Action Research for Principals

Action research can be an integral part of a principal’s arsenal to create change on their campus.  In previous years, the methodology of change came from outside resources, paid by a district, to give examples of ideas and plans to create change.  This plan however, did not always work because not every district or school faced the same challenges or issues.  The outside resources, whether done at research centers or universities, offered a “cookie cutter” approach to learning.  They developed plans that worked in a generic school system and in a somewhat perfect world.  This technique did not always work.

Action research has now become the method of choice for implementing changes in a school. It allows the administrator to use their own style of research to find what works for their campus.  They have the opportunity to share the load of responsibility with the teachers who are in the classrooms with the students and observing their challenges.  The administrator can take the data and results and use a series of spiraling steps to make the best decisions for their campus and implement the desired changes.  By using action research the principal can select the best course of action from the gathered data and make the appropriate corrective actions to enhance their school.   Action research does not use the “cookie cutter” approach because the results are based on the unique dynamics of their campus and allows for the individual tailoring to fit each campus uniqueness. 

Using action research allows the principal or administrator to develop ideas and strategies that will better fit their leadership style and make the desired changes accordingly.  No longer does a principal have to take a method of change from an outside source where the researchers do not have a clue about the uniqueness of a specific campus.  Action research allows the principal to make the changes that best fit their campus.

EDLD 5306 Course Reflections

    Originally, I planned to take this course just to gain knowledge about the new Web 2.0 available technology.  Knowledge is very personal and I wanted this knowledge for myself.  Once I gained that knowledge, I would pass it on to my students in the classroom. I wanted to get knowledge of how to make my classroom more engaging through using technology instead of standing in front of students lecturing.  Since starting the class I have learned far more than what I initially thought.  I not only learned of new technologies but took those technologies to another level in how I teach my class.  The information I learned from this first class has helped me understand that there is more to it than just learning the technology, but it is how the technology can apply to the students’ learning.   The course work exceeded what I wanted to achieve from the course in every aspect.  I have every intention of extending what I learned from this course and placing into curriculum in the classroom.

    The skills I have learned from this course are very relevant in my work as a teacher and mentor.  I have already shared several of the new tools with other educators in my grade level and with the other teachers across the campus.  Most notable has been the use of blogs and wikis and how their applications can be used as a teaching tool in different subjects.  I now understand how blogs can be used as an interactive journal in many courses, such as science.  Instead of using a lab journal, a student could post his or her observations for an ongoing science investigation or experiment.  This would be an excellent way to provide information from the findings of the investigation.  Using a wiki is an excellent method of having an ongoing dialogue with students or coworkers concerning virtually any subject.  The group could respond with editing or additions to whatever documents have been posted.  Using either one of these, wikis or blogs, or a combination of both, could be an outstanding tool to use for extending the classroom from just the boundaries of the classroom walls.  These two tools could take classroom learning from inside a building to the world with a simple push of button.  

   The outcomes I have not been able to achieve are not from anything within the confines of this course.  The “system”, or more exactly, the school system, has prevented me from not achieving my desired goals.  The availability of the material to use is somewhat boggling.  The issue is not the availability but the inability to use the material in the classroom.  Within my classroom I have the Internet connectivity, but what is not available is a way to get around the filters, blocks and security protocols to use it.  Within my district, as with many others across the state, there are blocks, filters, and security measures that prevent the use of the web-based teaching tools.  These blocks, filters, and security protocols are in place because of the fear students will use the tools in ways they were not intended or for those from outside the school gaining access to the students information and using this information to harm our students.  I was excited and energetic about the new technology and had great ideas of how to use them in the classroom yet only to find that I could not use them due to these restrictions.  There are ways to get around the security protocols; however, it is not worth risking my job or the safety of the student to do so.  Surprisingly, the students are fully aware of how to get around the security protocols.  This only means that the students are very cognizant of the new technology and are far more technology savvy than we sometimes give them credit for. 

    The assignments were very easy to accomplish.  Each week the assignments were laid out with a clearly defined rubric as to the assignment expectations.  Within Epic Player, the week’s assignments were laid out first with “To Do List”.  By simply following the list, the readings, videos, and class weekly assignment were easy to follow and complete.   When directed to accomplish an assigned task in a new area instruction, the directions were furnished in a clear and concise manner.  They include a step-by-step guide on how to do the task as well as the desired outcome.  Along with the week’s “To Do List”,  the added benefit of a letter from the class instructor made the course assignments easy to understand follow.  The instructor succinctly explained the learning objectives and expectations for the assignment.  She also provided suggestions on how to make the assignment projects apply to the course objectives.   The weekly webcasts provided the additional face-to-face time with the instructor that allowed for questions about the course or coursework that would not be gained in readings.  I was able to complete all tasks from the course assignments easily and quickly, making the course more enjoyable even as a full time teacher.

    During this course I learned a tremendous amount about myself.  According to the individual assessment taken at the beginning of the course, I found that I am very much an auditory and tactile learning.  I have known this all my life but these assessments reinforced that finding.  This course is not an auditory learning environment, rather a visual with the huge amounts of reading that must be done.  However, I found that I could do this type of learning environment.  It took establishing a set schedule of times to read in a quiet area.  I even so much as redesigned my office to be better for learning.  I have managed to stay ahead of the readings making it easier to accomplish the assignments.  Being a prior military officer, I knew I had the leadership skills.  This comes from leading troops for over 20 years in garrison and combat operations.  It was not that much of a jump to switch from training troops for combat to teaching children how to prepare for the future.  From the technology aspect of the course, I thought that I was ahead of the game, more so than others on my campus.  I am ahead but in the overall technology issue, I am far behind where I should be.  I am usually the go-to-guy for the campus when it comes to technology and how to put it to use on campus.  Where I thought I knew a lot, I find that I haven’t even scratched the surface as to what is out there to teach our students.  There are so many resources available for our students and so many ways to bring technology into the classroom that it will take years to fully comprehend what is out there.  My attitude has changed since I started this course.  I have found that I enjoy learning and enjoy finding new and innovative ways to teach students and watch their faces as they learn a new concept.  

Web Conference 16 Feb 2012 2000 hrs

This week’s web conference was the end of course wrap up.  Dr. Borel talked about the Principal’s Competencies Chart and the Internship Plan Summary Report and Validation.  We discussed ideas of how to tailor the charts' competencies to fit our expectations and how to make them more specific as to the content.  We also discussed the timeline for the follow on classes and their start and completion dates.  Overall, a good wrap up of the course. 

Web Conference 2 February 2012 2000 hrs (8PM)

     Tonight’s web conference was extremely enlightening. The main focus of the web conference was the Principal Competencies and Skills and Internship Plan: Field-based Experience Activity templates. Dr. Borel explained the methodology of filling out the templates, where to find the information, and how to post them to TK20 and our wikis. We also spoke with the TK20 representative on how to post documents and requirements to TK20 for tracking our continuing education. Additionally, Dr. Borel spoke of the new changes pending and completed to the Internship plan and the new documents needed for monitoring our leadership, competencies and skills tracking. It was a very informative meeting.

E-Rate

E-Rate

View more presentations or Upload your own.

National Education Technology Plan

            The goal of the National Education Technology Plan incorporates the advanced technology that is used in our everyday life and applies it to our education system.  The purpose is to improve the student learning and to expand the implementation of effective practices in the classroom.  Additionally, there is a methodology of data collection and information sharing for continuous improvement to the education process (www.ed.gov, p. 1).   

            The plan calls educators to be supported individually and collectively by technology.  This support connects the educators to content, resources, expertise, data and shared learning experiences.  The use of the National Education Technology Plans will empower and provide educators with more effective teaching for all learners (www.ed.gov/technology/nept-2010/teaching-prepare-and-connect, p1).

            Since many of the students’ lives are technology rich outside the classroom this plan calls for bringing the same technology inside the classroom to enhance their learning experience.  This plans calls for our education system to provide for all learners, including the students with learning disabilities, low-income and minority students, English language learners, and others.  By applying this technology it will prepare the students to enter the modern day workforce.  As society changes from an economy based environment to an information based one, students must be able use technology to develop skills that make them resourceful, creative and inquisitive. 

            This plan calls for the continuing professional development at all levels of education.  The plan calls for the continued use of online professional development on a 24-hour basis.  The use of Open Educational Resources is a source of information that resides in the public domain.  This resource permits accessing, sharing, repurposing and collaborating with others for educational purposes.  This openware is provided free of charge and can be accessed from anywhere. 

http://www.ed.gov/technology/netp-2010

http://www.ed.gov/technology/netp-2010/teaching-prepare-and-connect

District Technology Plan

            The goal of the Killeen Independent School District Technology Plan is provide students with a full, innovative, rigorous, and comprehensive education program.  The goal is to provide a superior learning experience so that upon graduation, the students will be prepared for success in the 21^st century world and enter the workforce or higher education ready to succeed.  In order to do this there has to be a technology support package the will allow the students to reach their maximum potential. 

            The goal is to have 100% of the district’s campuses with direct connection to the Internet.  Within the classrooms, the goal is to have one computer for every five students and that all teachers have a dedicated computer for administrative and classroom instruction purposes.  Additionally, students will have the availability of software programs that will maximize learning.

            Within the district, the technology division gives training as part of the Acceptable Use and Operating System programs.  This training ensures that the newly hired teachers have the basic understanding of the computer and its software.  This program is also for all teachers when a new computer allocation is given within the district for the Lifecycle Management Plan, where older computers are swapped out for newer ones.  This is also part of the Classrooms Technology Package where educators are briefed on the operation and capabilities of new software and other technologies as they are introduced to the educators.  The technology plan has been developed so that the district’s vision for personnel is based on the ISTE/SBEC standards.  The plan gives vision and direction to the infrastructure, professional development and technology acquisition and replacement to ensure effective integration of technology to every classroom.

Each year the district requires the teachers at all campus levels to complete the Texas STaR chart.  This document, among its other uses, helps to identify areas to improve the level of technology integration in the classrooms and what is needed to further the learning for all students.  The chart allows for information to be used for applying for grants for additional technology and educational needs.  This assessment of needs helps to determine funding priorities for technology and where to allocate funds. 

            The district has budgeted over $37 million dollars to support technology over the next three years.  The areas budgeted are: Teaching and Learning, Educator Preparation and Development, Leadership, Administration and Support, and Infrastructure for Technology.  The total technology expenditure for each student throughout the district is approximately $939 per student.  The largest expenditure of monies over the next 3 years falls into the Infrastructure for Technology budget.  This is to ensure that the support to provide all members of the learning community with the resources to integrate technology into the learning process.

The Texas Campus STaR Charts were used to analyze and determine the technology development level of proficiency for teachers and staff.  This data assessed the proficiency of technology, professional development, technical support and infrastructure throughout the district.  Currently, 48% of the campuses have completed the Texas Star Chart. Additionally, throughout the year teachers have the opportunity to give on-going assessments of technology issues within the district through committees at campus level.     

            Currently the budget is sufficient for the vision of the district.  However, as new technologies emerge there must be a contingency for purchasing and allocating it within the district.  As budgets tighten within all areas of the government and the district, it will become harder to purchase and obtain this new technology so great care must be utilized when allocating and sharing of technology. 

Killeen ISD Technology Plan: 2011-2014