Action research plan lynda kieler 3
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Action research plan lynda kieler 3

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Action Research Plan Wk 3

Action Research Plan Wk 3

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Action research plan lynda kieler 3 Action research plan lynda kieler 3 Document Transcript

  • Action Research Plan Lynda Kieler Question: How can I use learning communities effectively to facilitate the professional growth of teachers through the use of action research on group identified issues that then impacts student achievement in a positive manner? _________ _________________________ School Vision: All stakeholders will keep student achievement as the main focus so that our students can compete in a global society. ___________________________________ Goal: Improve teacher instruction and student academic performance through the utilization of learning communities that focus on issues identified as critical from AEIS reports and formative evaluations, conducting action research and enhancing our teaching skills, techniques through that research. Outcomes Activities Resources/Rese Responsibi Time Benchmarks/Asses Revisions arch Tools lity to Line sment to PIP Needed Address based on Activities monitori ng and assessme nts Align teacher Presentatio Power-point/ L Kieler Aug none none leaders to form a n to SBDM computer/ 2010 learning team on the Article: "What Is a community creation of Professional a learning Learning community Community by to do action Richard DuFour research on how to best facilitate and use the learning community to support action research in each grade level /area With rules set Set up rules Chart Paper/ L Kieler Aug Rules set/ goal in none begin discussion and article/ Pen/ 2010 agreement for need on article meeting highlighters/8 to learn effective times, give Steps From learning community book to Analysis To skills, collaboration begin Action by Harris, and interaction. reading. et. al. Assign sections to members and ask them to be prepared to present their
  • section next meeting(Jig saw learning) To learn effective Presentatio 8 Steps From LKieler/ Sept Group effectively Process steps in Action ns begin on Analysis To other SBDM 2010 learns steps of action may take Research each of Action by Harris, members research longer/ eight steps et. al. may need with Power- more discussion points/book/pen discussion / highlighters/ / readings Members see how Look at and AEIS Data, STaR L Kieler Sept- Effective analysis May need data/action evaluate Chart Data, SBDM Oct and questioning on to go back research/ learning AEIS Data/ Campus members 2010 the data/ adequate and communities could STaR Chart Improvement discussion/ review impact student Data/ Plan motivation to use data or achievement Campus action research in book on Improveme solving issues steps in nt Plan action research Under-standing of Discussion Article /Chart L Kieler Oct Teacher leaders This Learning of Article/ Paper/ SBDM 2010 understand steps of committe Communities and ways highlighters/ Members action research and e will importance learning campus are ready to start keep communitie improvement learning meeting s could plan communities in their to discuss address grades to do action concerns items on research on issues and issues Campus revealed in the data in the Improveme we looked at grade nt Plan level learning communit ies to do action research on ways to solve the concerns Learning Learning Power-point/ SBDM Oct- none none communities are Communiti computer/ Members/ May created to do es are Article: "What Is a grade level 2010- action research created at Professional teachers 11 each grade Learning level Community by Richard DuFour With rules set Set up rules Chart Paper/ SBDM Oct - Rules set/ goal in none begin discussion and article/ Pen/ Members/ May agreement for need on article meeting highlighters/8 grade level 2010- to learn effective times, give Steps From teachers 11 learning community book to Analysis To skills, collaboration begin Action by Harris, and interaction. reading. et. al. Assign sections to members and ask them to be prepared to
  • present their section next meeting(Jig saw learning) To learn effective Presentatio 8 Steps From SBDM SBDM Group effectively Process steps in Action ns begin on Analysis To Members/ Membe learns steps of action may take Research each of Action by Harris, grade level rs/ research longer/ eight steps et. al. teachers grade may need with Power- level more discussion points/book/pen teacher discussion / highlighters/ s / readings Members see how Look at and AEIS Data, STaR SBDM Oct Effective analysis May need data/action evaluate Chart Data, members/ 2010- and questioning on to go back research/ learning AEIS Data/ Campus grade level May the data/ adequate and communities could STaR Chart Improvement teachers 2011 discussion/ review impact student Data/ Plan motivation to use data or achievement Campus action research in book on Improveme solving issues steps in nt Plan action research Collaboration Blogs are Computers/Know SBDM Oct Participation and Revisions between created for ledge of how to committee 2010- collaboration, will come teachers/administ use at use blogs members, May reflections and Ideas as new rators and other individual teachers, 2011 gained ideas stake holders grade levels tech emerge or and at support problems campus noted level and on the web Stakeholder active Surveys Computer All Oct- Survey results to Revision participation in created Stakeholder May determine campus based on improvement of through s/ Lynda 2010- needs results student Survey Kieler 11 achievement Monkey to /SBDM determine committee topics needed for action research
  • To create better Newsletters Blogs, Minutes SBDM Oct- Response to Ongoing communication of published from meetings, committee/ May newsletters/ revisions findings and to to keep computer, data, Lynda 2010- increased as address four stakeholder charts Kieler/ 11 collaboration/newsl necessary. critical tasks for s aware of Reporters etters themselves/ sharing inquiry learning from each local newspaper community Learning recognition of action community efforts/ increased research student achievement progress as evidenced through formative assessments