Week 5 Reflection EDLD 5301

While I am on a short break between stock shows I will take this opportunity to reflect on my experience in EDLD 5301 Action Research.  I have learned that there is a difference between traditional and action research, and what those differences are. We, as educators, have been engaged in action research since we began teaching—whether we knew it or not. This awareness has enabled me to identify need areas within my campus that would benefit from a structured action research activity. Another area of realization is the usefulness of blogs. I now have an appreciation for blogs as a pathway to communication between educational professionals and to the entire school community.  I must admit that this course has been much more interesting and thought-provoking than I had initially anticipated. My first impression of “research” was not flattering, however I have learned to view it from a different perspective.

Rescuing BFS (revised)

Action Research Plan
Goal: To salvage and improve the BFS program, a student resource at Sonora High School
Outcomes/ Objectives:	Activities:	Person(s) Responsible:	Timeline: Start/End	Resources Needed:	Evaluation & Monitoring:
Set the Foundation: Determine the need areas for the campus	Conference with Raul Chavarria, Sonora HS Principal, to discuss research topics	Michael Kissire & Raul Chavarria	January 2012	Three proposed research topics	The BFS topic was chosen as the most beneficial to the campus
Analyze Data: Collect data concerning the use of BFS	Collect data through surveys of teachers and students that have utilized BFS	Michael Kissire & other identified teachers and students	February 2012 – April 2013	Copy of the BFS sign-in sheet. Questionnaires that are developed to identify strengths, weaknesses, and benefits of BFS	Data collected will be examined to determine desires of students and teachers
Develop a Deeper Understanding: Disaggregate information accumulated in surveys	Data will be broken down to isolate students and teachers that have had positive experiences from those with negative experiences.	Michael Kissire & other identified teachers and students	February 2012 – April 2013	Questionnaires that are developed to identify strengths, weaknesses, and benefits of BFS. Further questions will be developed from findings.	The findings will determine further questioning to evaluate positives to build on and negatives to improve on.
Engage in Self Reflection: Reflect on the findings thus far and determine if it is being approached completely	Determine if the initial approach is exposing the needed information for progress and begin molding a plan for implementation	Michael Kissire	February 2012 – April 2013	Time and willingness to recognize any shortcomings in the process	If necessary, adjust my approach accordingly to stay focused on the desired outcome and begin realizing the big picture.
Explore Patterns: Compare findings with the principal and teachers to encourage input	Collaborate with the campus principal and other teachers to gather feedback on possible solutions.	Michael Kissire, Raul Chavarria & identified teachers for collaboration	February 2012 – April 2013	All data collected and analyzed to this point, and concerned campus teachers	Evaluate feedback to fine-tune possible solutions that will return BFS to its initial success.
Determine Direction: Remaining questions will be answered and the program improvements will be finalized for implementation.	Confirm that all aspects have been addressed and that the solutions pertain to the problems	Michael Kissire & Raul Chavarria	February 2012 – April 2013	A recap of questions that are pertinent to the implementation of aspects that will enhance participation for students and teachers	Evaluation will be a collaborative effort of campus teachers, the campus principal, and Michael Kissire
Take Action: Implementing the improvements to BFS.	The improvements will be applied to the BFS program to encourage utilization of the educational resource.	Michael Kissire & Raul Chavarria	February 2012 – April 2013	Continued use of the library computer lab during the specified session times and certified teachers willing to contribute	Participation will be monitored and student improvement reports will be solicited from teachers.
Sustain Improvement: Share findings for student improvement	The ideas and improvements of the program will be shared for collaboration that will encourage thoughts for continued progress.	Michael Kissire & All Stakeholders	Begin with implementation and continue accordingly	An open mind, and the technology and desire for student success.	Monitoring will be ongoing and will solicit recommendations for further improvement.

Week 4 Reflection EDLD 5301

I am a little more anxious to complete my week 4 assignment as I am preparing to start the annual stock show trek as an Ag Teacher. I figure it is better to get it done before-hand than to try to work on it in the pickup or in a hotel room in San Antonio, San Angelo and Houston. The Lamar University online program is effectively teaching me to subdue my procrastination tendencies.

The biggest roadblock that I have had in attempting to finish in the first half of the week is getting enough timely feedback on the discussion boards and blogs to base part 3 of the assignment. After some feedback and the conference with my site supervisor, I have concluded to open the timeline on the plan to include most of a school year. Lifting the time constraints will allow for accurate data collection through the various extra-curricular seasons.

Now, it’s time to get on the road and time to starting thinking about week 5.

Action Research Plan

Action Research Plan
Goal: To salvage and improve the BFS program, a student resource at Sonora High School
Outcomes/ Objectives:	Activities:	Person(s) Responsible:	Timeline: Start/End	Resources Needed:	Evaluation & Monitoring:
Set the Foundation: Determine the need areas for the campus	Conference with Raul Chavarria, Sonora HS Principal, to discuss research topics	Michael Kissire & Raul Chavarria	January 2012	Three proposed research topics	The BFS topic was chosen as the most beneficial to the campus
Analyze Data: Collect data concerning the use of BFS	Collect data through surveys of teachers and students that have utilized BFS	Michael Kissire & other identified teachers and students	February 2012 – December 2012	Copy of the BFS sign-in sheet. Questionnaires that are developed to identify strengths, weaknesses, and benefits of BFS	Data collected will be examined to determine desires of students and teachers
Develop a Deeper Understanding: Disaggregate information accumulated in surveys	Data will be broken down to isolate students and teachers that have had positive experiences from those with negative experiences.	Michael Kissire & other identified teachers and students	February 2012 – December 2012	Questionnaires that are developed to identify strengths, weaknesses, and benefits of BFS. Further questions will be developed from findings.	The findings will determine further questioning to evaluate positives to build on and negatives to improve on.
Engage in Self Reflection: Reflect on the findings thus far and determine if it is being approached completely	Determine if the initial approach is exposing the needed information for progress and begin molding a plan for implementation	Michael Kissire	February 2012 – December 2012	Time and willingness to recognize any shortcomings in the process	If necessary, adjust my approach accordingly to stay focused on the desired outcome and begin realizing the big picture.
Explore Patterns: Compare findings with the principal and teachers to encourage input	Collaborate with the campus principal and other teachers to gather feedback on possible solutions.	Michael Kissire, Raul Chavarria & identified teachers for collaboration	February 2012 – December 2012	All data collected and analyzed to this point, and concerned campus teachers	Evaluate feedback to fine-tune possible solutions that will return BFS to its initial success.
Determine Direction: Remaining questions will be answered and the program improvements will be finalized for implementation.	Confirm that all aspects have been addressed and that the solutions pertain to the problems	Michael Kissire & Raul Chavarria	February 2012 – December 2012	A recap of questions that are pertinent to the implementation of aspects that will enhance participation for students and teachers	Evaluation will be a collaborative effort of campus teachers, the campus principal, and Michael Kissire
Take Action: Implementing the improvements to BFS.	The improvements will be applied to the BFS program to encourage utilization of the educational resource.	Michael Kissire & Raul Chavarria	February 2012 – December 2012	Continued use of the library computer lab during the specified session times and certified teachers willing to contribute	Participation will be monitored and student improvement reports will be solicited from teachers.
Sustain Improvement: Share findings for student improvement	The ideas and improvements of the program will be shared for collaboration that will encourage thoughts for continued progress.	Michael Kissire & All Stakeholders	Begin with implementation and continue accordingly	An open mind, and the technology and desire for student success.	Monitoring will be ongoing and will consider recommendations for further improvement.

Week 3 Reflection EDLD 5301

As I prepare my Draft Action Research Plan for posting to my blog, I have taken a moment to reflect on the week’s tasks. This week has been focused on making my plan more concrete. I have been confident in my chosen topic of inquiry, but as I compose my plan into a more organized version, I am beginning to have a greater realization of the importance of BFS and action research. Brighter-Farther-Smarter is great opportunity for student growth. Action research is a useful tool that should be an ongoing practice for any school leader.