This week I watched videos from three scholar practicioners. I learned how three different practicioners viewed action research and suggestions they had for conducting it as well. Below I have included the reflections from two of the videos.
Scholar 1: Dr. Timothy Chargois, Director of Research, Planning, and Development, Beaumont ISD
Dr. Chargois discussed an action research project Beaumont ISD is collaborating on with the Michael and Susan Dell Foundation. The action research project focuses on the question “How can we teach our teachers to be data driven?” Beaumont ISD is focused on taking the data available to them and using it to impact instruction. He wants to see people in the district to be able to manipulate the data so that instruction is being changed because of what the data is telling them. Dr. Chargois believes that if they do just that, they will move closer to becoming a performance management group. “Performance management is about giving educators continuous access to the information and resources they need to respond to the unique needs of each student, thereby allowing them to guide their students to the college track sooner and more consistently.” ("Performance Management," n.d., para. 2) Dr. Chargois stressed the important idea that when doing action research we have to be able to answer, “yes” to the question “Is it going to increase student performance?” If not, it’s a waste of time.
Dr. Chargois said that teachers should never stop learning! He used the old adage “If you are green, then you are growing and if you are brown, you are dying.” Teachers leave college knowing the content of the area they are certified to teach and the pedagogy also. However, teachers are not taught in college how to use the data that will facilitate the instruction of their classroom. This is something that districts are spending millions of dollars teaching their teachers how to do. He also spoke about teachers being action research oriented. Teachers he said must know what research is and be able to use it in the classroom to impact student success.
After watching Dr. Chargois’ video, I began to think about my classroom. Am I really using the data the way Dr. Chargois explained? Could I use the data more constructively? What would that look like? I still am “brown” in this area where I should be “green”. Recently however, because the TAKS tests are lurking in the air, I have been looking at a lot of data from my class practice tests. The campus online format has really helped me be able to use the data to my classes’ advantage. It does the hard work for me. I don’t have to create an excel spreadsheet and track who missed which questions, I have it right in front of me with that data. Data can be intimidating but if you have the right training on how to use the data, it can actually be what “drives your instruction”.
Scholar 2: Dr. Kirk Lewis, Superintendent, Pasadena ISD
Dr. Lewis spoke about the research based grant Pasadena ISD “a data rich district” received from the Bill & Melinda Gates Foundation. The grant is funding a program that focuses on 9th grade students and setting them up for success when it comes to meeting graduation requirements. Within their research, Pasadena ISD is focusing on delivering instruction in the core curriculum areas that “beef up rigor and relevance”. One way they are doing this is by asking their administrators and teachers to look at the data and apply the data to their instructional strategies. He hopes that they will look at the data and with that find research that will help them bring in pieces that will influence student achievement.
Dr. Lewis explained that his opinion of the purpose of action research is you should ask yourself, “What is practical for me?” What is it you need to know to help it apply to student learning? Most importantly, the individual doing the research must believe in the research. If educators accept as true the research they are conducting, they will do three things. First, they will be interested in their research. Second, they will stay focused on the outcome of the research. And lastly, when doing research, educators must remember to make it practical and not theoretical or students will not benefit.
After watching Dr. Lewis’ video, I started thinking about my action research proposal and if it will be practical. I feel strongly that it will be. I feel that researching our after-school tutorials program will tell us with the budget crisis we are in as a district and campus, will paying teachers for after school tutorials be a smart budgetary item or loss? I also thought about the other two guidelines Dr. Lewis puts forth about making it practical. I am already interested in this action research project and I know I can stay focused on it. With TAKS being around the corner, the after school tutorials become so much more imperative for the “bubble” kids, the ones that are so close to passing or so close to making commended. I believe this will be a very practical and not theoretical action research project as Dr. Lewis suggested in his video.
References
Performance Management | Michael & Susan Dell Foundation. (n.d.).
Michael & Susan Dell Foundation. Retrieved March 5, 2011, from http://www.msdf.org/Programs/Urban_Education/Performance_Management.aspx
No comments:
Post a Comment