Action Research Plan

• Goals and objectives/outcomes of the research investigation
  

  The objective of my action research investigation is to combine two programs, sheltered instruction and gender-based classrooms, into one successful program to help our English Language Learners achieve higher scores on the Science and Math portions of the TAKS test.
  

• Activities designed to achieve the objectives
  

  We have had substantial data-supported improvements with the 6 year sheltered instruction program at our school. We have recently implemented gender-based classes throughout the last year with positive feedback from teachers and students. I would like to investigate the possibility of combining both programs for our 9th grade Biology and Algebra classes to analyze whether or not it will help us increase our TAKS scores for our LEP populations.
  

  First, as a campus- we will chose sheltered instruction trained teachers to create all girl/all boy Biology classes along with all girl/all boy Algebra classes. We would follow the sheltered instruction guidelines with maintaining class loads of 22 students per class while using teaching strategies geared towards assisting our ELLs. Teachers would then be trained to incorporate education techniques specifically tailored for each gender. Boys would be exposed to learning styles such as having more hands-on strategies with activities ranging from 10-15 minutes long. Girls will be exposed to mediated, more collaborative group settings to boost participation and self-esteem in their math and science abilities.
  

• Resources and research tools needed for data gathering
  

  Resources include professional development and literature on best practices for single gender classes. I would want to survey the parents and students at the beginning of the year to get feedback on their concerns. To collect our quantitative data- I would want to have identical TAKS-based assessment tests given at each grading cycle to all grade level biology classes and algebra classes to have comparative data among peers. I would also want to maintain mix sheltered instruction classes along with non-sheltered instruction gender-based classrooms to have data for the various programs, if possible. This will provide a better platform for comparison. The students' TAKS scores will be collected and compared to their previous performance. I would also review pass/fail rate for each of the students. I will also interview the classroom teachers on a monthly basis to get feedback on how they feel about the program and what other instructional support they may need. I will complete bi-weekly walk-through template for observational data- asking questions such as what are the differences in gender behavior, are the combination of styles helping our ELLs, and what else can I do to ensure the success of our students and teachers throughout this program. I will also review discipline issues generated from these classrooms. I would repeat the survey at the end of the year to compare feedback or receive suggestions on improving the program. I would then further this program by having possibly the same students participate in the program at the sophomore level for their chemistry and geometry classes.
  

• Draft timeline for completion or implementation of activities
  

  August 2010- Collaborate with administrators and participating teachers, professional training over sheltered instruction & gender-based learning strategies, collect and analyze TAKS scores on incoming LEP students to determine which students are most at-risk, partner with grade level counselor to determine class loads and student schedules
  

  For Biology and Algebra classes, if possible: create a mix sheltered instruction class, single gender sheltered instruction classes, and non-sheltered instruction gender base classes.
  

  Interview the participating teachers using conferencing and survey. Mail home letter to parents of chosen students informing them of the goals and objectives of the program. Survey students participating in each class.
  

  September 2010- March 2011: Provide identical curriculum based assessments to all Biology and Algebra students for each grading cycle. Examine data to see if there are improvements from our LEP populations compared to our general populations. Conduct observational walk-throughs and conference with teachers. Randomly select students to participate in interview about the classes. Review data and research outcomes with administrators and Science/Math departments. Meet with site supervisor monthly to review progress.
  

  April-May 2011: Review previous TAKS scores from our 9th grade student population with a focus on our LEP populations. Analyze results and compare data. Review pass/fail students in the program with the participating teachers. Compare disciplinary referrals and academic performance of program students and general population. Compare and evaluate the scores of LEP students in various programs.
  

  May-June 2011: Conduct an end-of-year survey for participating teachers, students, and parents to gain feedback and suggestions. Present research to administrators, departments, and faculty with supporting data.
  

  Summer 2011: Evaluation of overall effectiveness of action research plan. Planning for implementation of program for 9th and 10th grade math and science classes.
  

• Persons responsible for implementation of the action research plan
  

  I would be the main person overseeing the implementation of the research plan. I would collaborate with the participating teachers and students as well as report to my site supervisor. I would ask for assistance from our Graduation Expectation facilitator and review my findings with the Science & Math department chairs. I will report my findings to the departments and later on to the entire faculty.
  

• Process for monitoring the achievement of goals and objectives
  

  To monitor the achievement of goals and objectives, I will be using curriculum, assessments throughout the year as well as TAKS scores from the students. I will also review discipline referrals generated from these classes and tardy/attendance issues for participating students.
  

• Assessment instrument(s) to evaluate the effectiveness of the action research study
  

  I will be conducting surveys of participating teachers and students as well as my observation walk-throughs. My main assessment instruction will come from the TAKS scores for our LEP populations in which I will analyze to evaluate the effectiveness of the action research study.
  

Many faucets of action research!

Reflecting upon this week, I have learned that you have to follow your area of interests. The research has to be important to you and one of the most important things to remember is to have it be viable to your campus- to your environment. Learn what you can from other leaders since something you are inquiring about may have previous material or perspectives that you can use in your study. Gather and analyze your data to seek growth and progress. this will allow for a comparison because ultimately action research is for the success of students. Time management will be key for principals. It will be easy to get lost in the daily operations of the school and while leading teachers and overseeing student performance. Action research will require you to carve out time to actively pursue it. Getting collaboration and including others will build leaders throughout the campus.

What I Learned about Action Research

I think when it comes down to it- action research in the education setting is a way for principals to observe a problem and solve it. It allows for the principal to take a step back and really view what is going on at their campus. Principals should find areas that peak their interest whether it is something that needs an improvement or maybe something that a principal just wants to know connects with teachers and students to use as action research. It is a great way for the prinicipal to grow professionally since it is self-motivated and gives the the adminstrator a chance to take on multiple roles. Leader and learner- analyzer, questioner, thinker, strategizer. I would use action research as a tool to really open myself up to learning about the campus and getting positive changes implemented. I would want to focus on conversing with teachers about teaming together and working collaboratively to offer guidance to at-risk students. If students knew their teachers were working together along with offering cross-curriculum- would there be an increase in getting students to achieve bridging of unit/content mastery? Would it help motivate the students to do better and have less discipline problems when students are called to meet with 2-3 core teachers (who can compare grades & behavior between their classes)? Action research will allow for me to meet with interested faculty members to really focus on an idea for improvement. I could get data and reflect upon my results to see whether there was a change for teachers and for students.

Educators use blogs to read about each other experiences. Blogs are a great and easy way to share ideas and strategies with each other. You could easily give advice or ask for help as well as just write about how you are performing in your classroom.