Week 3 EDLD 5301

In what ways do successful leadership styles and professional growth opportunities, i.e., action research plans, blogging, etc., impact test scores of the economically disadvantaged populations on high school campuses? With change in recent state testing, I wanted to see how my district handled the transition from one test to the other. I also wanted to take a look at the highest-performing campuses and see what those “head learners” were doing to service the needs of economically disadvantaged populations. Those examples of inspiration could then be taken to lower-performing campuses as part of the approach to re-evaluation of current practices. The district would then benefit from best-practices modeling and possibly save time and money of resources in critical problem solving. A recent newspaper article and my personal viewpoint of having a first-time STAAR tester in my home made me curious to see how our success data may have changed during a state transition in testing.

 

In order to equitably serve all populations on campus effectively, following transition in state testing, action research looking from campus success based on initiative, communication, and action research of the head learner on campus will be researched. Effectiveness of leadership styles will be gauged based on performance areas of the economically disadvantaged populations on local high school campuses. The following information is based on the SIP or PIP Plan of Action Template.

Outcome 1:

Identify Leadership Styles of Principals

Activity:

Create personality test survey

Resources/Research Tools Needed:

Survey Monkey.com/Assistance of Tia Simmons, Associate Principal

Responsibility to Address Activities:

Learn from successful leadership styles

Time Line for Activity 1:

1 month

Benchmarks/Assessment:

Collect and analyze survey data for all principals as a starting point for investigation

Revisions to SIP/PIP based on monitoring and assessments:

Possibly expand question bank if there is little differentiation in results

Outcome 2:

Identify high-performing schools

Activity:

Gather and analyze data

Resources/Research Tools Needed:

AEIS reports, AYP data of school/Assistance of Head Counselor-Kelly Bonin

Responsibility to address activities:

Reality check for schools; Where do we really stand?

Time Line:

1-3 months

Benchmarks/Assessment:

Rank each school based on State-Tiered Status

Revisions to SIP/PIP based on monitoring and assessments:

Addendums when necessary

Outcome 3:

Identify Action Research Plans of Principals

Activities:

Interviews

Resources/Research Tools Needed:

Literature Reviews/Assistance of Dr. Stacey Daugherty, responsible for district data analysis

Responsibility to Address Activities:

Witness what “Head Learners” are up to as campus leaders

Time Line:

Months 3-6 in process; after first two outcomes studies have taken place

Benchmarks/Assessments:

Present articles or data collection to principals

Revisions to SIP/PIP based on monitoring and assessments:

To be reviewed

Outcome 4:

Identify Communication Dissemination of how principals share their work

Activities:

Research and offer small group discussion

Resources/Research Tools Needed:

Scan Networks or Professional Organization Websites/Dr. Stan Hall, in charge of survey data

Time Line:

Also complete during months 3 to 6 of process

Benchmarks/Assessment:

Created list by principals of professional growth database

Revisions to SIP/PIP based on monitoring and assessments:

Dependent upon initial feedback

Outcome 5:

Identify if there is a correlation between school performance and leadership style

Activities:

Gather continued data

Resources/Research Tools Needed:

State Reports-STAAR/TAKS, Tiered Status, AYP, AEIS reports/Assistance of KHS Principal

Time Line:

Months 6 to 9 in the process

Benchmarks/Assessment:

Create charts and Graphs on existing data

Revisions to SIP/PIP based on monitoring and assessments:

Dependent on feedback from administration teams

Upon reflection, there are some areas for improvement to the initial action research plan. Areas to be amended are possible adjusting of time for implementation of steps in my data gathering; Creating time lines for construction of research templates while working with the technology of that system; Consulting with my principal and site supervisor when approaching district administrators in their work cycles; Recalibrating and focusing on the action research plan I initially set forth: monitoring my own progress and focus; Collaborating with my campus CIDC committee regarding school goals and data. Bottom line, my focus should remain, are we equitably and successfully leading people to prepare all learning communities on our campus?

 

The four critical tasks of my action research plan are definitely a consideration of significance for my plan in the first place. What immediately comes to mind is as follows: 1.      Why is it important to share my work with others? First, it holds me accountable in the process of my study, it might be an overlooked area for development on my campus, it might develop focus groups in our district,  and  the research will model successful examples for myself and others,  As a parent, I am curious how my own child’s campus rates with other campuses in a transitional testing year. 2.      With whom do I share my work? My classmates, my principal and site supervisor, survey subjects, interested colleagues, and upper-level administration throughout my district. 3.      How do I share my work? I will be able to share my work through email, face-to-face communication with individuals/groups; blogging; wiki page; analysis in write ups of action research plans 4.      What’s Important to share? Data which has a direct impact on our students; Are we as a district promoting and modeling active self-growth? Are we adjusting to changing school populations, and are we bettering our testing data from the past? Sharing my inquiry plan will yield more questions, and will likely help students on more than just my campus. I plan on disseminating my action research plan with metered steps relating to each outcome objective. At the inception of the process is continued research related to the action research itself. Are there other school districts with similar stories or wonderings? Do they have ready data? Will findings in research of other districts elicit further questions on my part? A current newspaper article and internet article have inspired my action research plan. My site supervisor will be kept abreast of all steps, and I will make sure she is in agreement with my methodology, tools, and dissemination efforts through face-to-face communication, email, and copied reports of what information I have gathered. Leadership style surveys will be administered to high school principals in my district. In interview or email, I will have these principals offer a list of their own action research or professional growth opportunities. Sharing my efforts with former district educators may allow them the impetus to want to return to tutor on our campuses for better outcomes within certain struggling populations. At certain stages and with the guidance of my principal and site supervisor, I will have opportunity to give informal, oral presentations to make fellow administrators on my campus aware of my efforts and data findings which will consist of surveys and state testing data and ratings. While working with practitioners at central office, my hope is that other efforts in action research start making their way into new administrator workshops and campus team meetings. More formalized writing of my action research plan should also make its way to my educational blog. Some junctures in my writing may call for peer feedback and some of my writing may become a forum when I have more formally synthesized data for review. My hope is that this data promotes the want of best practices for our students. I

I have come to realize that those administrators who have come before us are eager to help those of us who are new to the field. Rewarding work is ahead. One day at a time will yield much wisdom in the field!

Week 2 EDLD 5301 Commentary

Week 2 EDLD 5301 Research Wrap Up

There is so much to administrative action research! It has been an informative week with investigation of wonderings and the fact that inspiration is truly all around me. There should be no dearth of material with the nine areas of staff development according to (Dana) 2009. The coursework videos added practicality and applicable lessons to take as well. Data-driven inquiries along with applicability to one's own campus is the best place to begin. More than a yes/no question and answer is required of how I look at strengthening the success of critical thinkers on my campus. Whether student or faculty and staff, all areas of my educational stakeholders would benefit from my continual searching and study of my environment. Collaboration with statistically similar campuses or districts could also bring about accelerated problem solving. Appropriateness of how the research is conducted and what data is gleaned makes a difference in the long run. Allan Glatthorn (2000) in his book, The Principal as Curriculum Leader puts forth the idea that most critical impact of action research stems directly from the campus level. Glatthorn also intimates that the strongest educational achievement hinges on the finest and most applicable curriculum. Narrowing down my pick for action research is my next objective, so the journey to week three begins!

References:

Dana, N.F. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin.

Glatthorn, A.A. (2000). The principal as curriculum leader (2nd ed). Thousand Oaks, CA: Corwin.

Action Research Insight

Action Research...let me count the ways. Put simply, treat it as daily exercise. Just as we would strengthen our bodies, so too should we strengthen our understanding of our craft.We shan't just close the door and put our feet upon our newly-earned principal's desk, take a nap, and hope the world behaves, but instead, systematically craft reflective thought of our current objectives or what we perceive to be threats or impediments to our learning community. Educational settings offer a plethora of opportunities for investigation. From personnel issues to student discipline, we have plenty to chew on throughout the course of a school day. This electronic age should be a continual workstation of our thinking. Non-linear thinking and data collection from across town or across the country is possible when we are investigating and crafting our thoughts in this age of 24/7 instant access. I have noticed administrative emails rolling out at 3:30 or 4:00 a.m., so I know that this type of ongoing engagement and cumulative thinking never ends with the ringing of a school bell. Action research doesn't just involve yes/no scenarios. There is no one size fits all solution for campuses. The dynamic of who/what/where/when/why/and how makes us Sherlock Investigator on our respective campus. Collaboration with others never hurts, but each campus is unique in its needs. Fair and balanced visionary thinking allows the administrator to take ideas and scenarios from infancy (with whatever level of skill we possess) to the final implementation and analysis stage, whereby we have gained an incredible amount of perspective which is then applied to the next situation. Reflect, practice, collaborate, model, and reflect. Full circle activities like concentric rings bind us to past and future experience. Action research should be seen as a way to prepare for a marathon of developing successful life learners. Self preservation will come to the administrator who is willing to take on new opportunities and hard work. As an aspiring administrator, I see it as the only way to adapt to the demands of an ever-changing educational paradigm. Just as we would email our friends with what we have been up to, our educational blogs are imperative to our success as professional collaborators. Instantaneous problem solving prevents more damaging or complex situations from festering. I think of action research as a clot buster in the artery of life. With blogging and action research, we become part of a larger and more dynamic educational think tank.

How educational leaders might use blogs
Educational Leaders should be drawn to blogs for their functionality alone. Mills (2003) recommends four cornerstones for personal inquiry writing (pp. 164-165): Clarification, Empowerment, Generative, and Accomplishment. Each of these stepping stones allows for reflection and pedantic detail when a practitioner is analyzing a situation. These inquiry moments while blog writing allow for non-linear thought and planning that doesn't necessarily have to be picked up or worked on the very next day. Blogging opportunities allow a practitioner to review the tapestry of how and why they have arrived at this current moment in their work history. This process allows them to mentor up-and-coming administrators, just as a teacher would help a new-teacher mentee; The process also allows "Big Brother"/school board or the superintendent to keep their finger on the pulse of their "Head Learner" on any campus at any time; The process of blogging might also help to bolster confidence of the blogger as an educational contributor in a fast-paced educational world. Credibility within and beyond the district might also be a lagniappe in a professional vita. Multitasking is the greatest advantage to the needs of immediacy in our fast-paced, 24/7 world. Dana (2009) offers "...this principal accomplished multiple goals simultaneously..." in Data Collection Strategy 7: Reflective Journals and /or Weblogs. Promotion and reciprocation of information and problem solving is facilitated at a much higher rate for the head principal position which is shared by no other on that campus.


References:
Dana, N.F. (2009). Leading With Passion And Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.