Action Research Plan

Action Planning Template
Goal: to increase academy retention rate between 9th grade and 10th grade
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Evaluate selection rubric and redesign it so that is less focused on Texas standardized scores	Myself	Oct. 2012-Jan 6 2013	Academy Advisory council and all Academy ELA teachers, student test scores, student achievement data in the form of class grades, access to D2SC/PCG data, other district academy coordinators	To test newly developed rubrics, students who are known to be successful, average, and unsuccessful will be evaluated on it to see if it produces desired results
Gather and analyze data on success of mentor/mentee program in providing students with a sense of community (current 9th graders)	Classroom teachers to implement the survey	Dec. 2012	Satisfaction survey, 10 minutes of classroom time, Perhaps a computer lab to make the survey digital so it is easier to compile data	Student survey data—measure trends and feedback
Gather and analyze data on perceived improvements of mentor/mentee program in providing students with a sense of community (current 10th graders)	Classroom teachers to implement the survey	Dec. 2012	Satisfaction survey, 10 minutes of classroom time, Perhaps a computer lab to make the survey digital so it is easier to compile data	Student survey data—measure trends and feedback
Student and Parent Exit Interviews	Myself, Academy counselor, or academy administrator	Oct. 2012-June 20, 2013	Academy satisfaction survey, 10 minute interview time, collaboration with the registrar for check-out purposes	Compile data and look for similarities between groups and reasons that are within my control to influence and change
Student and Parent Exit Interviews of students who have already left	Myself, Academy counselor, or academy administrator Current HS counselor or language teacher	Oct. 2012-Feb. 2013	Academy satisfaction survey, 10 minute phone interview time, collaboration with the current campuses	Compile data and look for similarities between groups and reasons that are within my control to influence and change
Evaluate student academic success in required honors classes of ELA and SS in the 9th and 10th grade	Classroom teachers and myself	Oct. 2012-June 2013	Access to gradebooks and EOC scores, teacher feedback form on students and skill levels	See if standardized test scores are indicative of student grade in class. Find common skill level deficiencies and decide they are a factor in students leaving the academy
Active Academy Research—study programs in place at other academies nationwide to see their results	Myself	Dec. 2012-July 2013	List of similar academies, contacts for each, way to map data	Compile list of programs used and measure success of each academy. Compare student populations and funding
Compile data on students entering for 2013-2014 school year	Myself, registrar	Aug. 2013	Student registration list	See if the % of students has increased
Present findings to the Academy Advisory committee, the district coordinator, the board if necessary	Myself	Aug. 2013	Academy meetings, board meetings

Gearing up for Action Research!

As I finalize my action research plans, I worry:  will I have the time—am I even willing to make it?  Have I thought about all the ways to gather data?  Do I even know how to put the data into a readable format that will help me and the advisory board draw conclusions?  My topic, increasing academy retention, is of high value to me, so I think I will find the time.  But will it even matter?  Will it help me change things to make it better?  From what I am reading, I have to say yes, but we have only read success stories—what about those that didn’t succeed?  What did they do wrong?  I want to know what not to do as well as what to do.  This week I have learned that action research is widely practiced and valued in education.  I had heard about it before but had never given it much thought or reflected on its benefits.  I hope, as do the objectives of this course, that I become an effective action researcher and can make it part of my daily practices so that I can continually better my practices. (By the way...I don't like blogging even though I realize its benefits...I feel like someone is reading my diary so it does not come naturally to me—hopefully this course will help with that as well.)

Why use blogs?

Educational leaders can use blogs for various purposes.  First and foremost, blogs can be used to form a professional learning community.  It is an avenue to collaborate with educators from all over the globe.  Blogs can bring the world to our fingertips.  In addition to professional learning and growth, educators can use blogs with their students.  In a blog you can expand your face-to-face in-class discussions outside of the classroom.  You can carry out ongoing debates and research topics.  You can have an open forum for students to share ideas where time is not limited and cut-off by bells.  In foreign language and globally focuses courses, students can pair up with others from around the world to share new information and first-hand experiences.  

What is Action Research and how can we use it?

Action research can be defined loosely defined as a process of reflection on one’s own practices to bring about change.  As referred to in the Dana text (2009) as administrator inquiry, it is defined more specifically as “the process of a principal engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as a result of the inquiry” (p. 2).  To understand this definition further, we must delve into the practices of administrator inquiry or action research with more detail.  A practice of paramount importance in administrator inquiry is reflection.  Reflection is necessary to identify the problem/concern, gain insight, and develop new practices.  Reflection is perhaps the main component of administrator inquiry that sets it aside from traditional educational research.  In addition to reflection, administrator inquiry requires one to collaborate with peers and other stakeholders within the educational setting.  Through reflection and collaboration, those involved in the process of administrator inquiry are able to examine relevant problems/issues that pertain to their specific context or educational setting.  As a result of collaboration, consistent reflection techniques, and the relevancy of the problem at hand, educators are likely to have more buy-in to new practices introduced as a result of administrator inquiry. 

What can we use administrator inquiry or action research for?  The answer:  Countless things!  It can be applied in the development of policies and procedures for the campus employee handbook.  It can be applied to improve student achievement and instructional strategies.  It can be used as a way to build professional relationships while simultaneously resolving an issue.  Teachers may want to examine strategies for critical thinking.  Campuses may want to investigate how they can boost school spirit and student involvement in extra-curricular activities. Whatever you as an educator “wonder” about, chances are you can apply action research.  The key is making time and accurately defining your research question.  Train yourself to reflect and make time for collaboration.  Perhaps I will use action research to discover how I can expand my consortium of professional resources. 

Dana, N. F. (2009). Leading with passion and knowledge, the principal as action researcher. Corwin Press.