Wednesday, February 15, 2012
Web Conference Reflection
A few weeks back I attended one of the web conferences for my current course in my Lamar Univerisyt online Master's Degree. It was an enjoyable experience and helped a great deal to provide some clarification on the assignments for that week in the course work. I couldn't help myself, I was cracking jokes and playing the clown, but for those of you who know me this should come as virtually no surprise. As Popeye always said: "I am's what I am's!" It was also a little bit amusing as a few students asked the same question about one of the assignment paramters that required that we upload our blog address to a class wiki. the professor insisted that no such wiki existed and that this was not, in fact, a requirement for the completion of the assingment. Then, in the chat section of the conference, several students quoted the assignment document which clearly indicated that we neded to upload a blog address to a wiki. The professor continually insisted that this was not the case, students continued asking the same question and reiterating the same points, and around and around it went like a bad Abbott and Costello routine. Despite this little hiccup, the web conference was usefyl overall if a bit dull. If we were rating it like a movie, I'd give it three stars!
Tuesday, January 31, 2012
Texas STaR Chart Thoughts and Analysis
After an overly long hiatus, my incredibly scintillating action research is back in action! Now, today, I'd like to analyze my campus' Texas STaR chart results for the academic school years 2008/2009, 2009/2010 and 2010/2011. As you may know, the chart meaures the growth in technological acumen and usage in schools throughout the state of Texas. As I explored the data for my campus, I found our areas of greatest strength and weakness and will delve into these further in the coming paragraphs.
Our campus’ greatest strength, according to the available data for the three academic years in question, would seem to be our infrastructure for technology. I would agree with this assessment as the district and the campus have been very proactive in purchasing and maintaining our technology and digital resources. Moreover, we have managed to continue to use several vital software tools despite budget cuts. Thus, working in concert with the district, our campus has been able to maintain the facilities and equipment necessary to allow students to learn in digital ways and with digital platforms. This is made all the more impressive by the severe budget cuts our district has faced, as has every other district in the state and around the country.
Our educator preparation and development in the use of technology is the weakest as shown by the STaR chart and I would also agree with this assessment. The reality is that while our technological resources have steadily grown, we have not had a great deal of accompanying professional development on how to integrate these resources as teaching tools in our daily instruction. We have a few tech savvy teachers who share with the rest of us, and a few scattered staff developments on the subject, but not a comprehensive plan.
Our campus’ greatest strength, according to the available data for the three academic years in question, would seem to be our infrastructure for technology. I would agree with this assessment as the district and the campus have been very proactive in purchasing and maintaining our technology and digital resources. Moreover, we have managed to continue to use several vital software tools despite budget cuts. Thus, working in concert with the district, our campus has been able to maintain the facilities and equipment necessary to allow students to learn in digital ways and with digital platforms. This is made all the more impressive by the severe budget cuts our district has faced, as has every other district in the state and around the country.
Our educator preparation and development in the use of technology is the weakest as shown by the STaR chart and I would also agree with this assessment. The reality is that while our technological resources have steadily grown, we have not had a great deal of accompanying professional development on how to integrate these resources as teaching tools in our daily instruction. We have a few tech savvy teachers who share with the rest of us, and a few scattered staff developments on the subject, but not a comprehensive plan.
Monday, December 13, 2010
Parting Thoughts on Our Action Research Class
This may sounds contrived or superficial, but in all honesty the most interesting and beneficial thing I learned throughout this course was the whole idea of action research. This genuinely was a new paradigm and helped furnish me with an invaluable tool to monitor, reflect on, and improve my individual professional practice as both a teacher and eventual administrator. I had always thought of "research" as something that was conducted strictly by professors and scientists in strictly controlled settings and environments, akin to studies conducted with control groups and carefully measured variables. It is nice to know that research can also be done on a smaller scale and in more pragmatic and practical ways that have direct impact on one's work environment. Also, this type of research feeds directly into the continuous improvement model and serves as a springboard to propel one to excellence. Dana says it this way: “Hence, whether you are studying to be a school administrator or are a veteran administrator with years of experience but faced with new educational challenges every day, administrator inquiry becomes a powerful vehicle for learning and school improvement (Fichtman Dana, Nancy, 2009, p. 3).” She is absolutely correct! I have felt very empowered by my learning during this course and very excited to have a tangible and systematic tool to be a life-long learner and to embark on my administrative journey with a strong evaluative tool that promotes continuous improvement.
It is also very comforting to know that action research opens the door to a world of collegial collaboration and helps to create an atmosphere for a learning community. The reality is that leaders such as administrators often inhabit a lonely place. However, by sharing their action research and collaborating on projects, administrators have a support system that goes beyond friendship and becomes a network of working partnerships. Within these partnerships everyone benefits from the knowledge and expertise of all of the other members. I have been encouraged and have learned a great deal from the discussion board postings and have gotten some decent feedback as well. Also, it has been helpful to read about others proposed projects and contexts because all of my experience has been at the elementary level. I am often ignorant of the challenges facing educators in the intermediate and high school settings. Thus, through discussion with my peers, I have gained insights into these settings that I would never have gained otherwise.
It is also very comforting to know that action research opens the door to a world of collegial collaboration and helps to create an atmosphere for a learning community. The reality is that leaders such as administrators often inhabit a lonely place. However, by sharing their action research and collaborating on projects, administrators have a support system that goes beyond friendship and becomes a network of working partnerships. Within these partnerships everyone benefits from the knowledge and expertise of all of the other members. I have been encouraged and have learned a great deal from the discussion board postings and have gotten some decent feedback as well. Also, it has been helpful to read about others proposed projects and contexts because all of my experience has been at the elementary level. I am often ignorant of the challenges facing educators in the intermediate and high school settings. Thus, through discussion with my peers, I have gained insights into these settings that I would never have gained otherwise.
Action Research Plan... Take 2
For those of you who read my post from last week (which, I'm thinking may be a grand total of nobody), you may have noticed that there was no actual research plan posted. The title indicated that there was, but the tree never bore any fruit. So, I thought I'd reprise the proverbial tune and see if I could actually post it this time. So... here goes nothing...
Goal: To determine the efficacy of the implementation of the CSCOPE mathematics curriculum in improving second grade student achievement in mathematics based on the AMC assessments administered throughout the 2010-2011 academic year.
Action Step 1: Collect and analyze AMC achievement data for all the second grade students from the 2009-2010 school year as well as the 2010-2011 school year. This analysis will include the following components: 1. Analyze scores throughout the year to see if they go up or down (Is the curriculum helping students make gains the longer it is in place?) 2. Compare second grade student data from this year with similar data from second graders in the previous year (Does the curriculum seem to have led to overall improvement?)
Person Responsible: Gabriel Verrone (your truly!)
Timeline: Start: 01/03/201 - End 05/30/2011
Needed Resources: AMC data – this data can be obtained from the school’s math specialist: Tammy Levy
Evaluation: Documentation: AMC data sorted by class and date administered
Accountability: Enlist the aid of the math specialist to see if her findings agree with my own, and if the data has been properly analyzed.
Action Step 2: Administer a survey of second grade teachers that asks them about the daily implementation of the CSCOPE curriculum in their classrooms. Also, collect sample lesson plans for a pre-determined amount of time (3-4 months) to gain a fuller picture of the overall implementation of CSCOPE
Person Responsible: That would be me, again!
Timeline: Start: 01/03/2011 - End: 01/30/2011
Needed Resources: Develop a survey that the teachers can fill out online or by hand; ask for copies of lesson plans or permission to access these through the district’s online lesson planner: “Forethought”
Evaluation: Documentation: completed teacher surveys and lesson plan samples organized by teacher and by date.
Action Step 3: Compare the CSCOPE curriculum to the scope and sequence and actual lesson plan materials that were used during last academic school year.
Person Responsible: Still me!
Timeline: Start: 01/03/2011 - End: 02/28/2011
Needed Resources: Scope and Sequence, Instructional Focus Documents, Exemplar Lessons, TAKS objective correlation sheets; Last year’s : Scope and Sequence, Instructional Focus Documents, Exemplar Lessons, TAKS objective correlation sheets
Evaluation: spread sheet or other recording implement to list the similarities and differences of the two programs and which one is more rigorous.
There you have it. Now, you may truly bask in the plan in all of its revealed glory! (But, hey, use some sun screen with a high SPF, cuz this thing is packin' some serious UV's)
Goal: To determine the efficacy of the implementation of the CSCOPE mathematics curriculum in improving second grade student achievement in mathematics based on the AMC assessments administered throughout the 2010-2011 academic year.
Action Step 1: Collect and analyze AMC achievement data for all the second grade students from the 2009-2010 school year as well as the 2010-2011 school year. This analysis will include the following components: 1. Analyze scores throughout the year to see if they go up or down (Is the curriculum helping students make gains the longer it is in place?) 2. Compare second grade student data from this year with similar data from second graders in the previous year (Does the curriculum seem to have led to overall improvement?)
Person Responsible: Gabriel Verrone (your truly!)
Timeline: Start: 01/03/201 - End 05/30/2011
Needed Resources: AMC data – this data can be obtained from the school’s math specialist: Tammy Levy
Evaluation: Documentation: AMC data sorted by class and date administered
Accountability: Enlist the aid of the math specialist to see if her findings agree with my own, and if the data has been properly analyzed.
Action Step 2: Administer a survey of second grade teachers that asks them about the daily implementation of the CSCOPE curriculum in their classrooms. Also, collect sample lesson plans for a pre-determined amount of time (3-4 months) to gain a fuller picture of the overall implementation of CSCOPE
Person Responsible: That would be me, again!
Timeline: Start: 01/03/2011 - End: 01/30/2011
Needed Resources: Develop a survey that the teachers can fill out online or by hand; ask for copies of lesson plans or permission to access these through the district’s online lesson planner: “Forethought”
Evaluation: Documentation: completed teacher surveys and lesson plan samples organized by teacher and by date.
Action Step 3: Compare the CSCOPE curriculum to the scope and sequence and actual lesson plan materials that were used during last academic school year.
Person Responsible: Still me!
Timeline: Start: 01/03/2011 - End: 02/28/2011
Needed Resources: Scope and Sequence, Instructional Focus Documents, Exemplar Lessons, TAKS objective correlation sheets; Last year’s : Scope and Sequence, Instructional Focus Documents, Exemplar Lessons, TAKS objective correlation sheets
Evaluation: spread sheet or other recording implement to list the similarities and differences of the two programs and which one is more rigorous.
There you have it. Now, you may truly bask in the plan in all of its revealed glory! (But, hey, use some sun screen with a high SPF, cuz this thing is packin' some serious UV's)
Sunday, December 5, 2010
Revel in the glory that is... My Action Research Plan!!!
Well, my friends, as you may have noticed (or not, it's really not that big a deal) I have concluded the title of this post with not, one, not two, but three exclamation points! Thus, you should be prepared for a truly majestic posting! Indeed, today I unveil the fruit of my labors over the past three weeks of this course: MY VERY OWN ACTION RESEARCH PLAN!!! (Honestly, this would be much more dramatic with some awesome theme music. Maybe John Williams' score from "Superman" or "Star Wars." There's probably some people who actually know how to do that sort of thing, but I simply am not that tech savvy). Anyway, behold my action research plan and feel free to comment on it if you'd like:
Well... that was underwhelming! I cannot, for the life of me, get the plan to paste to this document. I have tried changing the formatting and doing all sorts of things to get this to work, but it won't. So, if you really are just dying to see my plan, leave me a comment and I'll e-mail it to you. Let's be honest, outside of the course assistant and a few gung-ho individuals, there's very few people who want to see my action research plan, that's simply reality. So, this should be an interesting experiment in determing who actually cares about my particular research plan!
Well... that was underwhelming! I cannot, for the life of me, get the plan to paste to this document. I have tried changing the formatting and doing all sorts of things to get this to work, but it won't. So, if you really are just dying to see my plan, leave me a comment and I'll e-mail it to you. Let's be honest, outside of the course assistant and a few gung-ho individuals, there's very few people who want to see my action research plan, that's simply reality. So, this should be an interesting experiment in determing who actually cares about my particular research plan!
Saturday, November 27, 2010
Action Research Week 2
Hello all! Hopefully everyone had a restful and family-filled Thanksgiving! (Although with the spectre of this week's course work hanging over you head that may have been a tad bit difficult!) Anyway, this week was interesting as we started getting into the nitty gritty of what action research entails and some possible avenues to explore as we craft our very own research projects. (Can I just say that when I start calling myself an action researcher it makes me feel a little bit like a superhero.) Anyway, due to the mounting pain in my back from cramming all of this week's work into one action-packed day in front of my laptop, let me be brief: the most illuminating thing I took away from this week is that this stuff really is practical and really can benefit the school as large. If each of us takes ownership of our practices and seeks to better ourselves and our classrooms than we genuinely will impact our campus for the better. Moreover, if we take the time to reflect upon what we do and how we can do it better, we will be better and so will our students. Feel free to ruminate on my latest batch of homegrown wisdom, cuz I'm out!
-Gabriel
-Gabriel
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