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.

What is Action Research?

Action research is a process for school administrators to continuously improve education processes. Through action research, administrators identify areas of need that are based on local concerns. The administrator takes on the responsibility to research literature, collect data, and make observations to learn more about the problem at hand. Administrators analyze data with the intent to form methods for improvement. The entire process encourages collaboration and practical application of learned material. Action research is of critical importance to the school administrator as they seek to continuously make improvements on their campuses. Rather than simply sit under instruction and receive information, action researchers are involved in the process throughout. The development of a question or problem for research by the administrators ensures that the research is valuable and pertinent. This type of research is important in using professional development budget and time wisely. This process of self reflection and growth also allows leaders to seek new knowledge and immediately apply it to a local context on their campus. Action research could take place amongst a collaborative group of principals, a grade level professional learning community, or even a campus leadership team. All of these contexts allow for the educators to take ownership of the research and directly apply it for the purposes of the students they serve.

 

 

 

Using Blogs

Educational leaders can use blogs to share their learning with a variety of audiences. The use of blogs allows collaboration across distances. The blog can also serve as an access point for reference and communication.