Update on Action Research Plan

 I have completed several actions of my Action Research Plan. During last school year, I trained my second grade level on running records. Before the training, I prepared all the material needed, such as several blank running records, leveled readers, and asked several students to stay behind during P.E. The first training was completed with hard copies. First I explained the symbols used when conducting running records, such as check marks for correct reading, dashes for omission, R for repeating of phrases or sentences and writing in the word if a substitution occurs. Next I modeled a lesson using a running record while one of the students read. The running record I was conducting was being shown on the Interactive White Board. Finally the teachers were given a book and assigned a student to practice conducting running records a few times. During the next training, I walked the second grade teachers through the process of downloading a Running Record app on the I pads. We set up the teachers’ emails to enable the ability to forward the running records to our emails and print the running records. The running records can be used as documentation for RTI purposes. We practiced conducting running records again with the same students and a different set of leveled readers. The running record app also records the words per minute read, fluency rate and reading level.

 I have self-reflected on my guided reading lessons, running records and took note of the process the students were making with the interventions provided. I observed four teachers guided reading lesson plans on two separate occasions. I have compared the students reading results with the DRA. I found the teachers who were using running records had students reading at a higher level at the end of the year as compared to teachers who were not using running records during their guided reading lessons.   

Reflection

     Being a life-long learner goes hand in hand with being an educator. A huge part of teaching is modeling. I have come to believe modeling does not only take place within the four walls of the classroom. Modeling being a life-long learner is a task that can be accomplished by an administrator, a veteran teacher, a novice teacher, or anyone who has a vested interested in the school community.  One does not have to be part of the administrative team to become a leader in a school. “These practices…aren’t the private property of the people we studied or of a few select shining stars. They’re available to anyone, in any organization or situation, who accepts the leadership challenge.” (Kouzes & Posner, 2002, p13). Creating and conducting an Action Research has forced me to take on a leadership role I otherwise would have been apprehensive in accomplishing.

     I learned the many benefits of inquiry. One benefit that gave me great insight was taking ownership. “…by engaging in this process, principals become role models for the teachers and students in their buildings. A critical belief about learning is ownership. Learning must be something teachers and students do, not something that others do to of for them.” (Dana, 2009, p. 12). I am in a place where I can question and take ownership of researching my wondering: In what ways will implementing Running Records during Guide Reading groups increase student achievement in reading? With the support of my site supervisor and my second grade level team, I believe the findings will benefit the students, the campus, and be an improvement to campus overall.

     Throughout my remaining courses and in my career as well, I will take the time to weave in reflections during the day. Reflection is an important aspect of action research because it allows practitioners to gain more knowledge from others knowledge. It enables us to make sense of and attribute values to the events of our lives (Rogers, 2002). Reflecting with others through an action research gives us opportunities for new learning. As stated in the School leadership Internship text, reflection through action research keeps us from repeating the same mistakes, instead of learning from our mistakes. The process allows you to be proactive and build a better community for all the stakeholders involved. I plan to continue my reflection through the blog created during this course. It will allow me to reflect on the comments made by my colleagues as well as my own thoughts. Another great resource that has allowed me to ask questions has been the Facebook group that was created by one of my colleagues. I was able to seek clarification through my colleague’s posts and by reading other questions that were posted. We have been able to bond with each other despite the miles of physical separation.     

     As I continue to research my topic, I will ensure to examine the 8 steps as described in Examining What We Do To Improve Our Schools: 8 steps from Analysis to Action by Sandra Harris, Stacey Edmonson, and Julie Combs. I identified more closely to the Delphi Method. The Delphi Method will allow me to sustain improvements while looking ahead at school needs. I will utilize the experts on my campus that will be affected by the changes that may take place and take their knowledge and input into consideration in order to improve the campus. I feel this method brings out more leaders that may not have been willing to share ideas in the past because ideas and thought are being shared in a confidential manner. I like the idea of the end product being on some level of a consensus.

     I found the interview with Dr. Johnny Briseno, the principal of Rancho Isabella Elementary in Angleton ISD very insightful. Dr. Johnny Briseno valued the confidentiality of the students when sharing data with other campuses and gave specific information to the teachers, so they in turn can identify the specific need of each student. I identified with Dr. Briseno’s belief that teachers are more likely to buy into change when they hear information from their peers. While Dr. Briseno was data driven, he recognizes the need to look at the whole child. Our passion after all is to make a difference in the students we serve. I will take Dr. Biseno’s suggestion and look online for articles that may have solutions to the same problems as my campus. I look forward to finding research that shares the same concerns and may help me, and not just in theory, but in doing!

      

Dana, N. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher.

Thousand Oaks, CA: Corwin Press.
  
Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools, 8 steps from analysis to action.

My Challenges and Plans to Address My Challenges

This week we had to discuss some of the challenges we thought we might be facing. 

Specific Challenges- After viewing Dr. Jenkins’ and Dr. Arterbury’s weekly video, it solidified what I think will be my biggest challenge, management of time. I think I will struggle with fitting in observing other classes while fulfilling my daily demands. With testing, both TELPAS and the STAAR quickly approaching, I worry about being able to find someone to cover my class while I observe a Guided Reading lesson.  I want to make sure I am in the other classes long enough to gather sufficient data. I need to observe Guided Reading lessons with and without Running Records, take anecdotal notes, and interview the teachers after the lesson.  Because I also have a classroom full of students’ whose learning I am responsible for, I need to make sure the lesson is thoroughly taught before I leave my students in the care of another adult, hopefully another teacher.  

Plan to Address Challenges- Dr. Jenkins also advised to view my challenges as an opportunity to learn and use common sense. My site supervisor was concerned about finding someone to cover my class as well. I suggested asking one of our Instructional Coaches to cover my class. If she is not available due to testing, I will ask one of the aides. If an aide is not available, I will ask one of my parents that have been cleared with our district background check. Finally, is all else fails, I could take a day and observe classes all day. If I need to continue my data collection next  year to help with time issues, I will do so. Most importantly, I will be flexible with my schedule and unforeseen problems.

School Improvement Project Plan of Action

School Improvement Project Plan of Action

Goal: To establish a strong reading foundation in the lower grades to promote growth and success in the school. Students will learn reading skills to promote lifelong learners and internal motivation.


 

Outcomes	Activities	Resources/ Research tools needed	Responsibility to address activities	Time line	Benchmarks/ Assessment
I will exercise Professional Development/ Leadership Skills by training my grade level with running records.	Train second grade teachers on how to conduct running records both wit hard copies and on an I Pad.	1. Hard copies of running records for teachers to practice and one to use as a master 2. I Pads 3. Leveled reading books 4. Students to read books as teachers practice taking a running record	Sandra SanMiguel-Conde	2-13
Evaluate/Self Reflection/ Observe growth on my students’ reading level based on specific skills taught during Guided Reading	Conduct running records and use miscues to plan next guided reading lesson	1. Running records 2. Guided reading groups 3. Leveled Reading books 4. Teachers anecdotal notes	Sandra SanMiguel-Conde	5-13	Running Records Guided Reading Groups Teacher Anecdotal Notes
Evaluate/ Observe/ Develop Deeper understanding of  growth of other second students’ reading level based on specific skills taught during Guided Reading	Observe other teachers’ Guided Reading lessons and take notes on skills being taught and methods being used in reading groups	1. Running records 2. Guided reading groups 3. Leveled Reading books 4. Teachers anecdotal notes	1. Sandra SanMiguel-Conde 2. Stacy Sonnier – Principal 3. Hilda Aguirre- Teacher 4. Anita Rubio- Teacher	5-13	Running Records Guided Reading Groups Teacher Anecdotal Notes
Evaluate/ Observe/ Develop Deeper understanding of  growth of other second grade students’ whose teacher is NOT using running records	Observe other teachers’ Guided Reading lessons and take notes on skills being taught and methods being used in reading groups	1.Guided Reading groups 2. Leveled Reading books 3. Teachers anecdotal notes	1.Sandra SanMiguel-Conde 2.Stacy Sonnier- principal 3.Susan Solemn- Teacher 4.Jessica Bloom- Teacher	5-13	Guided Reading Groups Teacher Anecdotal Notes
Compare/ Analyze Data of students whose teachers are using Running Records to students whose teachers are not using Running Records during Guided Reading.	Compare/ Analyze growth between the two groups by comparing reading levels in the beginning of the year to reading levels at the end of the year.	1. Running records 2. Guided reading groups 3. Leveled Reading books 4. Teachers anecdotal notes	Sandra SanMiguel-Conde	5-13	Developmental Reading                 Assessment Teacher Interviews