SuperVision and Instructional Leadership: A Developmental Approach 10th Edition Chapter 20 Action Research: The School as the Center of Inquiry Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Essential Question What are the components of action research and how does this build inquiry with your stakeholders? Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Key Terms • Action Research • Shared Governance • Problem Solving • Supervisor’s Interpersonal Approach Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Group Processing Why should our schools not be staffed, gradually if you will, by scholar-teachers in command of the conceptual tools and methods of inquiry requisite to investigating the learning process as it operates in their own classrooms? Why should our schools not nurture the continuing wisdom and power of such scholar-teachers? (Schaefer, 1967) Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Comparing Traditional Research and Action Research Part 1 Traditional Research • Purpose of traditional research is to develop new knowledge. Gain a better understanding of phenomena and develop hypotheses or test hypotheses. • Traditional research usually is led by an outside expert. Action Research • Purpose of action research is to solve a practical problem and improve practice. Explore practical problems, guide action planning and evaluate results . • Action research usually is led by practitioners. Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Comparing Action Research & Traditional Research - Part 2 How would you compare these two research processes according to the following: • Standard for Quality • Primary Audience Copyright © 2018 Pearson Education, Inc. All Rights Reserved. How is Action Research Conducted? • • • • • Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Select focus area Conduct needs assessment Design action plan Carry out action plan Evaluate effects and revise action Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Developmental Approach Action Research Supervisory Approaches • Informational • Collaborative • Nondirective Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Decision Process: Action Research 1. Conduct a needs assessment 2. Brainstorm activities that will cut across supervision tasks -Direct Assistance -Group Development -Professional Development -Curriculum Development Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Decision Process: Action Research Continued 3. Prepare an action plan 4. Determine ways to observe the progress of the action plan in classrooms 5. Choose an evaluation design Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Core of Supervisory Activities Action Research Plan • Direct Assistance Activities • Professional Development Activities • Group Development Activities • Curriculum Development Activities Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Expanding Boundaries: Alternative Approaches to Action Research Interpretive Action Research • Understand phenomena in schools and the meaning that participants make of those phenomena. Critical Action Research • Examine and challenge established, taken-for-granted ways of doing things that support inequity, with an eye toward changing practice to increase equity. • Utilize praxis (interactive cycle of practice and theory building). Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Characteristics Successful Action Research • Distributed leadership • Research at faculty meetings • Teacher interaction in data gathering, analysis and planning • Development of detailed action plans and implementation • Extensive collaboration of stakeholders • Support and resources for teachers engaged in action research • Incremental, steady approach to successful action research • Ongoing improvement goals and reflective inquiry as part of school’s climate Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Group Analysis: School’s Action Plan In our groups, reflect on the action plan in your school and determine which area you would like examine for a more detailed plan for implementation. Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Alternative Approaches to Action Research Interpretative Action Research • Understand phenomena in schools and the meaning of participants make of those phenomena Critical Action Research • Examines and challenges the established ways of doing thinks and places emphasis on power relations that lead to inequity Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Shared Governance “As a paradigm of collaborative, participatory, and democratic inquiry, teacher action research is the intellectual and affective hear and soul of a knowledge democracy. (Pine, 2009) Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Shared Governance Premises • Every professional who so desires can be involved in making decisions. • Any professional who does not desire is not obligated to be involved in making decisions. • Once a decision is made, all staff must implement the decision. Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Shared Governance Principles One person, one vote Limit decisions to schoolwide instruction within the control and responsibility of the school. Authentic feedback necessitates small groups. Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Shared Governance Formal Groups • Executive Council (7 members) • Liaison (7 members • Task Force 1, 2, ,3 Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Shared Governance Decision-Making Procedures Task force recommends: • goals and objectives • action plan • evaluation plan Executive council makes decision to approve, table for input form liaison group, or disapprove. Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Reflection Based upon your knowledge of action research, how would you as a supervisor provide the focus, structure, and time for teachers to collaborate on improving the instruction in your schools? Copyright © 2018 Pearson Education, Inc. All Rights Reserved. SuperVision and Instructional Leadership: A Developmental Approach 10th Edition Chapter 18 Professional Development Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Essential Question How can the supervisor use professional development to build instruction and change teachers’ attitudes? Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Key Terms Professional development can change teacher’s attitudes towards instruction and improvement of pedagogy. assist teachers to improve instruction. Stages of professional development include orientation, integration and refinement. Alternative professional development include school wide approaches to improve instruction. Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Examine Your Own Experiences Describe your own professional development experiences When were they effective? What characteristics were strong in your learning? Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Characteristics: Successful Professional Development - Part 1 • Teacher involvement • Focus on teaching and learning • Integration of professional development with school improvement goals • Coherence of individual, group, and school-wide professional development • Administrative support • Relevant, job-embedded professional development • Collegiality and collaboration Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Successful Professional Development Part 2 • Active Learning • Inquiry and self-reflection • Development of leadership capacity • Inclusion of content on diversity and cultural responsiveness • Follow-up to support application of learning • Ongoing, data-based program assessment • Continuous professional development that becomes part of the school culture Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Integrating Schoolwide, Group, and Individual Professional development • Involvement of all members of school community • Development of all school goals • Varied professional development formats • Identification of individual goals • Learning styles and activities Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Alternative Professional Development Formats • Beginning teacher assistance • Skill development • Teacher center • Collegial support groups • Networks • Teacher leadership • Teacher as writer • Individually planned professional development • Partnerships Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Analysis of Effective Professional Development Programs Group Work: • Examine the following programs • Determine what are the characteristics that provide for success in the schools • Assess the general characteristics that supervisors will need to know in their schools Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Examples of Effective Professional Development Programs • Districtwide Professional Development • School - Based Professional Development • Individualized Professional Development Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Stages of Professional Development • Orientation Stage • Integration Stage • Refinement Stage Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Role Play – Professional Development • Stages of Professional Development • In groups, create a scenario in which you can demonstrate best practices in doing each stage of professional development. • The viewers will determine a method to assess your performance and its effectiveness in delivery. Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Evaluating Professional Development Programs – Part 1 • Was well-organized • Was relevant to my work • Was consistent with our school improvement goals • Contributes to our overall professional development program • Allowed for active participation Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Evaluating Professional Development Program – Part 2 • Provided opportunities for collaboration • Promoted reflection • Included plans for continuation of learning • Has improved my leadership capacity • Is likely to ultimately improve our students’ learning Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Does Professional Development Make A Difference? What questions are addressed for each level? • • • • • Participants’ Reactions Participants’ Learning Organization Support & Change Participants’ Use of New Knowledge and Skills Student Learning Outcomes Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Teachers: Objects or Agents Professional Development • Importance of Adult Development Learning • Commitment includes choice and being responsible in making knowledgeable decisions in learning Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Extending the Concept of Professional Development • Personal development • Career development • Moral development • School improvement • Improvement of the teaching profession Copyright © 2018 Pearson Education, Inc. All Rights Reserved. Reflection Examine your own learning about professional development. How would you, as a supervisor, strategically develop your own professional development program that would be effective for all learners? Copyright © 2018 Pearson Education, Inc. All Rights Reserved. SAMPLE Observation Protocols https://hr.dpsk12.org/dcta_evaluation_forms The state of Denver has a website that includes forms that are needed yearly for evaluations of all staff. The website is connected to the human resources website. The evaluation is easy to complete. The teacher is graded on instruction, assessment, curriculum and planning, and learning environment. The administrator provides comments for each grade, selects satisfactory or unsatisfactory and provides a summary of the teacher. The administrator also provides a summary of evidence journal. http://www.gcs.k12.al.us/pdf/EDUCATEGadsden.pdf Gadsden City Public schools uses an evlaution form that is based on the state of Alabma’s standards and the common core standards that the state of Alabama uses. The classroom observation form measures a teacher’s ability of: content knowledge, teaching and learning enviroment, literacy, and diversity. http://www.haywood.k12.nc.us/resources/forms/ Haywood county schools is in North Carolina. Haywood has their website set up for anyone to use. The website has all of the forms neccsssary to complete supervision duties. As well as guides for the teachers. The observation form is 13 pages long and measures: leadership, enviroment, content, failitat of learning, and teachers relection. SAMPLE References Denver Public Schools. (2013, April 29). Human Resources DCTA Evaluation Forms. Retrieved from Denver Public Schools website: https://hr.dpsk12.org/dcta_evaluation_forms Gadsden City Schools. (2013, April 29). Teacher Evaluation Manual. Retrieved from Gadsden City Schools: http://www.gcs.k12.al.us/pdf/EDUCATEGadsden.pdf Haywood Public Schools. (2013, April 29). Forms. Retrieved from Haywood Public Schools: http://www.haywood.k12.nc.us/resources/forms/ EDUC 642 OBSERVATION PROTOCOLS GRADING RUBRIC Criteria Content 70% Content Advanced 66 to 70 points • • • • Structure 30% Grammar, Spelling, Punctuation and APA format Levels of Achievement Proficient 65 to 61 points • • • • A minimum of 10 protocols are selected. Protocols represent a variety of states, levels, subject areas, and public/private schools. Protocols are practical. Details are provided for each protocol. Advanced 28 to 30 points • Portfolio organized as 1 document. Only 1 or no errors in spelling, grammar and/or punctuation. All URL links are included. APA formatting has 0-1 errors. • • • • • • • Between 8 and 9 protocols are selected. Protocols have little variety (4) of states, levels, subject areas, and public/private schools. Protocols are practical. Few details are provided for each protocol. Proficient 26 to 27 points • Portfolio submitted as multiple documents. Paper has 2-3 errors in spelling, grammar and/or punctuation. Some URL links are included. APA formatting has 2-3 errors. • • • • • • • Developing 1 to 60 points Fewer than 8 protocols are selected. Protocols have little variety (3 or fewer) of states, levels, subject areas, and public/private schools. Protocols are not practical. No details are provided for each protocol. Developing 1 to 25 points Paper submitted as multiple documents. Paper has more than 3 errors in spelling, grammar, and/or punctuation. No URL links are included. APA formatting has more than 3 errors. Not present 0 points Not present. Not present 0 points Not present.
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