What will be a beneficial Action Research Project?

5-7-08               

After reading the selected chapters along with my own findings, I now have a better understanding of what this “Action Research Project” really is.  However I still have a lot of questions.  I am in hopes that my peers will have some interesting thoughts or comments after reading my blog.  As a Technology teacher, I ask, what would be a good Action Research Project?  I don’t deal with a lot of writing assignments, reading strategies or math assignments.  I do however; deal with technology applications on a daily basis as well as hands-on problem solving projects.  I feel that I have a good grasp on projects that I use or have created and feel very comfortable with the curriculum I teach.  No, my classroom is not perfect but these are things that I don’t feel enlightened to work on or change.  I have looked at many action research projects on the web but have yet to find something I feel is relevant to my background.  I guess I am asking for insight from my peers for ideas on something they would think or consider doing an ARP on if they were in my shoes.  I have a lot of interest in different areas of education that I would love to research, however, I don’t know if it would be beneficial for this project.  For example, I have both a personal and professional interest in DAS, Developmental Apraxia of Speech.  I would love to develop curriculum and resources for both teachers and parents of children with this disorder.  Through research and personal experience I feel that I have the knowledge and drive to do so.  However, is this something that is justifiable for an Action Research Project?  I am asking for your thoughts in the matter.  Which direction would you go in if you were me?

What other areas can be affected by DAS?

5-2-08              

           When reading our text, Practical Research:  Planning and Design, I found it really interesting that the chapter insinuated that many people misunderstand the true meaning of “research.”  It is commonly misunderstood that, “Research is not mere information gathering” (Leedy & Ormrod, 2005).  I too am one that looked at research in that way.  After reading the eight distinct characteristics of research, I realize that there is a huge difference between informal and formal research.  Before reading this chapter, I really looked at all research the same.                  

               The article I have been reading and reviewing in regards to my topic of interest deals with Developmental Apraxia of Speech(DAS).  I find this issue of interest both personally and professionally.  This is said to be one of the most misunderstood disorders known for children.  After dealing with it for the past 4 years on a daily basis, I believe it.  In my research, I am interested in understanding was all is affected by DAS.  When reading the article What is Developmental Apraxia of Speech, I began to find the information I am looking for in my early research.  I want to find out; How will my child be affected by this disorder?  Is only her speech going to be affected or will some of her issues with fine and gross motors skills be affected as well?  The article gives numerous items that will also be affected by DAS (Guild & Vail).  I also have many other questions about this issue, however, I feel that I am just beginning to dive into my research on the topic.  This article provided a stable base for my research, again however, I feel like I have a lot of room to grow.   

Bibliography

Guild, A., & Vail, T. (n.d.). What is Developmental Apraxia of Speech? Retrieved April 29, 2008, from Dyspraxia: Can We Talk?: http://www.tayloredmktg.com/dyspraxia/das.shtml#affected 

Leedy, P., & Ormrod, J. (2005). Practical Research: Planning and Design. Upper Saddle River, New Jersey: Pearson Prentice Hall.

The reading assignments for this week make me think about two key terms; “team” & “shared.”  Although these two seem as if they are related when you think in terms of their definitions, however I am thinking of two separate concepts with minimal overlap.   

While reading A Framework for Shared Leadership it seems to me that it is a culmination of the last 6 chapters we have read.  “Everyone has the right, responsibility, and ability to be a leader.”  (Lambert, 2002)   However, it seems that many teachers do not take the initiative to do so.  This is where the problem lies in many schools.  I feel it is so important that in order to have any type of school improvement it is a collaborative effort from all alike.  Many teachers seem afraid or void sharing their strategies, information or ideas for very selfish reasons.  They want to be the first, the only or the best of something.  We live in a very competitive world, when in reality it should be more of the idea of team and overall achievement rather then individual.   

On another note, this article also touches on the importance of “intensive collaborative planning.”  This is where the two articles overlap.  I think that in order to have successful collaborative initiatives, you have to have successful collaborative planning time.  It seems to me that it is the school system and the administrator’s responsibility to set aside time in the yearly, monthly and weekly schedule to have this collaboration time provided for the teachers and staff.  It is unfortunate that people feel their lives are so busy that they are only in their school from 7:15 to 3:00.  To some however, they give the little extra time and effort to make things that much better.  Although many do not want to stay after school or come in early to meet, collaboration time is very important.  Due to the fact that many look at it as their contract time is their only obligation, this is where administrators need to build time into their school schedule.  For example, this school year I am at a new school.  We have minimal time given for collaboration.  For the past 6 years however I was at a different school system.  They were very big on collaboration time.  For the first four years we were doing about the same as I am now.  However, the last couple of years they built in what was called, “Late-start Monday’s.”  Basically every Monday the students came in an hour and a half later.  In that hour and a half the teachers had collaboration time.  It was on a very structured schedule.  One week we would meet with our department, the next as a whole school to discuss issues, and a variety of other teams.  This seemed to be very successful.  I would like to encourage my current school to do something to that effect.  The time taken out each Monday was accounted for later in the school year.  For example, when the students typically got off the Friday before Spring Break, they didn’t due to the late starts, as well as a few other days.  I feel that in this time, many successful strategies were shared and designed to better teaching skills and strategies used by all.  

Leading into the factor of “time,” Chapter 7 in our text, Awakening the Sleeping Giant, reiterates the importance of incorporating time by saying, “The problem most often discussed within the school context is the inability to find adequate time in the school day for leadership activities.”  (page 104)  It seems to me that so many things, if not all, revolve around the word TIME!  One thing that revolves around time is schedules and scheduling.  In a discussion we had in my Med 510 class, one of my peers said a conflict she was running into in order to get a new initiative started was “scheduling.”  She wanted to tackle an issue she has at her school that seemed of high priority, but in order to do so; they had to “find the time.”   

In conclusion this week, I feel that an important factor learned is to manage and take advantage of TIME.  I also believe that shared time, such as collaborative planning time with your peers is a must regardless whether it is built in to your day or not.  Going into teaching, most know and realize it is one job that will never be just 7:15 to 3:00.  Whether you are planning, grading papers, or addressing issues, you school days end when the next one begins…

The article and chapter in our book, Awakening the Sleeping Giant, discusses the importance or more so, relevance of influence, credibility and expertise.  It seems to me that all three of these traits are identified in most schools on a daily basis.  However, the emphasis on them at times is not weighted heavily enough in my opinion.   

When reading the article from Teachers College Record, one statement that stands out is” … by sharing specific ideas about classroom practice, by serving as models and examples for others, by providing their advice and expertise in formal leadership roles…” (Hatch, 2005).  When reading this I look at the importance of influence amongst the teachers in a school and across the country for that matter.  We live in a society that has become rather competitive over the years.  It doesn’t seem to me that we are an “all for one and one for all” society.  Many want to be the first to do something, the best at it, or the only one that can do it.  What people don’t realize is that when they find something that works and works well, why not share it and let numerous other people be able to take advantage of such a great thing.  One way that I look at it is that I am willing to share anything that I have that I feel is beneficial to someone else; from lesson plans to a simple sentence that is important.  If I am teaching a subject and I have found a strategy or lesson plan that really reaches the students, I will be the last one to hide it and not let someone use it.    As a parent, I look at it as an opportunity to share something that I feel confident about that maybe in time; will reach my own children in another classroom that I am not teaching.  Many don’t look at it in those terms.   Expertise is a very questionable word to me in educational terms.  What does it mean to be an expert?  Do you have to have a certain degree or license to be considered an expert on something?  Absolutely not!  Many however, feel that is not true.  In Chapter Six of our text it states, “Sometimes we stepped over the sleeping giant deliberately.”  This is very true.  Many administrators look beyond the classroom teachers as a resource that could be very useful when it comes to the issues at hand that are directly in the schools or classroom.  The chapter then adds, “Instead of valuing teachers’ expertise, we brought in the experts to fix the teachers by providing then with answers.”  It seems to me that this process of bringing outsiders in to “fix” issues is somewhat a redundant process.  Not only do things have to be explained, justified, and discussed then they have to be relayed back to the teachers and usually rejustified.  The process of explanation to these “experts” are time consuming enough that the issue may have been able to have been resolved if the professionals directly involved were part of the solution.  Lastly the book makes a point by saying; “Teachers’ voices are too often silent, and their perspective needs to be heard by all of the stakeholders in the school reform efforts” (page 92). 

In conclusion, I believe that factors of expertise, credibility and influence are very important in the schools when it comes to any issue.  I also feel that everyone involved should feel confident in their skills of influence.  This confidence is so valuable in order for teacher leaders to apply themselves in influencing all stakeholders in the school reform efforts such as parents, students, staff, and administrators. 

   Wow!  That is my first thought after going through the readings of Module 4.  At first glance, it seems very overwhelming.  However, I have found so many great points in the readings that I have not really considered or put into prospective.  When reading the article, What Teachers Should Know and Be Able to Do, I felt a general understanding and even agreed with most of the article.  What I believe is so true from that reading is, “If America is to have world-class schools, it must have a world-class teaching force. Many excellent teachers already work in the schools, but their work often goes unrecognized and unrewarded.  As a consequence, many first-rate practitioners leave the schools, and others who could be exceptional teachers never consider teaching. Worse still, the knowledge and skills of the fine teachers who remain are often underutilized, their positive influence allowed only modest scope.”  (Standards, 2002)

    I reflect on this specific statement so deeply because I have seen many great teachers leave teaching due to the fact that they felt, “unrecognized and unrewarded.”  Although many great things go unnoticed in the world, some things shouldn’t be.   I ask the question, “Who are at fault when it comes to these teachers leaving because they feel this way?  Is it the administration?  Are they not providing them with the resources or professional development needed?  Do these teachers give up too easily?  Or, does, society not appreciate what teachers do nor have the respect for them that was once considered?”  I think it is a mixture of all three.  I also agree with Chapter 4 in our text, “…teacher leadership may not be for every teacher…” (pg. 57)  I know that in my school it seems that the same people are always involved in the activities.  We have the teachers that are burnt out and don’t want to get involved anymore then they have to, but we also have a few teachers that pick up the slack and really work hard.  It feels like however we are starting to get into a groove of new or younger teachers that are your real, “go-getters!” 

  Do your teacher leadership skills reflect at what stage your teaching career is at?  I feel at this point in my teaching career I am at the Establishment Stage.  My comfort level and organization in the classroom is at a point where it isn’t really a thought.  Although I have been teaching for 6 years and this probably seems very logical to most, I still question my teacher leadership skills.  At the same time as being in the Establishment Stage, I think that it somewhat overlaps with the Maintenance Stage.  Even though I feel very comfortable in the classroom, I feel that I need to make sure that I continuously improve my teacher leader skills with continued professional development.  I do not want to get in the groove where I believe what I am doing works fine and that is it.  I have seen teachers that do that, and they are even somewhat successful.  However, at the same time I think to myself some of the things they could be doing to reach out to even more students.  That is not where I want to be as a teacher.  I have committed myself to continuously learn and improve my teaching skills, knowledge and role as a leader by being involved at my school, with professional development as well as collaboration with peers in the field of education.

Bibliography

Katzenmeyer, M., & Moller, G. (2001). Awakening the Sleeping Giant.

Standards, N. B. (2002). What Teachers Should Know and Be Able to Do. NBPTS.

My vision as a professional in education is to have a positive influence on the lives of all students through a lifelong career as an educator. I aspire to offer opportunities for individuals to achieve their highest potential by motivating students in a safe and nurturing learning environment. 

  When I think of my personal vision I first think of that means to me in general.  I look at a personal vision more so as what I “envision” in my life.  What do I want out of my life as both a person and a professional?  Over time, I feel that my life has changed year by year and with each year it has only gotten better.  First and foremost I have a vision to be the best Mother, wife, daughter and sister a person can be as well as a great friend to all that include me in their life.  Although this is my personal vision for teacher leadership, I feel that you have to have a fulfillment in both your personal and professional life in order to be successful.  On a professional level, I strive to be the best I can be at my job as an educator on a daily basis.  I try to make efforts to enable students to learn and work up to and beyond their full potential on a daily basis.  I also try to make them recognize their capabilities both in and out my classroom.   Providing students with various opportunities to further themselves has always been a vision that I have had as a teacher.  I continuously try to look for ways in enlighten then and add to a basic day at school for them.  When teaching, I use various teaching strategies to meet the needs of all students regardless of their learning abilities or styles.  I thrive on professional development to better my self as an educator as well as to reach out to my peers in hopes that I will teach them a thing or two to help in their classroom struggles as well.  Lastly my goal in everyday life is to find the positive in as many situations as I possibly can.  Although everyone goes through trials and tribulations, I feel that you can learn something from almost if not ever situation. 

  It has been almost two weeks since we endured our introduction to this Master’s Degree program at St. Mary’s.  I would have to say my first impression was very overwhelming.  As time has went on, I have a better understanding of the expectations and course content in which has relieved some of my initial stress.  So far so good is how I am feeling right now… 

  After our first set of readings, again that overwhelming feeling came back as well as a feeling of the desire to do more with my teaching career.  What I mean by this is that I don’t feel at this time I am a teacher leader.  I feel like it is definitely something that I now strike for, but I am not quite there yet.  I feel that I have certain qualities that show leadership qualities in me, but not a recognized teacher leader by my peers and students.  I am one of those teachers in the readings that need to take that step forward, not worry about what others think and voice my thoughts and ideas.   

  Overall when I think of the readings, I have a ton of opinions that have been formed and even some that have changed.  I had a pretty good idea of what a teacher leader was.  I also was very interested in learning through the teacher leaders at my school.  I am one of those teachers that actually “value” in-service days and what they are trying to present to us.  I get really frustrated at times, when we are having an in-service that we go to and all you hear is negativity.  Given, I don’t enjoy every minute of every in-service, but I do go in with an open mind, unlike many of my colleagues.  Some of the teachers that are asked or even volunteer to present at these in-services have put in a lot of time and research into their presentations.  At times they have even spent quite a bit of money and we are getting all of this information for free.  Why not take advantage of this.  Once of the things I really liked that I have heard Dr. Fiedler say is something to the effect that you can’t read or learn too much!  I completely agree with this.  I have learned numerous teaching strategies and techniques from teacher leaders in my school that I have used on a regular basis. 

  In our text, Awakening the Sleeping Giant, there were a few items that I highlighted that I thought were either interesting or very good statements.  On page 4 is states, “This strong norm discourages teachers from drawing attention to themselves.  Fearing the reactions of their colleagues, teachers hesitate to be singled out of the group in an environment that has valued treating all teachers the same (Stone, Horejs, & Lomas, 1997).”  This statement seems to demonstrate what I was saying in my previous paragraph.  I among many other teachers in my building are reluctant to step out and be that teacher leader we want to be deep down in fear that other teachers will look at us funny or say something about us.  In reality, if they are taking the time to say something about us, they had to at least listen to what we are saying.  In all, as mentioned when I began this blog entry, the readings have meant a lot to me.  I have learned a lot and even raised the expectations I have for myself as a teacher.  I would love for my peers in the school I am at and any other school for that matter to think as this last passage from our text.           

   “Individual teachers are obligated to consider their own contributions to the improvement of teaching and learning within their schools.  Leadership roles may be offered, but if teachers do not step forward, then both the school and the individual teachers lose (page 13).”

Bibliography

Katzenmeyer, M., & Moller, G. (2001). Awakening the Sleeping Giant.

Here is my intial post for my edublog.  This will mainly be used for my M.Ed. at Saint Mary of the Woods College.