional organization is failing to improve at the rate that it is able to because of this fear of honest discussion. The few times I witnessed candid discussions, they turned bad quickly. Either the person hearing the message feels that the "family" turned on him and takes it personally, or the discussion begins from a place of judgment and personal attacks. I am interested in researching the affects of honest and candid professional conversations, using models such as the one shared by Lopez.

If the only tool you have is a hammer, you tend to see every problem as a nail. ~Abraham Maslow

While there are many forums for sharing the results of your action research, there are many benefits to blogging throughout the process. One, it forces the author into written reflection and analysis of the current situation. During writing, the author engages in a conversation with self, where the words serve to expose both the situation and the author’s perception of the situation. Also, the audience for your thoughts becomes limitless. New perspectives help in clarifying the situation as well as offering possibilities for future action. The reader also benefits from your blogging. By sharing your journey with others, the rewards experienced by your campus have the potential to grow and expand to students whose lives you never knew you could reach.

Be the Change You Want to See in the World ~ Gandhi

Action research, or administrator inquiry, is defined by Dana in Leading with Passion and Knowledge: The Principal as Action Researcher, as “the 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” (2009). This practice allows those on campus, those that are working most closely with and are responsible for student achievement, to be actively involved in studying the effects of campus improvement efforts. By extending the definition of researcher to the practitioners, the research that is often left to the university experts becomes grounded in practice and becomes more meaningful as the effects are measured within the very real dynamics of a campus and its culture. Including action research into an administrator’s routine encourages the principal to study campus data, identify areas of concern, conduct a study of possible solutions, and create a plan for a course of action, including defining the systems for implementation, evaluation, and revision. For this system to work, the principal must engage in regular reflection and analysis with regard to the action research plan. Because the principal focuses on improving his/her current practices and how they relate to student success, engaging in the process provides meaningful professional development.