Reflections from Week 2

This week we explored several areas for action research.  Within each of these areas, action research topics were highlighted.  It was evident that the shared topics were relevant to each individual's passion and interest.  I think this is key to the success of an action research project.  When thinking about possible topics, I revisited things that were already a part of my work environment.  However, the action research project will provide a welcomed opportunity to really pursue information and reflect on my topic.

One thing that really stood out to me was the question stems for the shared inquiry questions.  Some common stems were:

• In what ways...,
• How does..., How can..., How do...?
• What effect..., What role....,

Seeing these examples helps frame the next steps in my work.  In the Dana text on Page 67, she discusses that it takes time to formulate the wording for the inquiry question.  She later describes that sometimes new learning will take the inquirer in a new direction.  It was nice to "be given permission" for this to be a "messy" process.

A Topic for My Action Research...

This week I began to finalize my topic for my action research.  My current thoughts around the topic are as follows:

• Evaluate the use of formative assessment data to impact classroom instruction and modify instructional practices.

Best practice supports the use of formative assessments to drive instruction.  The purpose of my action research is to explore the use of formative assessments in my district and identify how often teachers truly use formative assessment data to shape daily instructional practices.  My research would focus on the following challenges:

• What types of informal classroom formative assessments are utilized?
• From the given district assessment measures, which pieces of data do teachers use?
• Do teachers use the results of formative assessment data to impact instruction?  If so, how?
• Do teachers use data to modify current instructional practices?  If so, how?
• How can I support teachers in the use of formative assessments and data analysis?

I believe that further investigation around the use of formative assessments, the implications of formative assessments on instruction, the actual implementation of data analysis to drive instructional decisions, and the resulting growth of students whose teachers utilize formative assessment data will add value to the teaching and learning that is occurring in my district.  The data collected through this action research will benefit students, teachers, campus administrators and content coordinators by creating awareness and addressing ways to increase assessment literacy.  This will ultimately increase student learning through differentiated instruction.

The Value of Blogging by Educational Leaders

Effective leaders are masters at utilizing reflective skills.   Through reflection, leaders call upon their past experiences and use this information to make informed decisions.  For many years, educational leaders have utilized pens and journals to capture their thoughts and reflections.  However, with the introduction of 21^st century technology tools, educational leaders now have an expanded audience with which they can share reflections and dialogue about ideas.  Blogs serve as an online diary where leaders can post comments and questions about their action research.  Blogs provide interactive channels for others to read and respond with their own thoughts, research, and experiences.  Through the use of blogs, educational leaders now have the opportunity to have conversations around inquiry with people from all over the world and are not just limited to the thoughts and opinions of those sitting around the immediate table.

Action Research: What Is It?

Action research is a systematic approach to thinking, analyzing, and acting that is focused on school improvement.  Action research begins with reflection on current practices and the identification of a question or wondering.  Steps are taken to collect data related to the identified question.  Data collection should include a variety of sources and types, including quantitative and qualitative data as well as gathering information from relevant literature.  Using the information collected, action research requires the development and implementation of a plan based on findings and new understandings.  To support continuous growth, educators involved in action research should participate in collegial dialogue and share their findings with others. 

The design and systematic approach of action research yields a multitude of benefits.   Overall, it provides an avenue to improve teaching and learning.  This process engages administrators and teachers as decision-makers and promotes self-confidence.  It systematically addresses learning and instructional issues while motivating educators to continue to improve their teaching practices. 

School administrators who are committed to improved student learning will prioritize time to participate in action research.  In addition to consistently setting aside personal time to conduct action research, educational leaders can promote professional development through action research in district meetings, campus leadership teams, and professional learning communities.  Shifting the focus of meetings away from informational gatherings and more towards collaborative learning platforms will help transform the district into a learning organization.  Leaders should provide time for educators to collaborate and reflect on the inquiry process.  Working together and sharing problems and solutions through action research will strengthen the district’s progress towards goals.