EDLD 5301 Reflection

As I reflect on the last five weeks of this program, I am enthusiastic about the knowledge and experience I have gained as an action researcher. Most importantly, I have learned what action research truly means in relation to our field of education. As a former English major, my idea of research was incredibly different from the kind of research examined in this course. To be honest, I much prefer action research to tradition research. As educational professionals, it is necessary that we adopt an inquiring mind in order to truly become lifelong learners. Action research is one of the many ways that we can cultivate this inquiring mind. In Leading with Passion and Knowledge, administrator inquiry is defined as "the process of a principal engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as a result of the inquiry" (Dana, 2009). The educational leader begins with a question regarding an issue in his/her school, collect and analyze data about the issue, read relevant literature, and finally formulate a plan for change. The great benefit of action research is that it serves as job-embedded professional development; learning occurs synonymously with action. Likewise, it ensures that the research is done by someone who is actually invested in the school's success, rather than some outsider who isn't aware of the specific needs of the individual school district. Instead of having to sit and listen to some "sage on the stage" tell a school leader what he/she needs to do, the administrator interactively participates in inquiry with the teachers and students in the school district to make valuable and relevant decisions. In essence, action research leads to real change. Our lives as educators are and have ever been dedicated to creating successful students who become lifelong learners. The best way to produce this kind of individual is to model what lifelong learning truly looks like, and action research does that. It puts the school leader in the role of "head learner" (Dana, 2009).

During this year, I accepted a new position as the Region 5 Social Studies/DMAC Program Coordinator. As I began my course for my Master’s degree in Educational Administration, I was incredibly worried that my new position would not fit well with a program designed for future principals. Luckily, I was very wrong. In fact, I believe my position has given me a great opportunity to see a multitude of different schools apply the exact ideas I am learning through my courses. Throughout each week of this course, I would have certain questions pertaining to action research, and amazingly, these questions would be answered within the next week. The readings, lectures, interviews, and web conferences were incredibly valuable to my future as an action researcher. Through the discussions of Dr. Arterbury and Dr. Jenkins, I gained valuable insights about the action research project. They instructed me to determine the purpose and significance of my action research project. In doing this, I was able to decide what action I wanted to take and who would benefit from that action. They also clearly outlined the steps I needed to follow in conducting my action research plan, which I found to be the most helpful discussion they had. They encouraged me to do the following: examine the work, analyze data, develop a deeper understanding, engage in self-reflection, explore programmatic patterns, determine direction, take action for school improvement, and sustain improvement. I especially enjoyed the interviews with Johnny Briseno, Dr. Timothy Chargois, and Dr. Kirk Lewis. These interviews served as great guides for action research, but they also showed the power of interviews as a data collection strategy. I hadn’t thought of using interviews for that stage of my action research plan.

Week 3 of this course was probably the most stressful, but also the most enlightening for me. Of the important knowledge I gained in this course, the most valuable piece of information I learned involved the different methods of data collection. Until I read chapter three in Leading with Passion and Knowledge, I felt very lost and confused about the direction of my action research. I knew what I wanted to study, but I didn’t know how to gather the data I needed. Because I would not be able to utilize quantitative measures in my action research project, I needed to learn about other ways to collect important research information other than literature. Now, I know that I will conduct surveys and interviews of teachers/administrators, provide documents and artifacts shared with our Facebook group, take digital pictures and video of teacher interaction, conduct classroom observations and take field notes, and constantly reflect on learning through journals and blogs. Each of these methods will serve as a driving force as I lead our region into a more collaborative culture.

The final and most valuable aspect of this course has been the interaction and collaboration I have been able to achieve through our course Facebook group and blog activities. Through each of these avenues, I have learned a great deal from my peers who are taking this journey alongside me. In fact, it was the knowledge I gained through participating in these activities that led me to my action research project. I have been able to see the true value of collaboration and communication. Therefore, I will examine the following question: How can our region develop a collaborative culture characterized by social studies teachers from different grade levels and school districts communicating, understanding and sharing expectations for all of our students? In what ways can I facilitate this process?

CARE Model

Hey guys! It has been a great week so far. I have really enjoyed collaborating with each of you throughout this process! You have each taught me so much about action research, and I am grateful for all of the help you guys have given me in this course. Below, I have included the CARE Model and how it relates to my action research project. Please take a look and let me know what you think!!! Thanks!

Examining What We Do to Improve Our Schools Sandra Harris, Stacey Edmonson, Julie Combs

Tool 8.1 CARE Model: Planning Tool

Identify Concerns that must change (look to the future)

(Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)

1. Rigor in the social studies classroom: As the old social studies TEKS were replaced with new more rigorous student expectations and the TAKS test was replaced by the more difficult STAAR/EOC test, I am finding that social studies teachers across our region are in dire need of increasing the rigor of their classroom instruction. If we do not alter our instruction to meet the level of thinking found in our new standards, our students will surely continue to struggle with the new test. By increasing collaboration among social studies teachers in our region, my hope is that teachers will be able to communicate with one another on ways of moving their instruction into a more rigorous direction.
2. Vertical teaming and vertical alignment among social studies teachers: Throughout this year, I have talked with multiple administrators and curriculum leaders who have expressed their concerns and needs in the area of vertical alignment among their social studies teachers. These administrators have hosted vertical alignment meetings for each subject area, but have found that social studies teachers have the hardest time communicating with one another. They have also described these meetings as being uncomfortable and unproductive. Because of the nature of the social studies standards, the content itself does not vertically align as well as the other subject areas. I hope that by increasing the level of collaboration and communication among social studies teachers in our region, teachers will see the value of working together to achieve their goals. Also, I want the teachers to realize that even though their content doesn’t necessarily vertically align, the process skills developed through social studies instruction does. By vertically aligning these process skills, the teachers will be able to more effectively teach their content.
3. Instructional practices in the social studies classroom: As I have been conducting classroom walkthroughs and evaluations of teacher performance and student engagement across our region, I have noticed a severe lack in best teaching practices among social studies instruction. I am still seeing a great deal of textbook, worksheet, and lecture use among a lot of these classrooms. Research tells us that this form of instruction is the least effective and practical for today’s students. As a result, I am finding a host of bored, uninterested students who hate social studies. Through collaborating with myself and other fabulous teachers, I want those using above mentioned types of instruction to see the value of engaging students in the study of social studies. It will be incredibly helpful for these types of teachers to see that student engagement is a huge step in the direction of increasing student performance on classroom assignments as well as standardized tests.

Identify Affirmations that must be sustained (look to the present)

(Assign points to affirmations from 1 to 3 in the order of the most important issues to consider.)

1. Maintain the use of the CSCOPE curriculum: Our region has been employing the use of the CSCOPE curriculum for the past few years. It is a viable, rigorous curriculum that is expressly aligned to the TEKS. Many of my CSCOPE teachers have remarked that CSCOPE has aided in increasing the rigor and engagement within their classrooms. Likewise, after viewing test data from teachers using CSCOPE and those who are not, the data shows that students in a CSCOPE classroom did much better on the STAAR/EOC test than those students in classrooms not using the CSCOPE curriculum. CSCOPE has also aided teachers in better understanding the standards placed on them and their students in the social studies classroom. By increasing collaboration among social studies teachers in our region, teachers who are successfully using the CSCOPE curriculum can share their ideas with others about how to most effectively integrate CSCOPE into their classrooms, as well as share their data regarding their positive experiences with using this curriculum.
2. Email communication: Beginning in September of this year, when I first started working for Region 5, I made it my mission to contact my social studies listserv through email at least once a week. Whether it was to share valuable teaching resources or just to spread a word of encouragement, I have maintained this form of communication throughout the year so far. This process has been very well-received, and I have been told that the resources and encouragement has aided our region’s teachers in effectively teaching our students. I have gotten a great deal of positive feedback from teachers in that they describe the enjoyment they get from my weekly emails. Also, as this year has progressed, several teachers have begun to share tools they are using in the classroom with me and asked that I share the tools with the rests of the region. This affirmation will directly align with my action research plan because the feedback above shows me that the teachers have a desire for more communication and collaboration. As a result, I will be adding collaboration activities to those already in place.
3. Classroom walkthroughs and observations: As this year has progressed I have gained a great deal of information through classroom walkthroughs and observations of social studies teachers in our region. I have had the opportunity to gather valid data from these classroom visits, and as a result, I have a better grasp of the needs of our region’s social studies teachers. Likewise, I have begun to build strong relationships and trust with these teachers, so that I may better serve them. With the information I gain from the classroom visits, I can share the great things I am seeing across the region in order to encourage others in improving classroom instruction. This is a valuable form of collaboration between myself and individual classroom teachers in that I am able to discuss their specific needs, while also examining their strengths and weaknesses.    

SMART Recommendations that must be implemented:

(Specific, Measurable, Attainable, Relevant, Timely)

(Assign points to recommendations from 1 to 3 in the order of the most important recommendations to implement.)

1. Conduct workshops for social studies teachers: In order to address teachers in the areas of concern, I will plan and conduct a multitude of workshops for my social studies teachers. I have already scheduled the following workshops: “Operation Collaboration,” “Extreme Makeover Social Studies Edition,” and “Get Geeky: Using Technology in the Social Studies Classroom,” “What in the World is Rigor Anyway?” By conducting the above workshops, social studies teachers and I will collaboratively determine ways to improve social studies instruction.
2. Create Region 5 Social Studies Advisory Council: It is no secret that of all content areas, social studies has always been placed on the back burner so to speak. In fact, I am the first full-time Social Studies Program Coordinator to be employed at Region 5. As a result there has been very little to choose from in regard to workshops and other professional development at our service center. When I taught social studies and sought professional development, I usually went to other regions to meet my needs. In order to best serve this region and meet the needs of my teachers, I will create an advisory council that will help to advise me in all of my decision-making endeavors. For example, I will ask their opinion when determining which workshops to conduct. I will also seek their advice when determining best methods of collaboration among our teachers.   
3. Create Region 5 Social Studies Facebook Group: In looking at the concerns surrounding social studies in our region, I wanted to choose an action research project that would somehow address each of those concerns. For this reason, I settled on increasing collaboration among social studies teachers. If teachers are working together and sharing ideas, they can better address rigor in the classroom, vertical alignment, and best teaching practices. Based on these ideas I will create and monitor the Region 5 Social Studies Facebook Page. On this page, teachers and administrators alike can share tools, ideas, and success stories with one another. They can also voice concerns they are having in their own classrooms and seek advice from others who might have gone through similar trouble.

EVALUATE – Specifically and Often

(Identify the best ways to evaluate the implemented recommendations.)

1. Surveys/interviews/evaluations: Throughout this process, I will be conducting a host of surveys and interviews of social studies teachers in the region. Because “level of satisfaction” is not something that is easily evaluated, these surveys and interviews will serve as a way for me to gather data on current collaboration practices and to determine areas of highest need in our region. I will survey teachers before and after I conduct the action research to analyze the beliefs and ideas of the teachers in the region. I will also extensively interview the individuals participating in the advisory council to better understand what they need from me as a service center representative. Finally, after every workshop I conduct, I will send out an evaluation form so that the people who participate in the workshop can evaluate both the training and my presentation of the material.  
2. Monitoring/observations/note-taking: A lot of the evaluations I will conduct in my action research project will come in the form of monitoring and observing various aspects of the process and taking detailed notes. I will begin by taking detailed notes during our advisory council meetings to analyze the conversations that take place and the collaboration process in general. I will also monitor the Facebook page to see the amount of information and ideas shared amongst teachers in our region. I evaluate the amount of posts that occur at the beginning and at the end of the process. Finally, I will conduct a multitude of classroom observations between the beginning and the end of the research process to determine areas of teacher growth. I will take detailed notes about the process by which I conduct these classroom observations and teacher conferences: pre-observation conference, observation, and post-observation conference.

Revised Action Research Plan

Hello again! Apparently, I am incredibly hard to satisfy when it comes to this action research project. I have made a few changes to my plan (you will see these changes highlighted.) Please let me know what you think about the plan itself as well as the changes I have made. Also, if you have any suggestions, critical or not, please let me know! I want this to be as right as possible!

Revised Action Research Plan
Research Question: How can our region develop a collaborative culture characterized by social studies teachers from different grade levels and school districts communicating, understanding and sharing expectations for all of our students? In what ways can I facilitate this process? Goal: To promote collaboration among social studies teachers in their districts and throughout Region 5.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Survey social studies teachers, curriculum leaders/coaches, and principals from Region 5 regarding their views and opinions of collaboration within their school and among the region.	Bridget Kirby Monica Mahfouz	March 18, 2013- March 29, 2013	Survey Monkey “The Metlife Survey of the American Teacher: Collaborating for Student Success”	Review surveys to determine the regions views on collaboration. Analyze if and to what degree collaboration is currently practiced within districts and the region as a whole. Determine the teachers and administrators most desired means of collaboration.
Create Region 5 Social Studies Advisory Council made up of teachers, curriculum leaders, and administrators.	Bridget Kirby Monica Mahfouz	April 1, 2013- April 1, 2014	Interested social studies leaders who wish to participate Meeting notes Meeting calendar	Meet with Region 5 Council each month to discuss ways to better our social studies programs. Create a vision statement examining our true goal.  Evaluate strategies and methods for improvement. Work collaboratively with team to monitor progress, assess achievement, and address action research questions. Determine needed professional development and discuss what is and is not working within the districts. Keep detailed notes during each meeting.
Interview experienced Region 5 consultants with experience in improving collaboration among our region’s teachers.	Bridget Kirby Kay Olds Janna Smith Stacy Shultz Johnny Vines Roxanne Minix-Wilkins Monica Mahfouz Danny Lovett	June 1, 2013- August 25, 2013	Interview Questionnaire	Analyze consultant answers to determine best methods of increasing collaboration among teachers in the region. Determine what has worked in the past and what has not worked as well.
Identify and share current research and literature examining collaboration among educators.	Bridget Kirby Region 5 Social Studies Advisory Council	April 1, 2013- July 31, 2013	Lamar University Library Region 5 Educational Resource Library Online journals	Share findings with Social Studies Advisory Council and the region’s stakeholders. Conduct a workshop on importance of collaboration. Ask workshop attendees to complete an online evaluation of collaboration workshop.
Create Social Studies Facebook Group to enhance sharing of ideas, teaching strategies and tools.	Bridget Kirby Johnny Vines Monica Mahfouz	March 1, 2013	Facebook accounts for teachers	Observe collaboration among teachers and administrators in Facebook group. Regard nature of communication through social media. Keep detailed notes about interaction among teachers through the Facebook Group.
Monitor social studies instruction by conducting classroom evaluations and observations. Conduct pre-observation and post-observation conference.	Bridget Kirby Johnny Vines	September 1, 2012-March 31, 2014	Region 5 Walk-Through Tool Region 5 Evaluation Tool 2012-2013 Evaluations and Observations	Determine areas of strength and weakness among the region’s social studies teachers. Analyze past walkthroughs and evaluations to discover areas of improvement. Share information with individual teachers and administrators and collaboratively discuss ways for improvement.
Keep and share weblog with the region’s social studies teachers, administrators and curriculum leaders.	Bridget Kirby	March 1, 2013	Kindle the Flame Blog	Allow social studies teachers to participate and comment on the progress of increasing Region 5 collaboration.
Ask teachers, administrators, and curriculum leaders to complete a personnel   evaluation of my services to determine areas of strengths and weakness.	Bridget Kirby Monica Mahfouz	April 1, 2014	Personnel  Evaluation Form	Analyze evaluation results to improve in areas of weakness and continue in areas of strength.
Survey social studies teachers, curriculum leaders/coaches, and principals from Region 5 at years end to determine new ideals and beliefs about Region 5 collaboration.	Bridget Kirby	April 1, 2014	Survey Monkey “The Metlife Survey of the American Teacher: Collaborating for Student Success”	At the end of the year review surveys to determine the region’s views on collaboration. Analyze any changes in opinions on collaborations within districts and the region as a whole. Determine effectiveness of methods of communication and collaboration.
Interview Region 5 Social Studies Advisory Council to determine satisfaction of Region 5 collaboration efforts. Video interview conversations to share with the region’s teachers.	Bridget Kirby Region 5 Social Studies Advisory Council Monica Mahfouz Danny Lovett	April 1, 2014	Interview Questionnaire Flip Camera	Review video to analyze views and opinions on the year’s progress toward a more collaborative community. Discuss any areas of needed improvement in order to sustain collaborative community.