Throughout this course, I have been privileged to attend the Rigor, Relevance and Relationships Leadership Conference, assist with staff development for opening day and facilitate a district content curriculum staff development session. I feel like opportunities for leadership are surrounding and propelling the action research wheels into full spin. This last week I was also blessed to attend the district teacher leader/department chair in-service day titled “Growing Leaders.” Each of these new challenges and tasks has placed action research at the front of my future educational goals. For once, I feel motivated, inspired and ready to be the best teacher leader and future administrator I can be. I have a vision of taking my professional career into the next level and I most certainly can attest Education Leadership 5301 has been a positive reinforcement.
First, the interviews with various administrators have been very insightful and helpful. I feel like I learn most from building relationships with people. Meeting other administrators and learning from their leadership ups and downs has been very beneficial. I also feel like interviewing my own campus administrators gives me a chance to talk candidly with how to apply my own solutions to current campus issues and concerns. It is important for administrators to know teachers are ready to address campus problems, especially being willing to work for a positive solution.
Additionally in this course, I feel like the discussion board topics were very relevant. I appreciate our class’s commitment to openly share ideas and comments. I learned from many of my colleagues that they, too, share the same campus concerns for at-risk students. I am thankful to know that despite our geographic location, we all share similar obstacles and challenges.
The resources and tools for this course also seemed very on point and useful. The reflection and blogging is a real world example of how rapid technology and communication are transforming education. Using these tools in this course gives professional educators a chance to explore, enhance, and encourage technology throughout action research as well as incorporating another tool in our teacher tool belt.
In my most recent in-service day an assignment was given to prepare a leadership philosophy. This seemed very pertinent and appropriate, but also necessary. I plan to use leadership to seek potential in others, inspire and motivate the unmotivated, and plant a seed for optimism in the hopeless. Barack Obama said this about leadership; “I shall lead from the back, so that others may rise to their full potential in front of me.” I believe bringing the best out of others proves a great leader has made their mark. Leading is a selfless act engaging determination, passion and support.
Thursday, August 12, 2010
Sunday, August 8, 2010
Final Action Research Plan
At-risk students overcoming adversity both in academics as well as in extra curricular activities
Action Research Plan (final)
submitted by: Stephanie Lyle
Goals and objectives:
1) Define at-risk student population
2) Select case study from extra-curricular contents of dance, band, choir
3) Identify common denominators for success in at-risk students
4) Validate student’s primary obstacle consisting of: financial, parental, emotional, and/or societal challenges.
Target Population:
Selected case study of at-risk students will be in grades 10, 11, 12 cross sector of extra-curricular activities including dance, band, choir
Activities designed to achieve the objectives
1) Gather data from Economically Disadvantaged List provided by Associate Principal to locate number of at-risk (ED) students in dance, band and choir. This report will also include free/reduced lunch data as well as residential coding
2) Interview Director of Instruction, lead counselor and behavioral intervention specialist to analyze predominate common threads
3) Survey Monkey for Fine Art extra-curricular students (dance, band, choir, theater, speech/debate, video-tech, art, journalism) posing questions in regard to intrinsic motivation, drive, willingness to excel
4) Part II survey monkey for entire group of dance, band, choir students to compare/contrast answers in non at-risk population vs. at-risk population. Determine if achievement pattern is equitable specifically in motivation, drive, and will
5) Observe rehearsals and practices
6) Analyze attendance data, discipline data and academic data for selected sample case study
7) Survey Fine Art department teachers to identify testimonials
8) Discussion group (focus group) of CFISD dance team directors sharing success stories of at-risk students. What, how, why in their opinion did the student succeed?
Resources and research tools needed for data gathering
1) Selected case study progress reports, report cards, attendance and discipline data
2) Student resumes
3) Journal articles
4) Magazine articles
5) Personal interviews for campuses
6) Bill Daggett- International Educational Foundation newsletter
7) NASSP’s newsletter
8) Texas Dance Educator’s Association Executive Board consultation
9) Survey Katy ISD ‘Leaders to the End’ email group from dance team district social training
10) Analyze data from student, director and colleague surveys
Draft timeline for completion or implementation of activities
September 2010-June 2011
Persons responsible for implementation of the action research plan:
Stephanie Lyle, Fine Arts Department Chair, dance team director
Stephanie Meshell, Associate Principal
Martin Drayton, Assistant Principal liaison for Fine Arts
Larry Matysiak, Director of Secondary Music, Cypress Fairbanks ISD
Process for monitoring the achievement of goals and objectives:
Personal mentor/mentee meetings with selected case study once a six weeks
Director journal entries
Interview with case study group (invite parents to attend)
Celebrate successes and attend concerts, performances, and shows
Analyzing academic reports each six weeks to monitor grade consistencies
District focus group continuation at mid-term to share, blog, re-connect
Assessment instrument(s) to evaluate the effectiveness of the action research study
At-risk counseling team meetings lead by campus counselors
District leadership council
Case study testimonials
Student Evaluations and Exit- level performance evaluations for dance, band, choir
Individual student recognition for leadership, performance and academics
Potential scholarship recipient (s) of selected case study
Create out-reach for at-risk students involved in extra-curriculars (add to Campus Improvement Plan) where 12th grade students mentor incoming 9th grade students
Saturday, July 31, 2010
Action Research Draft Plan
At-risk students overcoming adversity both in academics as well as in extra curricular activities
Draft Plan
submitted by: Stephanie Lyle
Goals and objectives:
1) Define at-risk student population
2) Select case study from extra-curricular contents of dance, band, choir
3) Identify common denominators for success in at-risk students
4) Validate student’s primary obstacle consisting of: financial, parental, emotional, and/or societal challenges.
Target Population:
Selected case study of at-risk students will be in grades 10, 11, 12 cross sector of extra-curricular activities including dance, band, choir
Activities designed to achieve the objectives
1) Gather data from Economically Disadvantaged List provided by Associate Principal to locate number of at-risk (ED) students in dance, band and choir. This report will also include free/reduced lunch data as well as residential coding
2) Interview Director of Instruction, lead counselor and behavioral intervention specialist to analyze predominate common threads
3) Survey Monkey for Fine Art extra-curricular students (dance, band, choir, theater, speech/debate, video-tech, art, journalism) posing questions in regard to intrinsic motivation, drive, willingness to excel
4) Part II survey monkey for entire group of dance, band, choir students to compare/contrast answers in non at-risk population vs. at-risk population. Determine if achievement pattern is equitable specifically in motivation, drive, and will
5) Observe rehearsals and practices
6) Analyze attendance data, discipline data and academic data for selected sample case study
7) Survey Fine Art department teachers to identify testimonials
8) Discussion group (focus group) of CFISD dance team directors sharing success stories of at-risk students. What, how, why in their opinion did the student succeed?
Resources and research tools needed for data gathering
1) Selected case study progress reports, report cards, attendance and discipline data
2) Student resumes
3) Journal articles
4) Magazine articles
5) Personal interviews for campuses
6) Bill Daggett- International Educational Foundation newsletter
7) NASSP’s newsletter
8) Texas Dance Educator’s Association Executive Board consultation
9) Survey Katy ISD ‘Leaders to the End’ email group from dance team district social training
10) Analyze data from student, director and colleague surveys
Draft timeline for completion or implementation of activities
September 2010-June 2011
Persons responsible for implementation of the action research plan:
Stephanie Lyle, Fine Arts Department Chair, dance team director
Stephanie Meshell, Associate Principal
Martin Drayton, Assistant Principal liaison for Fine Arts
Larry Matysiak, Director of Secondary Music, Cypress Fairbanks ISD
Process for monitoring the achievement of goals and objectives:
Personal mentor/mentee meetings with selected case study once a six weeks
Director journal entries
Interview with case study group (invite parents to attend)
Celebrate successes and attend concerts, performances, and shows
Analyzing academic reports each six weeks to monitor grade consistencies
District focus group continuation at mid-term to share, blog, re-connect
Assessment instrument(s) to evaluate the effectiveness of the action research study
At-risk counseling team meetings lead by campus counselors
District leadership council
Case study testimonials
Student Evaluations and Exit- level performance evaluations for dance, band, choir
Individual student recognition for leadership, performance and academics
Potential scholarship recipient (s) of selected case study
Create out-reach for at-risk students involved in extra-curriculars (add to Campus Improvement Plan) where 12th grade students mentor incoming 9th grade students
Draft Plan
submitted by: Stephanie Lyle
Goals and objectives:
1) Define at-risk student population
2) Select case study from extra-curricular contents of dance, band, choir
3) Identify common denominators for success in at-risk students
4) Validate student’s primary obstacle consisting of: financial, parental, emotional, and/or societal challenges.
Target Population:
Selected case study of at-risk students will be in grades 10, 11, 12 cross sector of extra-curricular activities including dance, band, choir
Activities designed to achieve the objectives
1) Gather data from Economically Disadvantaged List provided by Associate Principal to locate number of at-risk (ED) students in dance, band and choir. This report will also include free/reduced lunch data as well as residential coding
2) Interview Director of Instruction, lead counselor and behavioral intervention specialist to analyze predominate common threads
3) Survey Monkey for Fine Art extra-curricular students (dance, band, choir, theater, speech/debate, video-tech, art, journalism) posing questions in regard to intrinsic motivation, drive, willingness to excel
4) Part II survey monkey for entire group of dance, band, choir students to compare/contrast answers in non at-risk population vs. at-risk population. Determine if achievement pattern is equitable specifically in motivation, drive, and will
5) Observe rehearsals and practices
6) Analyze attendance data, discipline data and academic data for selected sample case study
7) Survey Fine Art department teachers to identify testimonials
8) Discussion group (focus group) of CFISD dance team directors sharing success stories of at-risk students. What, how, why in their opinion did the student succeed?
Resources and research tools needed for data gathering
1) Selected case study progress reports, report cards, attendance and discipline data
2) Student resumes
3) Journal articles
4) Magazine articles
5) Personal interviews for campuses
6) Bill Daggett- International Educational Foundation newsletter
7) NASSP’s newsletter
8) Texas Dance Educator’s Association Executive Board consultation
9) Survey Katy ISD ‘Leaders to the End’ email group from dance team district social training
10) Analyze data from student, director and colleague surveys
Draft timeline for completion or implementation of activities
September 2010-June 2011
Persons responsible for implementation of the action research plan:
Stephanie Lyle, Fine Arts Department Chair, dance team director
Stephanie Meshell, Associate Principal
Martin Drayton, Assistant Principal liaison for Fine Arts
Larry Matysiak, Director of Secondary Music, Cypress Fairbanks ISD
Process for monitoring the achievement of goals and objectives:
Personal mentor/mentee meetings with selected case study once a six weeks
Director journal entries
Interview with case study group (invite parents to attend)
Celebrate successes and attend concerts, performances, and shows
Analyzing academic reports each six weeks to monitor grade consistencies
District focus group continuation at mid-term to share, blog, re-connect
Assessment instrument(s) to evaluate the effectiveness of the action research study
At-risk counseling team meetings lead by campus counselors
District leadership council
Case study testimonials
Student Evaluations and Exit- level performance evaluations for dance, band, choir
Individual student recognition for leadership, performance and academics
Potential scholarship recipient (s) of selected case study
Create out-reach for at-risk students involved in extra-curriculars (add to Campus Improvement Plan) where 12th grade students mentor incoming 9th grade students
Monday, July 19, 2010
Week Two Reflection
I feel like leadership and individual student needs are two primary areas for administrator attention. I also enjoyed hearing from the administrator interviews in part 1 of the assignment. One step closer to embarking on research- topic is finalized: What factors cause at-risk students to overcome adversity both in the educational setting as well as the extra-curricular setting?
Monday, July 12, 2010
How can educational leaders effectively use blogs?
I believe blogging and technology is becoming more popular and widespread. Blogging is a way for teachers to communicate in several ways: to students, parents, colleagues and to fellow administrators. Blogging is effective in facilitating higher level thinking. It enables reflection, analysis and cognitive rationale. Educational leaders can use blogging to keep up with commentary and FAQ among staff, students and parents. Campus websites can also be a source for blogging.
Action Research
I have learned action research is accessible and working to make schools and staff more successful. I believe in teamwork and team effort. I also firmly believe in collaboration. Action research brings about change as well as reflection and action. It enables schools and leaders to move forward and make progess in specific areas, both personally as well as professionally.
I feel like action research can be very useful as an administrator. I have already witnessed this process working on my campus. Not only in universtiy coursework, but also in district meetings, leadership teams, and professional learning communities.
I predict I would like to use action research to problem solve campus issues. From content, to staff development, to student needs- I see action research as a means to find resolution and make my campus as successful as it can be.
I also find action research to be beneficial in building staff morale. Teachers need to feel comfort and pleasure in their workplace. Teachers need to feel valued and respected. I hope to use action research to build and foster a system to give teachers input and work to communicate effectively. Happy teachers make good choices for their classroom, spreading positivity and enthusiasm to their students.
I feel like action research can be very useful as an administrator. I have already witnessed this process working on my campus. Not only in universtiy coursework, but also in district meetings, leadership teams, and professional learning communities.
I predict I would like to use action research to problem solve campus issues. From content, to staff development, to student needs- I see action research as a means to find resolution and make my campus as successful as it can be.
I also find action research to be beneficial in building staff morale. Teachers need to feel comfort and pleasure in their workplace. Teachers need to feel valued and respected. I hope to use action research to build and foster a system to give teachers input and work to communicate effectively. Happy teachers make good choices for their classroom, spreading positivity and enthusiasm to their students.
Tuesday, December 15, 2009
Week 4 Evaluation
Evaluation Planning for Technology Action Plan
The five goals of the Technology Action Plan will be evaluated using the objectives described under each goal. Evidence related to the objectives will be collected periodically during a specific time period set forth by a district technology committee.
Evaluation Participants:
Curriculum staff, instructional technology staff, teachers, campus technology teams, media specialists, and campus administrative teams will work with an independent consultant and the district’s Department of Planning, Research, and Evaluation to implement the evaluation process.
Evaluation Strategies:
Direct observations of teacher and student activities in the classroom will be central in the evaluation process. Examinations of classroom work products, various written records, including purchasing and receiving records, will be included. Demonstrations of technology implementation and classroom use will be available.
Teacher STaR Chart Self Assessment:
Throughout the evaluation process, the results of the teacher self assessment will be monitored, and teachers and campuses will be provided with feedback related to their progress. Teachers will periodically complete self assessments relative to the most basic level, Early Tech, and Developing Tech, progressing to Advanced Tech, and finally Target Tech, where students have on demand access to technology and where activities are seamlessly integrated into all content areas. Also included at the Target Tech level, district staff will meet the SBEC standards and all classrooms will be connected to WAN.
Campus Staff Development:
Campuses play a vital role in implementing and supporting the Action Plan. Administrators are responsible for campus-based planning and support for staff development as described in the individual Campus Improvement Plan (CIP).
Campus Improvement Plan:
The Campus Improvement Plan will be a showcase for individual campuses to demonstrate the technology integration that takes place on their campuses. This CIP focuses on the four areas assessed by the Texas Teacher School Technology and Readiness (STaR) Chart: Teaching and Learning, Staff Development, Administration, and Infrastructure.
The five goals of the Technology Action Plan will be evaluated using the objectives described under each goal. Evidence related to the objectives will be collected periodically during a specific time period set forth by a district technology committee.
Evaluation Participants:
Curriculum staff, instructional technology staff, teachers, campus technology teams, media specialists, and campus administrative teams will work with an independent consultant and the district’s Department of Planning, Research, and Evaluation to implement the evaluation process.
Evaluation Strategies:
Direct observations of teacher and student activities in the classroom will be central in the evaluation process. Examinations of classroom work products, various written records, including purchasing and receiving records, will be included. Demonstrations of technology implementation and classroom use will be available.
Teacher STaR Chart Self Assessment:
Throughout the evaluation process, the results of the teacher self assessment will be monitored, and teachers and campuses will be provided with feedback related to their progress. Teachers will periodically complete self assessments relative to the most basic level, Early Tech, and Developing Tech, progressing to Advanced Tech, and finally Target Tech, where students have on demand access to technology and where activities are seamlessly integrated into all content areas. Also included at the Target Tech level, district staff will meet the SBEC standards and all classrooms will be connected to WAN.
Campus Staff Development:
Campuses play a vital role in implementing and supporting the Action Plan. Administrators are responsible for campus-based planning and support for staff development as described in the individual Campus Improvement Plan (CIP).
Campus Improvement Plan:
The Campus Improvement Plan will be a showcase for individual campuses to demonstrate the technology integration that takes place on their campuses. This CIP focuses on the four areas assessed by the Texas Teacher School Technology and Readiness (STaR) Chart: Teaching and Learning, Staff Development, Administration, and Infrastructure.
Subscribe to:
Posts (Atom)
