EDLD 5301, Week 2 Reflections

     This weeks activities focused on action research topics.  Examples were viewed through interviews and the text, Leading with passion and knowledge: the principal as action researcher by Nancy Dana.

     Considering the information given in the three interviews, I have learned that action research can be used in most situations.  It does not have to be a campus wide or district wide research study, but can be applied to most classroom settings to enable teachers to provide more relevant teaching strategies.  Also, reading and reflecting on previous studies and concerns can give insight to ways to move forward with the study, or even given a sensible, practical approach for the situation.  The last point in this reflection that I would like to make is that teachers are lifelong learners.  An administrator needs to consider data evaluation training for faculty and staff to enable them to conduct their own practical action research projects.

    The nine areas that are common targets or themes of school-based action research are: staff development, curriculum development, individual teachers, individual students, school culture/community, leadership, managment, school performance, and social justice or equity issues.  Each of the topics can be a part of action research, but also they can intertwine to cover more than one area.  All of these areas are important for continued improvement to better higher student success. 

Blogging in an Educational Setting

Educational leaders can use blogs during the action plan research to document thought process during the implementation phase of the action plan.  Fellow administrators or members of the professional community can give feedback and suggestions throughout the inquiry.

          Blogging can be used as a form of data collecting. Insights, or reflections, that are written on a blog are available for later research.  Reviewing a blog’s notations, at a later date, could give a solution to a new challenge.

          As a classroom assignment, I have used blogging to link the different class periods.  The same concept is being taught in three different time slots.  Blogging allowed me to have discussions that involved all of the classroom participants and presented many different perspectives.

Dana, N. F. (2009). Leading with passion and knowledge, the principal as action researcher.

     (pp. 87-89). Corwin Press

Action Research: What it is and how to use it.

According to the required readings, action research is the process of the principal engaging in a systematic, intentional study of his/her own administrative practice by posing questions, collecting data, gaining insights in their wonderings, analyzing data along with reading relevant literature, making changes in practice based on new understandings developed during inquiry, and sharing findings with others.  As I understand it, action research reminds me of the scientific process and of the decision making process.  It is a tool that can help administrators and teachers improve the specific learning environment for the community, parent involvement, and student successes along with discovering needs for professional development.

Action research organizes the chaos of challenges in the educational environment.  As an administrator, action research can be used to improve test scores, teacher performance, instructional strategies, and campus management.  Teachers can use action research to also better test scores, classroom management, parental involvement, instructional strategies, community participation/assistance, and differentiation for the student’s learning styles.  Action research helps the administrator and teacher be engaged in the process and take ownership of the results.  It provides documentation of processes used to solve the initial challenge.  Action research that focuses on improving student achievement also improves teaching. 

Dana, N. F. (2009). Leading with passion and knowledge, the principal as action researcher.    

     (pp. 1-19). Corwin Press
 

Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our

     schools, 8 steps from analysis to action. (pp. 5-7).

Ringler, M. (2007). Action research: An effective instructional leadership for future public school 
     leaders. AASA Journal of Scholarship and Practice, 4(1), 27-51.

Course Reflections 5306 #5

Going into this course, I had inhibitions about my ability to be in a graduate program. As I worked through the assignments each week, my confidence has increased. The assessments helped me realize that I am a good candidate for this graduate program. My ability to be able to lead others is my strongest asset.

The rules, regulations, standards, and testing procedures for operating a school are very overwhelming. Hopefully as I carry out the tasks on the internship plan and principal’s competency chart, I will develop a better understanding of the system.

My technology skills and capabilities are more advanced than I had perceived them. I do have areas that I need to learn more. The assessments were very helpful in determining those areas. I am excited about the opportunity to learn more about technological systems that can help enhance course work and teachers manage the workload more efficiently.

Course Reflections 5306 #4

The course assignments could be very overwhelming. There were different sources to show the work for the week; epic, the weekly mailings, and the course website. I learned that the weekly emails were my best checklists to getting the assignments and tasks completed. Time management played a big part in completing the assignments. However, the process of dissecting each assignment helped form a strategy to complete the assignment. Next, I made a chart to help manage the date/time spent to complete the work.

The first week that assignments were due posed a challenge. The majority of the assignment/work was done. I had to take care of some business at my mother’s home in Corpus Christi. My intentions were to complete the assignment once we arrived at her home. Only I discovered once we got there, that her internet connection was not available. This posed a huge challenge in completing an online course.

Course Reflection 5306 #3

I made a decision in the beginning to read all of the readings that were assigned to each week’s assignment. I feel that if an individual took the time to select the readings, then I needed to make time to read them. Readings often give insight to different perspectives and offer resources and strategies that can be used to better a lesson. There were two weeks that I just couldn’t allocate the time to complete all of the readings. There were some life events that occurred during the time of this course. My mother had a stroke; and I experienced a kitchen fire. The time required to handle these situations took some of my designated study time. Time management is very important. I often make a time chart so that I can accomplish my goals for the day. I over planned my days and did not get everything completed on my chart. 

Course Reflections 5306 #2

The tasks that we completed in the assignments fulfilled the expected outcomes. The integration of the Web 2.0 tools and the online class discussions are great procedures to allow educators to experience. Usually an educator’s time is not spent learning how these tools work. By experience of using these tools, educators can use them to help students. The outcomes are very relevant to today’s classroom. The readings that were completed each week gave insight to ways to bring technology into the classroom and incorporate technology into the lessons. The students described in the readings and videos are the students that walk our halls and sit in our classrooms. It helps to have time to be able to read and study these topics. The end results will allow educators that opportunity to develop student focused lessons. Also, I feel this course was extremely helpful in laying the ground work of the degree program. 

Course Reflections 5306 #1

The outcomes that I envisioned for the course were to learn more about the degree plan, Education Technology Leadership; and understand the procedures for an online graduate program. Also, I wanted to learn more about Web 2.0 tools that can be used in the classroom. The opportunity to participate in discussions online was a first experience for me. I wanted to make sure that I learned how to communicate during those discussions via technology. In addition to those outcomes previously mentioned, I had hoped that I would be able to connect with professionals to help broaden my perspectives in education. I feel that these outcomes were achieved and that the actual course outcomes were definitely aligned to the outcomes that I envisioned. The integration of the Web 2.0 tools into the assignments helped understand that process. I believe that my continuation in this program will open up opportunities, present challenges, and allow for collaboration so that we can impact students’ lives. 

Web Conference: Week 5

This week's Web Conference covered the Internship Plan and the Principal's Competencies Chart.  Dr. Borel was having trouble loading up the powerpoint to allow the class to view the notes.  She made an adjustment and it began to work.  Comments were made that I did not look blurry this week.  I explained that my four year old discoved the thin protective plastic coating that was on the camera.  We discussed various activities that could be used on our charts to fulfill the criteria.  It was also discussed that these are working documents and could be altered according to our situation.  I enjoy the web conference experience.  It offers a more personal approach to the class.