What I learned in EDLD 5301

I have enjoyed and gained much insight from the current course EDLD 5301 Research.  I have had the opportunity to develop an action research plan, and I will be able to implement and affect change on my campus almost immediately.  I have also gained insight in many areas through the course such as, discussion board, blogging, assignments, and reading.  These areas have impacted me by providing opportunity for reflection and development as a leader in education. 

First, the opportunity we have had to use the discussion board had provided valuable insight and positive feedback as I developed my action research.  I have been able to use the feedback as a way to improve my action research plan.  Also, the discussion board has offered me the ability to learn about others ideas and offer suggestions from my own personal experiences.  I have especially enjoyed this component as I have worked in two very different socio-economic school systems.  This has provided me with an opportunity to share what I have learned from both areas.  I have enjoyed the opportunity to discuss with my peers as we have developed our plans.  I feel the use of the discussion board also offers a self-reflective piece and provided me insight as I have developed my action research. 

Secondly, I have gained great insight on my action research and Professional Learning Communities through the use of the Blog.  I have really enjoyed this component for many reasons, but mostly to experience the learning community and how effective the use of a Blog can be.  I feared for many years that I wouldn’t be able to even create a blog, but having had the opportunity to use this form of technology has created insight on my fear as well as prompted me to create one for my classroom and PLC at school.   I have greatly appreciated the implementation of using the Blog in the course, and throughout my masters program.  I feel this is such a great way for me to experience technology and how it can impact learning. 

Third, through my assignments I have developed new ideas on the use of data collection and analysis, lessons from scholar practitioners, and discussion with my site supervisor.  The discussion of data collection and analysis has created an excitement for me to want to use data more frequently in my classroom to help affect change.  The insight on how to use it has been what has helped me so much.  I have been asked previously to use data, but I was not sure how I would use it to affect change.  Also, the idea that data collection strategies did not just mean quantitative measures it included field notes, interviews, documents / artifacts, digital pictures, video, reflective journals, Weblogs, surveys, and literature (Dana, 2009).  I think this idea resonated and allowed for me to realize I was already using data, but not using it effectively to reach positive learning outcomes.  Next, the lessons from scholar practitioners in which I compared and contrasted during week 2 of our class enabled me to develop an action research plan that will impact student learning.  The two practitioners who provided me insight were Dr. Johnny Brisneo and Dr. Kirk Lewis.  I liked that Dr. Johnny Brisneo discussed in his video interview that it is important while looking at a problem to look at facts.  He and his staff always look at data driven facts, while evaluating and considering qualitative data as one component.  However, this is not the only component that they evaluate.  This is important for me to use in my research as I look at data, but not just one area.  Also, Dr. Johnny Brisneo suggested while researching or while evaluating a problem to use literature to help solve the problem.  He suggested seeking sources that may have already identified a solution to the problem you are considering action research.  I feel this is an area that I have been seeking since I heard his suggestion, and I have found several tools that I can use to affect change and discovery.  Also, Dr. Kirk Lewis suggested that reading literature that applies to the problem is important and critical to implementing change.  The literature can translate to many schools, and he suggested that most schools and districts find areas that have the same demographics or issues that can translate to your particular school or district.  Once again, this is an area I never considered and has really caused deep reflective thoughts on how to implement these in my daily routines to help grow and develop my leadership abilities.  Lastly, the opportunity to meet with my site supervisor and develop a action research plan allowed me to participate in collaborative decision making.  Also, I have had the opportunity to evaluate my purpose and “wonderings” for my action research.  This has enabled me to check if my plan is understood and can be supported.

Thus, I have enjoyed the course and gained great insight and knowledge that will enable professional and personal growth.  I have learned from the discussion boards, blogging, and the weekly assignments.  The overall course content has developed my action research and allowed for self-reflection

Improved Action Research Plan

Action Plan for LHS World Geography Team
Goal: Enable staff and students to set measurable goals and increase student STAAR End of Course scores through improved instructional strategies and increased classroom rigor.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Evaluate EOC Scores from 2012 and identify low performing TEKS or TEKS not mastered. Outcome: Improve instructional Strategies	World Geography Team	August 22nd and August 23rd 2012 – May 2013	EOC Data from 2012 and Sub – population data, and TEK Data	EOC Data 2013 will provide the Data of improvement
Identify low scoring TEKS 2011-12 and improve, change or modify lesson plans to teach that TEK better. Outcome: Improve instructional strategies	World Geography Team	August 22nd and 23rd – May 2013	EOC Data from 2012, Data for TEKS not mastered for LHS campus.	EOC Scores for 2013, formal assessments and benchmarks that will identify TEKS that are not mastered.
Set Measurable goal on improved instruction Outcome: increased rigor in the classroom and improved instructional strategies	World Geography Team	August 2012 – May 2013	2011-2012 school year goals, EOC Data, and formal assessment data	Analysis of 2012-13 Data, formal assessments and benchmarks
Student will use formal unit assessment  data and complete a data evaluation/reflection sheet/ This sheet will be a daily grade as well as the entry ticket to tutorials and retest. Outcome: Students will take ownership in their learning outcomes and reflect on individual areas to improve	Students and World Geography Teacher	August 2012 – May 2013	Formal assessments and Benchmark scores, Data Evaluation and Reflection sheet	Reteach and Rest opportunities will provide evaluation, as well as student performance on EOC, Teacher evaluation of student
Student will use test data and complete a data evaluation/reflection sheet Outcome: Students will take ownership in their learning outcomes and reflect on individual areas to improve	Students and World Geography Teacher	August 2012 – May 2013	Formal assessments and Benchmark scores, Data Evaluation and Reflection sheet	Reteach and Rest opportunities will provide evaluation, as well as student performance on EOC, Teacher evaluation of student
Teacher will utilize a reflective journal to document student’s improvement and changes made during the year.  Outcome:  Reflective feedback for the Teacher	Geography Teacher	August 2012-2013	Reflective journal and data and reflection sheets from students.	Self-evaluation and Instructional Coach evaluation of reflection.
Teachers will meet prior to each unit to improve instruction and increase rigor by using TEKS identified as low performing Outcome: Improved instructional strategies and increased rigor	World Geography Teachers	Prior to Unit starting (once to twice a six weeks)	Data identified by the team and district in August	Formal assessments will be evaluated by the teachers and students so they can identify areas for reteach or tutorials.