While my reflections may have gone a bit deeper than you would be interested in, I thought perhaps I would post about the Quality Indicators discussed in Week 5. I truly believe the indicators gave validation to what I am doing through my action research, but also to help see the plan as an ever revolving blueprint. We were asked to read Chapter 6, The Continuing Journey as “Head Learner,” in the Dana text, and carefully review the section “What Are Some Quality Indicators for Practitioner Research,” pp. 179 – 186.
My thoughts on the Quality Indicators:
Quality Indicator 1 is Context of Study. When sharing my action research, it is important to include details that relate to the context of my study, such as the school, teachers, students, curriculum, and of course the content of the action research. As an instructional coach assigned to 3 campuses where my action research will take place, it is important to show these details because each of the three campuses vary in student populations and grade levels so I would expect to see varying results between the campuses.
Quality Indicator 2 is Wonderings and Purpose. When the action research is presented by the researcher, the topic must make a relevant case to the needs of the school and be connected to pertinent literature in education. When reviewing the questions to ask as the researcher, I was hesitant at first that perhaps my action research was to “prove something” but when one reviews any literature by Dr. Robert Marzano on effective strategies implementing they can see that effective strategies is not about proving something, it is about impacting the teaching so that students are successful. This case is relevant to the campuses based on data already obtained through our district wide curriculum audit.
Quality Indicator 3 is Principal Research Design (Data Collection and Data Analysis). As the researcher for my action research project, I believe this is a quality indicator I have covered very well. Data in an action research project can be collected in the form of student work, test scores, field notes, or even interviews. As I conduct my action research, data is collected daily through classroom walkthroughs looking for evidence of effective instructional strategies. Interviews/Surveys will be completed to gain an understanding of teachers who may have a better grasp and understanding of Marzano’s 9, and student work and assessment scores will be the data that is reviewed to see the impact the teaching had on their success. An additional step in my action plan is to analyze data with teachers so they can see areas of need and together we can discuss suggestions to improve those areas. All participants can see the timeline that is embedded within my action research plan.
Quality Indicator 4 is Principal-Researcher Learning. Once the action research plan is complete, the principal researcher must present the findings of the inquiry. Included in this report should be statements- supported by data- discussing the findings, as well as any discrepant data. Through out the report, the researcher should weave reading and other experiences that relate to the topic and/or about the process of inquiry research. It will be interesting to see what findings I discover on perceptions teachers have about effective instructional strategies and the CARA cycle as they participate with me in my action research project.
Quality Indicator 5 is Implications for Practice. When the current research is complete, the researcher should determine what changes have taken place because of the research and what future change will occur because of these implications. I like to believe that my action research plan is based off another initial action research. This past school year our district participated in an outside sourced curriculum audit. Based on the findings and implications from this audit, I was able to create my action research focused on one finding – implementing effective instructional strategies. Through my action research plan, teachers on my campus (with my support) will be able to reflect on previous teaching and make impactful changes to help students be successful. As we work through my action research plan, my wish would be that teachers see the importance of effective instructional strategies, see how students can benefit from them and would wish to change their own practices to grow themselves professionally.
Happy Week 5! Let the ACTION BEGIN!!
* Dana, Nancy Fichtman (2009). The Continuing Journey as "Head Leader." In Leading with Passion and Knowledge: The Principal as Action Reasearcher (pp 179-186). Thousand Oaks, CA: Corwin.
