Dr. Arterbury and Dr. Jenkins are the essence of Leadership as they lead by example and have inspired me in my professional journey through action research. Dr. Arterbury and Dr. Jenkins both share charming and sincere personalities. I always felt motivated and in a positive mood after listening to their videos. They both were very knowledgeable in their field and convey their passion of leadership. Congratulations on your Presentation at the National Council of Professors of Educational Administration in Washington, D.C.!
Thank you for your continued support and inspiration!
Thursday, August 12, 2010
Leaders: Are They Made or Born?
As I reflect on my journey in pursuit of my M.Ed. in Educational Technology Leadership, I can see how it has changed my ideas of Leadership. I naively thought all Principals and Assistant Principals were Leaders. After all they too received their M.Ed. in Educational Administration, “a program designed to develop leaders.” My first Principal was a great Leader; unfortunately the three Principals that followed her did not share in her Leadership skills. I now realize that Administration does not equate Leadership. Yes, they are a leader in the role of Administration but not Leadership. A true Leader motivates, leads by example, inspire their people. I have also learned we are all potential leaders who can be groomed to lead; but few lead with passion. But the “Aha” moment was realizing that Leaders are at all levels, in any level and that my boss was correct. I do have the potential to be a leader. In developing my Action Research Project I felt empowered by initiating the inquiry research on an issue our campus has had for four years. By taking the Leadership role, I feel I am making a difference in our campus.
(http://stateu.com/lamar/programInfo_edu_ea.asp)
(http://stateu.com/lamar/programInfo_edu_ea.asp)
Thursday, August 5, 2010
Is it a Yes or is it a No? Consensus says ....?
Lauri hit the nail on the head when she said, “I am not sure where you start but I think that you have to try to gain some allies early on in your project.” Since the beginning of the class, I have kept in close contact with several teachers on my campus. They have been instrumental in providing ideas and support of my action research project. But these few teachers who are interested in the project, will they be the consensus? The fact that I’m willing to design and lead the project has been very favorable to many. Everyone wants a solution, not everyone wants to do the leg work.
Another key comment Lauri made was, “…try to convince the principal that your ideas would have a positive impact on the campus. If you start with anyone else you might risk alienating him …” Our campus has been riding on a roller coaster for the past five years with a different Principal each year. The exception being that this year, a former Principal will be returning from a sabbatical to stay! Today was the first opportunity to visit with him for a total of10 minutes. I felt like a pitcher, pitching a fast ball. Basically I told him about my EDLD 5301 Research class and the project I was working on. When collaborating with my coworkers and site supervisors for ideas for my action plan project, I would “CC” the emails to my Principal. Though we have not had a chance to visit, I have kept him in the loop each step of the way. He seemed receptive and promised that it would be discussed at the Lead Team meeting. He did mention that one of my coworkers has been talking about the issues of homework and would like something done this year. I offered to speak to the Lead Team to share my ideas and that I would head up the project. He did say that he would work with me if the project did not pan out. Since being away for a year, he wanted to hear concerns the Lead Teacher's had and plan accordingly. If homework issues were loudly voiced, then I could proceed with my action plan.
What I admire about my Principal is his eagerness to support his teachers, students, and parents. He listens to our concerns and tries his best to come up with a solution. He is young and has a passion for education. We like to say he has "heart!"
Arnold, L. (2010, August 8). I can foresee three challenges in implementing my action plan research.
Message posted to https://lamar.epiclms.net/Learn/Player.aspx?enrollmentid=1300294
Another key comment Lauri made was, “…try to convince the principal that your ideas would have a positive impact on the campus. If you start with anyone else you might risk alienating him …” Our campus has been riding on a roller coaster for the past five years with a different Principal each year. The exception being that this year, a former Principal will be returning from a sabbatical to stay! Today was the first opportunity to visit with him for a total of10 minutes. I felt like a pitcher, pitching a fast ball. Basically I told him about my EDLD 5301 Research class and the project I was working on. When collaborating with my coworkers and site supervisors for ideas for my action plan project, I would “CC” the emails to my Principal. Though we have not had a chance to visit, I have kept him in the loop each step of the way. He seemed receptive and promised that it would be discussed at the Lead Team meeting. He did mention that one of my coworkers has been talking about the issues of homework and would like something done this year. I offered to speak to the Lead Team to share my ideas and that I would head up the project. He did say that he would work with me if the project did not pan out. Since being away for a year, he wanted to hear concerns the Lead Teacher's had and plan accordingly. If homework issues were loudly voiced, then I could proceed with my action plan.
What I admire about my Principal is his eagerness to support his teachers, students, and parents. He listens to our concerns and tries his best to come up with a solution. He is young and has a passion for education. We like to say he has "heart!"
Arnold, L. (2010, August 8). I can foresee three challenges in implementing my action plan research.
Message posted to https://lamar.epiclms.net/Learn/Player.aspx?enrollmentid=1300294
Monday, August 2, 2010
Friday, July 30, 2010
Week 3: Kriewald's Action Plan
1. Goals and objectives/outcomes of the research investigation
· 100% completing homework throughout the year
· Improved TAKS scores
· Improved classroom grades
· Assignments completed with 75% or higher passing rate
2. Activities designed to achieve the objectives
Implement after-school detention four days a week
Focus on areas of Reading, Math, and Science
Positive Reinforcement
Teachers must maintain data on all homework
Parental Involvement: Sign off on homework assignments
Allow child to stay after-school
Track students achievements at end of year (Beginning to End)
3. Resources and research tools needed for data gathering
· TAKS scores
· District Benchmarks
· Grades of low-performing students
4. Draft timeline for completion or implementation of activities
Weeks 1&2 Discuss with teachers my action plan and request data needed
Weeks 2--4 Analysis data and visit with teachers if needed
Week 5 Disclose data results and literature results
Implement plans for after-school detention and schedule for Teacher
volunteers to stay after school
Weeks 6-10 Review grades, benchmarks, and any pertinent data
for results
5. Persons responsible for implementation of the action research plan
This action research plan will comprise of the three TAKS grade levels,
Third Grade, Fourth Grade, and Fifth Grade. Third grade and Fifth Grade
consists of three teachers, one of them being the Lead Teacher. Fourth
Grade consists of four teachers, one of them a Lead Teacher.
I will implement the schedules for after-school detention. Provide form letters
(to parents about detention) and daily sign-in sheets for students. I will track students
who have attended and those who did not.
Teachers who volunteered to stay after school will also be part of the action research
plan.
6. Process for monitoring the achievement of goals and objectives
· I will be tracking students who attend detention.
· Teachers participating will monitor grades, common assessments, District
Benchmarks, etc of students.
· Lead Teachers will analysis and discuss data with their grade level.
· Lead Teachers and I will share data results.
7. Assessment instrument(s) to evaluate the effectiveness of the action research study
· Tracking data
· District benchmark scores
· Common Assessments scores
· Grades
Thursday, July 29, 2010
Sunday, July 25, 2010
My Three Topics of Possible Research
Our assignment includes discussing the direction of our action research project with our site supervisior(s), due to summer break our discussion was via e-mail. I shared with her a general list of ideas. She expanded in detail what is needed on campus. I decided to take a step further and poll my coworkers. I sent an email to my campus and had 5 responses. I found that not very many people read their school emails. I organized the information by gathering responses and highlighting topics that were recurring. Three major topics came up:
A. Technology
1. Separate training for those who are proficient in technology
2. Separate training for those who are still learning the basics of technology
3. Training to be presented by Technology Specialist and not the Teacher who went to a workshop.
4. Integration of technology in Social Studies
5. Implementation of technology in a more effective way that students would want to use it in their homes to improve student achievement.
6. Training on good websites, how to make them accessible and relevant for students on campus and at home
B. School Environment
1. Student attitude and behavior
2. Teacher attitude
3. Team building through out the year
C. Assessment
1. Define Common Assessment
2. How often should it be used?
3. How effective is assessment and can it
accurately measure students’ academic progress?
4. How can Common assessments be implemented
into the Aware program we already have in the district?
5. Kinder assessments are not age appropriate
In the three proposed action research studies, I found that both Teachers and Students will benefit. The ultimate goal in education is student success. Below I have elaborated more on the benefits of each of the topics.
Technology
Teachers will benefit from being technology proficient.
Technology will be integrated in curriculum to enhance learning.
Teachers will implement technology to enhance intellectual rigor and skills.
Students will benefit by increasing marketable technology skills.
Enhance student retention by offering technology enriched classes.
School Environment
This topic has many key stakeholders: Faculty, Student, Administration, Staff, and Parents. Our campus has experienced many changes in personnel and we have not addressed campus environment. It is crucial that all key stakeholders feel: welcome, safe, respect, their classroom conducive to learning, etc. The school environment is the thread that binds our school together.
Common Assessment
The teachers will benefit in understanding how assessment can be powerful. Yes, benchmark data is not always authentic. Consequently professional development in Common assessment will provide a deeper understanding in developing authentic assessment. Students be will benefit in that the Teacher can focus instruction or tutoring to achieve success.
A. Technology
1. Separate training for those who are proficient in technology
2. Separate training for those who are still learning the basics of technology
3. Training to be presented by Technology Specialist and not the Teacher who went to a workshop.
4. Integration of technology in Social Studies
5. Implementation of technology in a more effective way that students would want to use it in their homes to improve student achievement.
6. Training on good websites, how to make them accessible and relevant for students on campus and at home
B. School Environment
1. Student attitude and behavior
2. Teacher attitude
3. Team building through out the year
C. Assessment
1. Define Common Assessment
2. How often should it be used?
3. How effective is assessment and can it
accurately measure students’ academic progress?
4. How can Common assessments be implemented
into the Aware program we already have in the district?
5. Kinder assessments are not age appropriate
In the three proposed action research studies, I found that both Teachers and Students will benefit. The ultimate goal in education is student success. Below I have elaborated more on the benefits of each of the topics.
Technology
Teachers will benefit from being technology proficient.
Technology will be integrated in curriculum to enhance learning.
Teachers will implement technology to enhance intellectual rigor and skills.
Students will benefit by increasing marketable technology skills.
Enhance student retention by offering technology enriched classes.
School Environment
This topic has many key stakeholders: Faculty, Student, Administration, Staff, and Parents. Our campus has experienced many changes in personnel and we have not addressed campus environment. It is crucial that all key stakeholders feel: welcome, safe, respect, their classroom conducive to learning, etc. The school environment is the thread that binds our school together.
Common Assessment
The teachers will benefit in understanding how assessment can be powerful. Yes, benchmark data is not always authentic. Consequently professional development in Common assessment will provide a deeper understanding in developing authentic assessment. Students be will benefit in that the Teacher can focus instruction or tutoring to achieve success.
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