Action Planning

Action Planning Brittany Swanson
Goal: Determine effectiveness of Campus Instructional Coaching Model on implementation of balanced literacy and student reading achievement.
Action Steps:	Person Responsible:	Timeline:	Resources needed:	Monitoring/ Evaluation:
Collect baseline spot observation of language arts block	Campus Coaches	September 3-27	Language arts observation rubric	Spread sheet created to monitor Teacher scores on Rubric from random sample.
Collect an average reading fluency score	Brittany Swanson (Compile) Classroom Teacher (assess)	September 3-27	Isip data	Include random sample of students from teacher pool and display isip scores on spread sheet progress monitoring.
Collect initial report of Balanced Literacy professional development minutes by campus coaches.	Campus Coach And Brittany Swanson	September 27	Google form	Compile spreadsheet to reflect professional development minutes related to balanced literacy.
Collect middle of year spot observation of language arts block	Campus Coaches	January 6-31	Language arts observation rubric	Update spreadsheet to reflect teacher scores at middle of year.
Collect reading fluency score	Brittany Swanson (compile) Classroom Teacher (assess)	January 6-31	Isip data	Update isip scores on spreadsheet for comparison with middle of year for progress monitoring.
Collect initial report of Balanced Literacy professional development minutes by campus coaches.	Campus Coach Brittany Swanson	January 31	Google Form	Update spreadsheet to reflect to-date professional development minutes.
Collect End of Year spot observation of language arts block	Campus Coach	May 5-16	Language arts observation rubric	Update spreadsheet to reflect final teacher observations.
Collect final reading fluency score	Brittany Swanson  & Classroom teacher	May 5-16	Isip data	Update isip scores on spreadsheet for comparison with end of year data.
End of year collection of final professional development minutes related to Balanced Literacy	Campus Coach Brittany Swanson	May 5-16	Google form	Final spreadsheet update.
Analyze and interpret data	Brittany Swanson	June 1- July 30	Software, Data	Graphs completed and Data comprehensible
Share findings and present recommendations to Academic Coordinator.	Brittany Swanson	August 1-15, 2014	Completed presentation	Copies of findings

Week 2- in search of a topic

Before meeting with a supervisor in my department, I spent time reflecting and narrowing some research questions into three questions:

• How will the new implementation of a balanced literacy approach impact student achievement?
• What is the impact of professional coaching on teacher performance?
• What impact on student learning does a self-contained dual language classroom with one bilingual teacher have versus a dual language class served by two educators, one ESL and one Bilingual?

We discussed the implications of each question. I was finding it difficult to identify the exact success indicators I would use for question one. The benefit to completing this research would be the opinions offered or further questions posed based on my research. In regard to the second question, there was some concern revolving the receptiveness of teachers and campus coaches in obtaining the measures. This option is the most intriguing as it directly relates to my job role. This is the option I am leaning towards pursuing because it will have a great impact on my own leadership as I advise the coaches in the division of schools I am assigned to. I must further consider how to measure this success and put special considerations into measuring this data so that it is not evaluative in nature but rather reflective. The final questions I proposed for research was the one I was the most interested in learning the answer to. However, because I am new to the district I am now employed by, there are many elements that will be different to investigate. In formulating my questions I surveyed several of my colleagues to gain an understanding of the bilingual practices in the campuses they have visited. Many of them expressed a concern that I may have difficulty identifying a campus that had a bilingual section served by two teachers, ESL and Bilingual. The vast majority of bilingual students in the district are served by one bilingual teacher who adheres to a ‘Language of the Day” schedule.

I left the meeting with the thought that I will continue to investigate questions revolving the impact of professional coaching on teacher effectiveness. Over the following week I will clarify my question and deliberate ways to quantify my evidence.