Action Research Plan

Goal: To increase the students’ achievement and growth and how teachers use resources to prepare for after school tutoring.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Collaborate with instructional supervisor on the details of the research study	Instructional Supervisor, Lauren Maudlin	March 8, 2011	Literature containing information on after school tutoring	Reflection on advice given
Research the benefit of after school tutoring	Lauren Maudlin	March-June 2012	Literature and online research articles containing advantages and disadvantages of after school tutoring	Take notes and reflect on results
Determine sample size of students participating in after school tutoring for math in grades 3-5	Lauren Maudlin, Attendance Clerk	August 2011	TEAMS attendance report	Evaluate attendance report to determine students participating in after school tutoring for math in grades 3-5
Develop and conduct a survey that allows 3rd-5th grade teachers who provide math tutoring after school to state the resources used for instruction, reflection about the impact on student success, and results/scores on the success of students. How are teachers utilizing the available resources to drive their instruction to help fill gaps with struggling students?	3-5 grade math teachers who tutor after school, Lauren Maudlin	August (Have data available for professional development at the beginning of the school year)	Surveymonkey.com	Evaluate the results of the survey and meet with teachers to discuss results
Analyze surveys to determine if a pattern is present among resources used leading to student success or lack of progress	Lauren Maudlin	August 13-September 1 (Before Star Camp, after school tutoring, will begin for the new school year to implement any necessary changes to promote student success)	Completed surveys from teachers participating in after school tutoring for math in grades 3-5	Reflect on responses from teachers
Meet with teachers who conducted survey data	Lauren Maudlin, Teachers from sample	August 13-August 20	Results from survey Laser Focus documenting struggling students progress	Identify the most common patterns in teachers’ data, discuss who is progressing, who is not, and what next steps would be
Conduct walk-throughs during after school math tutoring	Lauren Maudlin	March-April 2011	Observations	Reflect on instructional sources being used, manipulatives, observations of lesson
Meet with Instructional Supervisor and Principal to obtain benchmark scores, and TAKS scores for math from the sample of students participating in math after school tutoring	Instructional Supervisor, Principal, Lauren Maudlin	August 2011-November 2011	Scores from administration	Create a spreadsheet to evaluate the data and determine areas of weakness
Review students’ cum folders to gather missing data, including previous assessments, demographic information, and socioeconomic status	Lauren Maudlin	November 2011	Cum Folder Tracking System	Update spreadsheet to include information regarding demographics and socioeconomic status Evaluate the data to determine any new areas of weakness
Reflect and analyze data that has been collected, looking for patterns and tracking student progress Use results to summarize data collected	Lauren Maudlin	Ongoing during observations and tracking December 2011- February 2012	Tracking System Literature and Research-based Articles, Notes	Compile all data and analyze to formulate results

The Passions That Drive Your Journey

This week, I have learned about nine areas that are major wonderings for school leaders. One of the most important wonderings I reflected on this week includes curriculum development. I reflected on a principal's observation of the writing curriculum being conducted at her school:

     Curriculum Development

A principal observed that the teaching of writing at her school had not been explored in depth by her faculty in some time. She hoped to provide opportunities for her faculty to learn more about the teaching of writing, to collaborate across grade levels, and build a writing curriculum that was coherent and aligned with best practices. The principal conducted inquiry based upon if she can build her own knowledge of exemplary writing practice and how she can use learning communities as a tool for the entire campus to use in the transformation of the writing curriculum.

Curriculum development is an important area for action research in schools. Action research in curriculum can help achieve academic excellence. Without sound curriculum, poor content is being delivered to students, resulting in low performance. The best curriculum includes curriculum functions at several levels- state, district, school, and classroom. A principal can utilize action research on curriculum to become an expert with the curriculum and to determine the expertise and knowledge of each teacher. Through these experiences, the curriculum is enhanced and best practices are taking place. (Dana, 2009, pgs. 35-39)