Action research plan lisa stoyak[1] final

Revised plan

Action research plan lisa stoyak[1] final

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Action Research Wk 3

When creating this plan, I found that I really had a hard time choosing how to frame the question. Once I finally chose this, I went to work. At one point I found that I had made the plan too detailed. I believe that I was trying to control the action and wasn't leaving room for the learning/inquiry to take place with all that needed to be involved. Below is what became of my final plan. I am sure there will be many revision throughout the year, but hopefully, we will get the desired results of increased student achievement by making this involvement a reality.

Action research plan lisa stoyak[1]

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Action Research Review Lessons Learned

After reviewing the Action Research Dissertation from Dr. Breseno I am excited to use that I learned on my campus this year. Because I will be teaching bi-lingual students again, there is much information that I can glean in relation to helping close the gap for these students. Some of the things that he suggested were of course to meet their needs, but also to build relationships on increase expectations, giving additional support, engaging through extracurricular activities, communicating with a purpose to parents, and establishing a welcoming environment.

When reviewing the Action Research Dissertation from Dr. Chargois, I found the information was good, but not as eye opening. Things like school size, class size, teacher experience, etc. are all factors in students passing the TAKS test. What I did find interesting is that schools with 400-699 students scored higher, as did classes with 16-19 students being taught by teachers with 6-10 years of experience.

Blogging

Leaders can use blogging for several reasons: for clarification; writing requires clarity and accuracy of expression, empowerment; reflecting on your practices through writing will empower you to continue to challenge the status quo and be an advocate for your school, generative; writing is a generative activity that culminates in a product, something tangible to share with colleagues, etc, and accomplishment; writing will provide you with a sense of accomplishment. I have not seen blogging used in my district, but I know that many students use it and I am anxious to use it this coming year as another means of communication and inquiry.

Action Research

Action research is a means to undertake staff and curriculum development while building school culture and nurturing leadership skills that have the potential to improve school outcomes and performances. The components of action research are wondering (question) development, data collection, data analysis, synthesis/sharing, and action. This differs from traditional research because traditional research is normally conducted by university research and provides connection between theory and practice, and is defined by “outsiders to the classroom”. It is a “process-product” investigation and does not include the voice of the people who work in the trenches of the school on a daily basis who would better understand the educational experience. Action research focuses the concerns of practitioners; not outside researchers, and engages practitioners in the design, data collection, and interpretation of data around their question.

Because finding time to tackle problems in our school seems to be a big problem, action research may just be the way to remedy that problem. By identifying research interests, principals can take necessary steps needed to come up with critical solutions. Benefits of action research are theories and knowledge are generated from research grounded in the realities of educational practice, practitioners become collaborators in educational research by investigating their own problems, and practitioners play a part in the research process, which makes them more likely to facilitate change based on the knowledge they generate. Based on the Dana text, action research holds much promise and should be a universal tool to solving school problems and tackling educational practice and development.

Semester Reflection

I have to say that when this course first started, I was thinking that either it was going to be easy, or extremely difficult. I thought that I was just going to have to do a power point and a blog and reflect. I have to now say since I am finishing up, that it has be a very hard class for me because I am not technologically sound. I found that although interesting, it was very time consuming and probably my least favorite class thus far. I can say that I did achieve the outcomes of the class, by far; only because I was pushed and stretched beyond all of my expectations.
I believe that most people are either integrating technology into their classroom because they love it themselves, or because there is an expectation for it within their school/district. I do integrate technology into my classroom (research based projects, digital storytelling, power point, etc., however, I have found that this is not enough. If I want to keep up with the ever growing world of technology and to keep my students connected and the “light turned on” with technology, then I have (we) have some major work to do. I have found that by taking this class, now I am familiar with technology terms, policies that are in place, laws, and plans for our future in technology education. Because I am now familiar with these things, I have no excuse to not get going and moving forward with the technology and skills that are needed to be successful in this arena.
Now that I have completed all of the assignments that were assigned and stressed and strained over all the knowledge that I was packing into my brain, I find that I am proud to say that I know this information and feel that I will be a better teacher/future administrator because of it. The only thing that I felt was excessive was all of the reading. Many of the articles were written by the same author and were redundant. Other than that however, I feel that I was stretched beyond my comfort zone and am better now for it. Reviewing the Long Range Plan, the STarChart, and AEIS when determining what is needed was an eye-opener for me. I was not familiar with any of these prior to taking this course. Now I see the importance of the STarChart and why we have to take it yearly as stakeholders.
When reflecting back on this course, I have found that the thing that I learned the most about that I guess I took for granted was the copyright and web publishing laws. This has made me think many times how I will need to ensure that my staff will be well trained and how the information will need to be available for not only the staff, but for the students. Cyber safety is definitely a key area that can not be overlooked. I believe that we need to train and retrain to make sure that all rules and laws are being followed.
One of my favorite quotes that I read that I try to live by daily is: “every moment of the day, no matter what it is we are doing is a teachable moment.” Because our students look at what we do and say, we are in the perfect position to ensure that what we do is correct and ethical. If I show them that technology is important, they too will follow. If I show and tell them about the laws, rules and internet safety, it may make the difference in what a student is doing or saying on the internet. Because we are “digital immigrants”, it does not give us the excuse to just give up and not integrate technology into our classrooms. I love it when kids teach me things. If we encourage and invite their expertise, we will find that they have more buy-in and will perform better in the classroom. Since our administration is still in the “old age” of technology by using overheads when we have a meeting, I believe that it needs to be brought up again that they too need to model for the staff. Accountability is key. If educators do not see that it is a necessary thing, many will not take the initiative on their own to correct their current behavior of daily worksheets and more in to modern times of technology.
When using the blog, I found this hard. I am not a “blogger” by nature, nor do I write in a journal. I found that this was a pain to post on the assignment board, discussion board and then again on the blog. I can see however, that blogging has endless possibilities. I can see that it would be beneficial for an administrator and staff to communicate. I also believe that it would a healthy method to use in the classroom. I believe when looking at differentiation in the classroom, this would be a wonderful idea to incorporate. When doing the writing process, I can see blogging as a great tool to write, revise, edit and provide for immediate access to assignments. This also provides limited access to the internet and safety if done directly with the class. It also ensures that no online predator would be able to see their work and they could feel safe to put their feelings down if using a blog in that fashion.
Cyber ethics is probably the thing that needs to be practiced the most. Since we are already teaching values and morals in the classroom, this falls right in line. I love to tell my kids, “Integrity is doing the right thing even when nobody is looking.” This goes with using the computer. Just because I (or an adult), am not looking over your shoulder, it does not mean that what they are doing can not be traced or tracked. Nothing is hidden or erased. Once you put the information out there, you can not take it back; everyone can read it. In order to achieve the intellectual growth and safety that is needed for students and technology, we need to prepare them with the basics of cyber ethics.
In completing this course, I can see that this course has prepared me in the importance of the use of technology in the class, the need for cyber ethics, and the huge responsibility that lies ahead as a future administrator. It has also reminded me that I will need to extremely careful when communicating with stakeholders and what I will need to be equipped with to make sure that what I am doing and saying what I want and need it to say, because after all, once it is said in writing, you can not take it back.

Action Plan for Technology

Professional Development:

Since it is clear that we are way behind in our technology and implementation in our schools, I have outlined the professional development because I learned that if we do not have these in place, we will not meet the goals and objectives outlined in the Long Range Plan.

· Teachers are required to complete and submit a minimum of four technology integration lessons per year, including sample student projects in district
· All professional development topics are designed and based on available scientifically-based research data
· All new teachers are required to take a technology assessment to determine their technology skills and knowledge
· All new teachers are required to attend technology training sessions prior to the beginning of school and to attend follow-up sessions throughout the school year
· The Instructional Technology Content Teachers and Campus Technology Trainers are required to attend bi-monthly meetings and training sessions (primarily during the summer) to develop advanced technology skills, appropriate application methods, enhanced presentation techniques, and knowledge of adult learning strategies to adequately support the teachers.
· All professional development sessions are aligned to the Technology Applications TEKS and the SBEC required technology skills and knowledge for all teachers: Designed to assist teachers in progressing to the STaR Chart Target Tech level
· The Technology Applications Professional Development is designed as a continuous program, which builds upon the accumulated knowledge, skills, and strategies from prior training sessions
· All Professional Development training is structured through a blended learning model in order to meet the needs of all learners


Action Plan

Objective: The district will increase the technology tools available to staff and students.

Supply display devices such as Interactive Whiteboards and Smartboards.

Provide access to other technical equipment for classrooms, such as; copiers, scanners, digital cameras, and other emerging technologies.


Objective: Increase availability and access to appropriate technologies, tools, support, resources and services to enhance and engage all learners.

Utilize various funding resources for classrooms deemed appropriate and/or necessary to implement innovative instructional methods and content.

Provide online technology, integration reference materials, examples, tutorials available to all teachers on an Internet-based Learning system.


Objective: Develop appropriate planning methods and provide adequate support and services to create innovative, integrated technology aligned to State and Federal requirements.

Evaluate the need to provide additional instructional technology specialists to support on-site and on-demand assistance for teachers to create forms of learning and teaching with technology.

All Campus Improvement Plans will include strategies on technology integration.

Objective: All students will develop and use technology to develop life-long learning skills.

Analyze various methods to access District Curriculum for teachers to utilize integrated lessons and as a reference for teaching strategies in order to teach technology skill required.

Develop and administer proficiency assessment for all 5th and 6th graders to measure progress in meeting Tech. TEKS.

Objective: Provide ongoing, sustained, intensive, and effective quality professional development to improve instruction and academic achievement.

Provide training for all District staff on technology fundamentals and basic trouble-shooting.

Provide opportunities for sustained, relevant, and timely professional development focused on technology integration and utilizing blended learning styles.

Develop quality standards measurement methods of blended learning instructional technology professional development and report the results.

Provide required professional development activities, remediation training, and instructional assistance to those employees who do not meet the mandatory competency level measured by the assessment.

Objective: Recognize teachers who use Educational Technology in effective and creative ways.

Establish measures for superior classroom technology integration and recognize teachers for high levels of technology integration in the classroom.