EDLD 5301 Reflection

I greatly appreciate how this course has made me rethink every action I take while I am working.  I have been told that I am a very methodical person, but I you like to think that having been exposed to the content of the action research course has added to my diligence while planning lessons, speaking to others, and in written communication.  It is very important that educators are clear in their expectations, directions, and actions based on their own knowledge and research that supports the best practices that have evolved over time.

I found both texts for the course to be engaging and relevant to my current position and the role of a campus principal.  I found the Action Planning Template and the CARE Model (Harris, Edmonson & Combs, 2010) very helpful in organizing my thoughts when I finally sat down to write my final action research plan. The readings also helped clarify early in the course that the wonderings we have as teachers actually set the foundation for the inquiry and the research process (Dana, 2009).  Having this information early calmed my fears and hesitation that my mind created based on the title of the course.

Some of my colleagues expressed confusion and frustration with the redundancy in the course assignment and content.  I found the repetitiveness to be another chance to think about what I was doing and make sure my thought process was most in line with my end goal and how my research will impact the rest of the faculty and eventually the students.  The weekly web conferences, discussion boards, and Facebook group allowed for great interaction with my colleagues in completing the assignments very thoroughly.  I am glad that this course and the Lamar program shows us how to integrate social media into education in a positive and productive fashion.  It is encouraging to see how it can be used constructively to make everyone think longer and harder to get the best results for our students.

This course really highlights one of my passions: life-long learning.  Whatever your chosen profession may be, you must always seek out new ways to stay relevant and productive in an ever-changing world.

Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools, 8 steps from analysis to action. Larchmont, NY: Eye On Education.

Dana, N. F. (2009). Leading with passion and knowledge, the principal as action researcher. Thousand Oaks, CA: Corwin Press.

REVISED Action Planning Template 12/14/2012

Action Planning Template Revised 12/14/2012 Deletions   Additions
Goal: How will the implantation of the Read 180 program impact student achievement on STAAR testing and academic progress in the classroom for 6th grade SLR students?  What test-taking strategies introduced are useful in students being more successful in reading assessments and comprehension?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Collect previous TAKS/STAAR results for 6th grade SLR students prior to Read 180 program enrollment	Nathaniel Tubbs	January 2013	TAKS/STAAR Student Reports, Student Cumulative Files	Previous TAKS/STAAR administrations
Collect reading benchmark score data for the first semester prior to enrollment in Read 180 program	Nathaniel Tubbs	January 2013	MISD Reading benchmark assessments, Student Cumulative Files	Previous MISD District Benchmark Assessments
Collect STAAR Results form Spring 2013 administration after Read 180 program enrollment	Nathaniel Tubbs	January-May 2013	STAAR Student Reports	STAAR Reading Assessment
Collect reading benchmark score data for the second semester after to enrollment in Read 180 program	Nathaniel Tubbs	January-May 2013	MISD Reading benchmark assessments, Student Cumulative Files	MISD District Benchmark Assessments
Observe Read 180 and general reading classrooms for strategies used in each respective room	Nathaniel Tubbs	January-May 2013	Several class period spread over the timeline	Blog reflections, Reading teacher conferences to discuss strategies
Survey Reading teachers on strategies introduced in Read 180 program	Nathaniel Tubbs, Reading Teachers	May-June 2013	Survey created with strategies previously used and new strategies provided from Read 180 program
Survey students on strategies introduced in Read 180 program	Nathaniel Tubbs, Reading Teachers	May-June 2013	Survey created with strategies previously used and new strategies provided from Read 180 program

KISS: Keep It Short & Sweet!

Alright, I'm starting to understand why it's always so difficult to find a principal.  With the readings, assignments, Tk20, blogs, etc. for this class and band concerts, concession stands, UIL academic meets, and a not so great Mavs season, I don't have time to do much of anything! So...

I reminded myself of the old KISS adage: I'm keeping everything short, sweet, relevant, and to the point.  I understand that this might be criticized, but this is my current and future management style so that I can lead by example and get everything accomplished.

Action Planning Template

Action Planning Template
Goal: How will the implantation of the Read 180 program impact student achievement on STAAR testing and academic progress in the classroom for 6th grade SLR students?  What test-taking strategies introduced are useful in students being more successful in reading assessments and comprehension?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Collect previous TAKS/STAAR results for 6th grade SLR students prior to Read 180 program enrollment	Nathaniel Tubbs	January 2013	TAKS/STAAR Student Reports, Student Cumulative Files	Previous TAKS/STAAR administrations
Collect reading benchmark score data for the first semester prior to enrollment in Read 180 program	Nathaniel Tubbs	January 2013	MISD Reading benchmark assessments, Student Cumulative Files	Previous MISD District Benchmark Assessments
Collect STAAR Results form Spring 2013 administration after Read 180 program enrollment	Nathaniel Tubbs	January-May 2013	STAAR Student Reports	STAAR Reading Assessment
Collect reading benchmark score data for the second semester after to enrollment in Read 180 program	Nathaniel Tubbs	January-May 2013	MISD Reading benchmark assessments, Student Cumulative Files	MISD District Benchmark Assessments
Survey Reading teachers on strategies introduced in Read 180 program	Nathaniel Tubbs, Reading Teachers	May 2013	Survey created with strategies previously used and new strategies provided from Read 180 program
Survey students on strategies introduced in Read 180 program	Nathaniel Tubbs, Reading Teachers	May 2013	Survey created with strategies previously used and new strategies provided from Read 180 program

An intersting read for an uneager reader

My initial response to when I read that I needed to update my blog was that I couldn't believe how interesting the Dana text is to me.  I am anything but an avid reader and have found myself picking up this text and reading and rereading it several times throughout the week.  I remember always dreading researching in my educational career up to and including enrolling in this course, but perhaps I have found my niche.

In my preparation for this action research project, I have found myself seeking the input of all stakeholders on my campus.  We are in a bit of a predicament with our stage 3 school improvement from the federal side of AYP and we are always trying to find answers and better solutions to getting this monkey off our backs.  I really feel that even the smallest inquiry needs total buy-in from everyone in instructional positions on any campus.  I'm finding my thoughts are more coherent when I finally decided upon my wonderings since I have opened a dialogue with as many people that will participate.  I'm really excited about my research and can't wait to get it going!