Update!!!

It has been a while since I have been back to this blog. I wasn't getting much feedback, so I had decided not to continue writing here. In EDLD 5326 I am required to return to this blog. If anyone is still keeping up with my progress in this action research process, below is a summary of sorts and the end result. Thanks.

In EDLD 5301 I was required to develop and implement an Action Research Plan. This plan was approved by my site supervisor and I began working. I was interested in finding ways to improve communication between parents, students, and teachers in an effort to include a more collaborative approach in improving instruction. The school I work at had implemented the use of a survey that was developed as a result of a five year district improvement plan. This survey was sent out to parents and given to students asking them to rate their teachers’ performance and the overall success of the classes the students were taking. For about three years, teachers had been getting feedback from parents and students. The first time the survey results came back, teachers were excited to get feedback, but were surprised at the negativity that came out as a result. If students felt that they were performing well in a class, they gave their teacher a favorable rating, if that student was not performing well, or they had gotten in trouble in that class, they gave the teacher an unfavorable rating. The moral of teachers went down because these surveys were being read by the principal and teachers were required to explain the results. As a whole, most surveys were mixed, but the fact that there were so many negative responces was not received well. The parent surveys that were returned were not answered any different. Very few favorable surveys were returned and not all parents filled out surveys. In fact, teachers reported receiving many positive email communications between parents, but the surveys reflected more negatively than positively. There were even inappropriate comments sent through surveys. Since all surveys were anonymous, there was no way to track where the information was coming from. Teachers felt that that the way questions had been written on the surveys indicated that the principal was seeking feedback similar to a customer comment card. Additionally, most of the student questions used words that were above the students’ reading level and the parent surveys asked parents to answer questions that could only be answered if they too were in the classroom daily. Instead of encouraging constructive feedback, the survey directed the person taking it to agree or disagree without explaining themselves and it almost seemed like the survey would be used to determine teacher placement. Surveys were feared by teachers instead of being used as an instructional tool. For my action research, I focused my attention on this topic.

Teachers were fed up with the survey process and were requesting a rewrite. The newly assigned principal granted us the opportunity to do just that and I began to work. My first step was to put together a committee of stakeholders. Three teachers, three students, and two parents agreed to participate. Our first actions as a committee were to get teacher, parental, and student feedback in regards to the current survey process. Focus groups from each sub group were put together and members from the committee gathered data and suggestions for possible changes for a survey meant to be constructive. The results from each sub group reflected the same concerns and the suggestions for a possible rewrite were also very constructive. When the committee conviened to report the results and suggestions, there was a feeling of accomplishment as if we were on the right track toward achieving our goal. Using the data collected from the focus groups and the overall teacher feedback at the beginning of this process, the committee reviewed every question and reauthored the survey. The end result was presented to the principal who decided to skip the remaining plan items and then agreed to meet with the superintendent and district administrator in charge of this portion of the district strategic plan. The plan was in his hands now. This is where I left the process at the end of last school year.

At the beginning of this school year, I met with the principal to discuss the results of his meeting and the status of the committee’s new survey proposal. The conversation was awkward. Even though we had been given authorization to reauthor surveys and we had come up with a plan that was fit to our campus and approved by our principal, it was implied that the work we had done to reauthor surveys was not received very well by the person in charge of that item in the strategic planning. Earlier in EDLD 5301, I had shared my concern that this might happen. I was simply told that the campus was going to go in a different direction with surveys but there has not been a decision about what that will look like, or if we will have them at all. I felt as if I did not have the proper clearance to receive classified information and the hard work I and my committee had done was neither appreciated, or welcomed. The end result of this action research had me going back to my committee to thank them for all of their hard work and precious time, but explaining that I was not given a clear answer about the future of surveys on our campus and information reguarding surveys would be forthcoming in the future via the principal. I couldn’t even tell them if our survey would be used or not. I didn’t have clear answers for my committee members and I felt as though all of the credibility and trust that I had worked so hard to gain from my colleagues and this committee was gone. Worst is that I had to tip-toe around the truth and reveal this information without sounding frustrated, or negative about any of the process in fear that how I handled this would reflect on my performance. The committee on the other hand did not hold back and they expressed very candidly how disappointed they were and how they felt that their time had been wasted. Unfortunately, I don’t believe that any of these people will serve on a committee like this again in the future because they don’t trust our administration and they now feel like they don’t matter. I wish I had something different to report, but I have leared A LOT during this process about what to do and what not to do in educational administration.

Hours spent on this action plan item: 21 hours

To keep you up to date and let you know where I am at in this process, I am including some items for you to view. Below you will find links to surveys, a list of compiled comments made by teachers, parents and students as a result of communication and focus groups, as well as the newly revised surveys I presented to my site supervisor/principal this week. I hope to get the proposed drafts back early next month, so I can convert these documents into digital surveys that students and parents can use through Survey Monkey.

Previous Student Course Survey: This is what the survey for students currently looks like. Students are given a link they can go to to take a digital survey. They are asked to select a teacher and then begin filling in responses to statements.

https://docs.google.com/file/d/0B7b-uPHeiIvYLU05THVwNEJRQXc/edit?usp=sharing

Previous Parent Course Survey: This is what the survey for parents currently looks like. Parents are given a link they can go to to take a digital survey. They are asked to select a teacher and then begin filling in responses to statements.

https://docs.google.com/file/d/0B7b-uPHeiIvYODVuMEtJa1RYeE0/edit?usp=sharing

Feedback from interviews, meetings, and focus groups: The feedback shown is about surveys in general and how they should be revised. There are a variety of responses regarding the implementation of surveys, the content, and general feelings. If you have questions, let me know and I can clarify.

https://docs.google.com/file/d/0B7b-uPHeiIvYbHNlZ1p0dEJuQ1E/edit?usp=sharing

The revised Student Course Survey created as a result of my action research: Here are the revised surveys the Survey Revision Team came up with. These documents were developed using the data collected through a series of student, teacher, and parent interviews and focus group meetings. In addition to these changes, I have requested that we find a way to funnel survey comments into categories, so teachers know the comments being made are about "X" class. Also, I have requested that students and parents be given an explanation with examples about the purpose of surveys to encourage positive, constructive, and purposeful feedback. You will notice some similarities and many changes. After approval, these surveys will be transferred to Survey Monkey for the final look.

https://docs.google.com/file/d/0B7b-uPHeiIvYOWRnejdIYnRZUjQ/edit?usp=sharing

The revised Parent Course Survey created as a result of my action research:

https://docs.google.com/file/d/0B7b-uPHeiIvYdnVxWVJVR01STVE/edit?usp=sharing

Action Research Update

In week four of EDLD 5301, I met with my site supervisor (principal) to discuss the progress of my first action research plan (Surveys). I have completed items 1-9. During this meeting, my site supervisor made a directive decision to skip the remaining items, so he could present this to the superintendent for review. After asking for feedback and seeking out any affirmations about my work, I was only given acknowledgment for my time and efforts, but my principal stated that although this is a step in the right direction, he didn't know if it was quite there, or what would happen. I am not sure what this meant, as I completed the majority of an action research plan he asked me to do within the ridiculous time constraints he gave me. I took it to mean that he wasn't sure surveys were the answer at all. As of now, I am in limbo and can only wait to see what happens next, and/or if I can complete my action research plan. I am hoping that when I become a principal, I will remember what this feels like, so I can be sure not to do this to an employee. Although the surveys can still come back and I might be able to complete this plan, it would be a shame to see my time and the time of those involved in this process be for nothing if the surveys are rejected.

I appreciate the feedback you have given to me about my plan. Your kind words of encouragement have kept me on track and keep me focused when swimming through this quagmire of red tape. I feel like my principal is beginning to come around to the idea of me doing this work, but I am a bit discouraged at times too. The lack of positive reinforcement from my site supervisor has made me question my desire to do this work in the future.

Action Plan

My principal is new to my campus this year, so he is hesitant to let go of leadership opportunities. I have not yet got a good feel for him. Some days he is willing to talk and share, the next his mind is somewhere else. I can imaging that the job of a principal can be very demanding. He is a great administrator by book definition, but his weakness is in being supportive. I knew my internship might be challenging, so in an effort to beat the crunch at the end of this course, I read ahead in the course work to see what we were being asked to do long term. I had a feeling that my principal would be hesitant to give up any responsibly, so I worked at getting in where I could. When the principal shared with the faculty that he was going to put together a team to address concerns over course surveys, I jumped at the opportunity to take this off his plate and use this campus concern as my first action research item. Surprisingly, he agreed, but he stipulated that I had to provide him with a draft of my suggested new course surveys by the middle of March and then complete the process by the end of March. As I have been learning more about Action Research in this course, I have been working on my first action research plan. This hasn't been ideal for me, and I am sure it is not ideal for the course, but life does not always present us with ideal situations and I have taken a risk that I am hoping will pay off when this first item has demonstrated to my principal that he can let go and allow me do more work like this throughout my internship. Below, you will see my plan. Most of these items have already been completed as you will see in the timeline. I will provide the original and revised anonymous surveys for you to see when I hear back form my campus principal.

SCHOOL VISION:

Provide academic excellence by actively engaging all students in a personally challenging curriculum that is developmentally responsive and socially equitable.

GOAL: Develop a student course survey and a parent course survey that encourages student and parent participation, in collaboration with teachers, to develop learning opportunities that are engaging, personally challenging, and relevant that lead to improving student performance.

ACTION STEP(S)	PERSON(S) RESPONSIBLE	TIME LINE START/END	NEEDED RESOURCES	EVALUATION
INTERVIEW ADMINISTRATION ABOUT THE PURPPOSE OF COURSE SURVEYS	ADAM FALLIS	FEBRUARY 25th, 2013	COPIES OF CURRENT COURSE SURVEYS	FEEDBACK GATHERED WILL BE USED TO TALK TO STAKEHOLDERS AND DEVELOP NEW SURVEYS.
HOLD FACULTY MTG #1 TO HEAR CONCERNS AND SUGGESTIONS ABOUT COURSE SURVEYS	ADAM FALLIS	MARCH 4TH	COPIES OF CURRENT COURSE SURVEYS DIGITAL PROJECTOR AND COMPUTER	FEEDBACK GATHERED WILL BE USED TO IDENTIFY PROBLEMS AND SUGGESTIONS FOR REVISIONS.
CREATE A SURVEY REVISION TEAM COMPOSED OF PARENTS, TEACHERS, AND STUDENTS	ADAM FALLIS	BEGIN: MARCH 4TH END: MARCH 6TH	LIST OF PARENT AND STUDENT REPRESENTATIVES FOR DIFFERENT SUB-POPULATIONS.	AT LEAST ONE PREPRESENTATIVE FROM EACH DIFFERENT CATEGORY IS ON THE TEAM.
HOLD A STUDENT FOCUS GROUP TO ADDRESS CONCERNS AND SUGGESTIONS ABOUT SURVEYS	ADAM FALLIS	MARCH 5TH AM	COPIES OF CURRENT COURSE SURVEYS DIGITAL PROJECTOR AND COMPUTER	AT LEAST ONE PREPRESENTATIVE FROM EACH DIFFERENT CATEGORY IS PRESENT. GOAL WAS MET.
INTERVIEW INDIVIDUAL PARENT REPRESENTATIVES OF DIFFERENT SUBGROUPS	ADAM FALLIS	BEGIN: MARCH 4TH AM END: MARCH 6TH PM	COPIES OF CURRENT COURSE SURVEYS DIGITAL PROJECTOR AND COMPUTER	AT LEAST ONE PREPRESENTATIVE FROM EACH DIFFERENT CATEGORY IS PRESENT. GOAL WAS MET.
LEAD SURVEY REVISION TEAM MTG TO REVIEW GATHERED INFORMATION	ADAM FALLIS	MARCH 6TH	DATA GATHERED THROUGH PREVIOUS ACTION ITEMS.	THE GROUP WAS ABLE TO PUT TOGETHER A LIST OF ITEMS TO ADDRESS FROM THE RESEARCH
DEVELOP DRAFTS OF NEW SURVEYS	ADAM FALLIS AND SURVEY REVISION TEAM	MARCH 6TH	COPIES OF OLD SURVEYS AND LIST OF ITEMS TO ADDRESS FROM THE RESEARCH	A DRAFT OF THE STUDENT COURSE SURVEY AND THE PARENT COURSE SURVEY WERE COMPLETED
SEND PROPOSED DRAFTS TO THE PRINCIPAL	ADAM FALLIS	MARCH 7TH	STUDENT AND PARENT SURVEY DRAFTS, COMPUTER CONNECTED TO THE INTERNET	THE PRINCIPAL RECEIVED STUDENT AND PARENT SURVEY REVISIONS.
MEET WITH PRINCIPAL TO REVIEW DRAFTS OF SURVEYS	ADAM FALLIS	MARCH 22ND	COPIES OF SURVEY DRAFTS	A MEETING WAS HELD AND SURVEYS WERE DISCUSSED
NEW SURVEYS SENT OUT TO TEACHERS VIA EMAIL	ADAM FALLIS	MARCH 25TH	COPIES OF SURVEY DRAFTS COMPUTER WITH INTERNET ACCESS	STUDENT AND PARENT SURVEYS HAVE BEEN SENT OUT TO TEACHERS
HOLD FACULTY MTG #2 TO HEAR FEEDBACK AND CONCERNS ABOUT NEW SURVEYS	ADAM FALLIS AND SURVEY REVISION TEAM	MARCH 27TH	COPIES OF SURVEY DRAFTS DIGITAL PROJECTOR AND COMPUTER	A MEETING WAS HELD TO SHARE NEW SURVEYS. SUGGESTIONS AND FEEDBACK WERE SHARED.
GET SUPERINTENDANT APPROVAL TO ADMINISTER SURVEYS	CAMPUS PRINCIPAL: CORDELL JONES AND ADAM FALLIS	Tentative MARCH 31ST	COPIES OF SURVEY DRAFTS	SURVEYS WERE SHARED WITH THE SUPERINTENDANT
SURVEYS ARE CONVERTED INTO SURVEY MONKEY SURVEYS	CORDELL JONES AND ADAM FALLIS	April 12TH	COPIES OF NEW COURSE SURVEYS	SURVEYS HAVE BEEN UPLOADED AND ARE ACCESSABLE VIA AN ACTIVE LINK
ADMINISTER NEW SURVEYS	CORDELL JONES	MAY 20TH –24TH	SURVEY MONKEY SURVEYS	SURVEYS ARE AVAILABLE FOR ACCESS BY PARENTS AND STUDENTS
GATHER FEEDBACK ABOUT NEW SURVEYS AFTER ADMINISTRATION	ADAM FALLIS	JUNE 3RD – 7TH	TEACHERS NEED TO HAVE RESULTS OF COMPLETED SURVEYS	A REQUEST HAS BEEN SENT OUT AND FEEDBACK IS COLLECTED.
FINALIZE, OR MAKE CHANGES NEEDED TO COURSE SURVEYS	ADAM FALLIS	JUNE 7TH	NEW SURVEYS AND TEACHER FEEDBACK AFTER ADMINISTRATION	THE SURVEYS HAVE BEEN FINALIZED.

Updated action research

I wanted to talk about my desire to do action research on the topic of parent involvement related to building trust and closing the achievement gap between low and high SES groups. This is definitely an area of concern for me, but I spoke on a topic that was of interest to me as a single topic rather than what was in my intern plan. After realizing that I would need to explore three action research topics, and after review of my intern plan I realized that it was more wise to focus in three different areas that had already been established.

1. Evaluate Parent Involvement: There are two parts to this action research: Can campus course surveys generate constructive feedback relevant to improving student achievement? Evaluate the success of the monthly Principal's "town hall meeting" as a means of generating more parent involvement.

2.Evaluate Current Programs: Evaluate special courses such as Elective Reading and Elective Math as an appropriate form of remediation? Evaluate the Dyslexia program to determine if it is meeting the needs of students.

3. Review Support Staff Responsibilities: Evaluate the role of support staff personnel as critical to student achievement. Identify requirements of the job, training opportunities, assessments and professional development. Create plans and make suggestions for improvement as needed.

These are areas of concern within my current school that I can get done in a manageable amount of time and thus make more since as action research plans during the duration of my intern plan. I do plan to revisit the previously stated action research when I have more time.

Data Data Data (action research)

This week I was taken further down the Rabbit hole of action research. I was actually glad to get the chance to hear actual professionals outside of my own "safe zone." It was a good reminder for me because I had gotten so caught up in the "action" of inquiry that I forgot how integral data was to the process. As important as data is, I have to say "buyer beware!" I commented in my assignment this week that some administrators use data alone to base their decisions on. This is a mistake! If you are not looking at the many different aspects (whole picture) involved in data collection, you could miss important, unseen factors that could be causing a skew. It is important to talk to the people, look at the systems in place, and evaluate all of the different aspects contributing to the data being collected. Don't confuse data with inquiry. It is important to look into your programs and your people before making decisions that affect them.

Another interesting topic that came up from the interviews that I saw this week was about taking research and studies from outside entities, breaking it down, and rebuilding it as your own. This is smart business. If you can find a system or program that is successful somewhere else, look at how it could benefit your organization. That doesn't mean copy and paste... Schools are like ecosystems, you can't just introduce a new kind of water and expect things to "clean up." Sometimes that new water will contaminate and cause more harm. You have to look at the needs of your ecosystem and carefully consider what you are introducing.

How educational leaders might use blogs

The second posting for my masters course is to talk about how educational leaders might use blogs...
I would like to say that this is the answer for everything. * I guess I just did.

I think educational leaders could use blogs much like an informal collaborative professional group. I associate blogs with sitting around chatting over a few drinks with colleagues. It could potentially be more affective than a professional group if you think about it. For some reason, principals tend to isolate themselves and take on too much burden. I have seen this and the opposite which is the principal dumping all of their responsibilities on the A.P. and avoiding work all together. Blogs are an excellent way to talk about the struggles and collaborate with others who might be able to suggest solutions. I love to watch movies and I have a picture in my mind that says I remember seeing, probably in an educational movie of some kind, collegiate professors convening over drinks in a stuffy room where they would work out the problems of the world. Where does this happen in reality? If it does happen, I would like to be there to engage in those conversations! Blogs can be that conversation for educational leaders. We need more collaboration in education and it is time someone got the word out that even principals need to talk things out, reflect, meet with their peers, etc. Education should not have to be the burden of a few. It should be a collaborative effort at all levels.