Action Research Plan
Goal: Increase writing abilities of ninth and tenth grade students by developing a systematic and foundational way of teaching writing.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Determine our starting place. Identify our students’ strengths and weakness.	Megan Maxwell	August 2013	STAAR data from the 2012-2013 school year; students’ writing portfolios; teacher input; feedback from students	List of areas of students’ weaknesses for teachers to reference throughout the school year
Begin researching texts and blogs to determine best practices when teaching writing.	Megan Maxwell	August 2013-September 2013	Texts and blogs that regard best practices when teaching writing	List of effective resources for teachers to reference throughout the school year
Collaborate with English teachers to discuss best practices and effective ways of teaching writing.	Megan Maxwell English teachers	August 2013-September 2013	Teachers willing to collaborate; evidence of student writing abilities; team-teaching in PLC’s	Notes of points discussed in the meeting for teachers to reference throughout the school year
Develop SMART goals for English teachers and students.	Megan Maxwell English teachers	August 2013-September 2013	SMART goal guidelines; students’ writing data	Laminated SMART goals to be hung in teachers’ classrooms
Implement a new way of teaching writing.	Megan Maxwell English teachers	September 2013- May 2014	Outline of new way of teaching writing; lesson plans for teachers; checklist to determine completion of SMART goals; monitor list of students who are making progress and/or struggling	Consistently meet with teachers to offer support; give students surveys regarding teaching practices; monitor SMART goals; assess data
Monitor students to determine progress.	Megan Maxwell English teachers	September 2013- May 2014	Input from teachers and students; data regarding students’ writing scores	Check student surveys; assess data; collaborate with teachers
Meet with English teachers to discuss growth and any need for change.	Megan Maxwell English teachers	September 2013- May 2014	Teachers willing to collaborate; evidence of student writing abilities; team-teaching in PLC’s	Monitor SMART goals; assess data; reevaluate texts/resources
Assess data at the end of the school year to determine growth.	Megan Maxwell	May 2014	Input from teachers and students; data regarding students’ writing scores	End-of-year surveys from teachers and students; STAAR scores
Meet with teachers and administrators to discuss action research findings.	Megan Maxwell	May 2014	Teacher and student surveys; STAAR scores; completed SMART goals	Teacher and student surveys; STAAR scores; completed SMART goals

Action Research: Week Two Reflection

As I continue on my journey of understanding action research and the way I can use it in my own life, I am finding that the process of action research is one that takes a great deal of time and attention to detail. When completing my week two assignment, I became privy to the fact that there are many different facets of action research. Action research is not something that can take place overnight. On the contrary, it is a process that will encompass many different realms of an idea or problem.

In order for action research to be effective, one must be intentional in exploring different possibilities that could lead to success. For example, an individual should be open to reading relevant texts, participating in collaborative discussions, studying research, etc. Without exploring all of these areas, one would run the risk of missing an opportunity for advancement.

In addition, when using action research, it is imperative to understand the nature of the beast and the necessary steps in ensuring that the research is appropriate and worthwhile. The individual in charge of the action research plan should be familiar with processes that will ensure ethical decision-making and results. Without an understanding of how to remain ethical, the individual would run the risk of creating bigger problems.

The concept of action research is intriguing, to say the least. I am excited to implement some of my own ideas on my campus.

Action Research: A relevant and timely opportunity to bring about positive change in schools.

Task: Write a description of what you have learned about action research and how you might be able to use it. This description should be at least 200 words.

Action research is the "intentional study" of a particular practice that can ultimately lead to the development of positive change. Unlike traditional educational research, which relies on experts in a certain field, individuals who initiate action research obtain relevant and timely data pertaining to a certain subject. Since each challenge is individualized to specific circumstances, inquiry can be a helpful tool in determining best practices. And, by using action research, administrators and teachers possess the ability to bring about positive change in their schools. 

As a teacher, I can use action research in my own classroom and in the way I work with my colleagues. For example, when trying to determine whether or not my students have mastered a certain skill, I can rely on inquiry to gather information. Data analysis can be helpful in gauging my students' strengths and weaknesses. In addition, students' feedback regarding their work can determine whether or not I am accommodating their learning styles. In the end, by using action research, I can alter my teaching style to fit the needs of my students. When meeting with my colleagues, action research can be beneficial through data analysis, lesson planning, teacher feedback, and discussions of best practices. In the process, collegial relationships can be built, which will only benefit students. It is a win-win situation.

With the use of action research, administrators and teachers can be proactive in developing world-class schools that help students to become productive members of society. Isn't that the goal of the educational system?


Task: Write an analysis of how educational leaders might use blogs--25 words or more are recommended.  

Educators can use blogs in many ways. To begin with, administrators and teachers may create blogs to share ideas with one another. Different blogs can be created regarding different issues in the school. For example, an administrator may create a blog for teachers to post ideas regarding how to best accommodate students who are visual learners. Or, a teacher may create a blog where his/her colleagues can offer feedback on how to use data to increase test scores. Through this collaboration, educators can share ideas that have the potential to bring about personal and professional growth for all involved. 

Educators can also create blogs for their students. For example, an English teacher may create a blog for each of her classes. That way, her students can post questions about homework assignments or tutor each other on information that was presented in class.This additional venue for learning will engage the students and motivate them to be successful. Students will appreciate the use of technology in helping them to be 21st century learners.