EDLD 5301 Reflection

This course was very different from what I expected. It was not the traditional research course, band I did not have much knowledge about what action research was. However, I have found this to be a great approach to conducting research, because it will allow me to dissect any problems that are occurring on my campus. I leave this course with a feeling of confidence that I can help not only my campus, but schools throughout the district to improve their intervention strategies. In my opinion, action research is an avenue to improve what we do as educators. Getting better means getting results that reflect improvement in not just academics, but attitude and the overall well-being of my campus. I enjoyed blogging with you all! I was a little apprehensive about developing a blog, but it has provided another avenue for me to receive constructive criticism about my plan. And I have actually started to gain more interest in creating and maintaining blogs in general, not just in an educational setting. So that aspect of the course was very rewarding for me!  Overall, this course was enjoyable and the knowledge I have gained cannot be measured. This course will definitely help me as I continue my journey to becoming an administrator.  

"Bubble Students" Intervention Update

After reviewing my plan with my site supervisor and reading your thoughtful comments on my ARP, I found an area in which I would like to update.  I realize that I am conducting this research throughout the year and it consists of me working with the 1st grade "Bubble Students".  Since this is so, I am breaking my timeline to adjust to my district's DRA schedule.  This way, I can verify if the same students continue to need intervention or if there is a constant rotation of students who have needs of intervention based on the concept(s) which are being taught.  Hopefully, I will yield positive results!

Reading Intervention for 1st Grade “Bubble Students”
Goal: Provide supplemental intervention to assist 1st grade “bubble student” readers who do not meet the requirements for intensive intervention from Reading Recovery to improve their reading skills/levels.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
View data from Kindergarten DRA scores to determine which entering 1st grade students rank in the 20th% for Reading Recovery and determine what % will be ranked as “bubble students” who will receive supplemental intervention.	Telisa Mason	August 26 – 30, 2013	Kindergarten Spring 2013 DRA  Summary Sheets	Compile a list of students who rank as “bubble students” and verify their 2013-14 classroom teachers.
Conduct literature reviews, online searches, use resource books on effective intervention strategies, and consult with Reading Specialist for intervention strategies.	Telisa Mason	August 26 – September 27, 2013	Reading Specialist (campus & district), professional reading journals/articles, and resource books	Compile a list of effective intervention strategies.
Inform and explain to the 1st grade team of my action research inquiry.	Telisa Mason 1st Grade Team	September 2 – 6, 2013	List of effective intervention strategies.	Scheduled days of the week, time for intervention, and confirm their knowledge on implementation of the intervention.
Administer Fall DRA.	Telisa Mason	September 2013	1st Grade Spring 2014 DRA & Summary Sheets	Data Charts
Submit names of intervention “bubble students” to 1st grade teachers.	Telisa Mason	September  2013	1st Grade Fall 2013 DRA Summary Sheets	Name/Group Chart
Intervention Implementation of various strategies for “bubble students.”	Telisa Mason 1st Grade Teachers	September  – January, 2014	Intervention Strategies	Progress Charts, Running Records
Administer Winter DRA.	Telisa Mason	January 2014	1st Grade Spring 2014 DRA & Summary Sheets	Data Charts
Submit names of intervention “bubble students” to 1st grade teachers.	Telisa Mason	January – 2014	1st Grade Winter 2014 DRA Summary Sheets	Name/Group Chart
Intervention Implementation of various strategies for “bubble students.”	Telisa Mason 1st Grade Teachers	January – May 30, 2014	Intervention Strategies	Progress Charts, Running Records
Administer Spring DRA.	Telisa Mason	May 2014	1st Grade Spring 2014 DRA & Summary Sheets	Data & Progress Charts
Compare Intervention data and Reading Recovery data.	Telisa Mason	June 2 – 6, 2014	Data from Intervention & Reading Recovery	Share findings with site supervisor and 1st grade team.

 

Reading Intervention for 1st Grade "Bubble Students"

Reading Intervention for 1st Grade “Bubble Students”
Goal: Provide supplemental intervention to assist 1st grade “bubble student” readers who do not meet the requirements for intensive intervention from Reading Recovery to improve their reading skills/levels.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
View data from Kindergarten DRA scores to determine which entering 1st grade students rank in the 20th% for Reading Recovery and determine what % will be ranked as “bubble students” who will receive supplemental intervention.	Telisa Mason	August 26 – 30, 2013	Kindergarten Spring 2013 DRA  Summary Sheets	Compile a list of students who rank as “bubble students” and verify their 2013-14 classroom teachers.
Conduct literature reviews, online searches, use resource books on effective intervention strategies, and consult with Reading Specialist for intervention strategies.	Telisa Mason	August 26 – September 27, 2013	Reading Specialist (campus & district), professional reading journals/articles, and resource books	Compile a list of effective intervention strategies.
Inform and explain to the 1st grade team of my action research inquiry.	Telisa Mason 1st Grade Team	September 2 – 6, 2013	List of effective intervention strategies.	Scheduled days of the week, time for intervention, and confirm their knowledge on implementation of the intervention.
Submit names of intervention “bubble students” to 1st grade teachers.	Telisa Mason	September 9 – 11, 2013	1st Grade Fall 2013 DRA Summary Sheets	Name/Group Chart
Intervention Implementation of various strategies for “bubble students.”	Telisa Mason 1st Grade Teachers	September 16 – May 30, 2014	Intervention Strategies	Progress Charts, Running Records
Compare Intervention data and Reading Recovery data.	Telisa Mason	June 2 – 6, 2014	Data from Intervention & Reading Recovery	Share findings with site supervisor and 1st grade team.

My Flickering Light...

As I went through the process of reading for this week's lesson and brainstorming with myself about my action research, my light began to flicker! I attended 2 Reading Recovery trainings this week and was able to renew my learning about the various strategies I want to attend to in this school year.  I began to make the connections on what I did wrong and new strategies.  Because last year was a learning year for me, I felt the need to stay on the directed road and not veer off path.  Now that I have experience under my belt, I now understand that it is okay to veer off according to the needs of the student. Whew! My supervisor and I were able to connect this week as well.  As I explained my research idea to him, he agreed that our school could benefit from an intervention model which will meet the needs of those students who do not require an intense intervention model such as Reading Recovery.  The students I am aiming for are the "bubble students".  These are the students who are not in the low percentile, but they are missing a couple of key components to make and keep them successful! We discussed what and who will be needed to facilitate the intervention model and possible times in which the intervention can be held.  My light is flickering with so many ideas! It is my hope to get the "buy-in" from the grade level for this intervention model.  I know it's going to take great effort, but I believe it's achievable and the students will benefit!

Blogs & Educational Leaders:

ü  Blogs can be helpful tools for an educational leader.

ü  Blogs allow leaders the ability to collaborate with other educational leaders in their district, state, and even the world.

ü  Leaders can utilize blogs for daily communication with other principals, their faculty, students, parents, and the community at large in which they serve. 

ü  Blogs can decrease the amount of time spent on disseminating information via memorandums and they are also beneficial in allowing for quick responses.

Action Research Description & My Implementation Plan

 

 

 

After reading the text which defined action research, I had an epiphany! Action research/inquiry is what I have attempted to do with my life.  I have always questioned or wondered about the various quest in my life; be it professionally or personally.  I am now able to put this into the proper prospective in regards to the professional area of my life.  With action research in education, this process allows for reflective action based on question(s) which derive from a need or a desire to enhance the teacher, leader, or school’s overall performance.  Action research is a tool for self-reflection.  It is conducted from within, using data from the posing questions, surveys, and collaborative meetings.  Conducting action research requires time.  Time plays an integral part in the implementation of the research as well as the reflection of the research.  It is understood that educational leaders sometimes do not have enough time to manage all their daily duties.  When committing to action research, one must set aside a dedicated amount of time to fully implement the research.  Finally, I have learned by conducting action research, it will allow educational leaders opportunities to lead by example, collaborate with faculty members as well as other administrators, and time to make reflections.  It is a continuous learning process until the desired results are achieved. As a new leader I am willing to take the initiative to continue to learn, utilizing action research and encourage my faculty in new learning.