Web Conference Experience

Classmates and Lamar Instructors,

Thank you very much for the webinar conference experience.  It was certainly useful and informative.  The communication was a bit choppy throughout the session, but the information and ideas that were shared make it worthwhile.  I also like the fact that when participating with video feeds you attach a face to a name, which is important in an online learning environment.  The distance doesn't seem so great between classmates when you can all participate in sessions like that.  You get the best of it all really.  You get community, learning and the use of technology that will be crucial for future success.  I did finally realize after about 30 plus minutes of watching others in the conference that my speakers or camera were not enabled.  It helps, as always, to follow instructions.  Again, thank you for the experience and the convenient sharing of knowledge.

Robert Casey

5301 Reflection Time

As I look back on the previous 5 weeks, I am pleased to say that I enjoyed this course.  I found the action research topic to be very inspiring.  I truly, truly enjoyed the emphasis on personal and professional reflection.  I do not do this near enough, but I will in the future.  Between the demands of my personal and professional life, I very rarely leave enough time for a decent night's sleep, but I will find a way to prioritize some time for reflection.  It was quite amazing how just a few moments of pausing to think about past experiences and approaches allowed me to relax, regroup and re-purpose my efforts into more meaningful results.  Thank you Dr. Abshire and Dr. Bennett for the challenges you offered in this course.  I will be better off for having met them.

Action Plan Template: Performance-Based Student Incentives

Action Planning Template
Goal:  To research the effects of a performance-based incentive program as it relates to state assessments and district-wide benchmarks.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
To discuss with my site supervisor the best course of action for developing this research study	Myself and my site supervisor (Caty Paben)	Dec. 5, 2011- Dec. 9, 2011	Internship Plan (revised), School Data and Spring 2012 district and state assessment schedule.	A refined approach to research set-up, brainstorming of potential reasonable incentives.
Research previous efforts to increase student performance by offering incentive-based program	Myself	Throughout duration of the project	Internet Access	Analyze other states’ and districts’ effectiveness in impacting achievement through incentive(s) program
To collect baseline data from previous TAKS assessments and district benchmarks (for future comparison)	Myself and district testing personnel	Dec. 12, 2011 – Dec. 16, 2011	Previous TAKS data from the district. Previous Benchmark data from campus administrator and district testing coordinators.	Successfully gather all baseline data on students involved.
Create a benchmark exam series/schedule for STAAR/EOC/TAKS preparation in math and possibly ELA.	Myself and possibly my site supervisor	Dec. 5, 2011- Jan. 2, 2012	TEKS/STAAR objectives, testing resources, released tests and school curriculum	To evaluate that the benchmark questions are a good representation of state objectives and both supporting and readiness standards
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Collect and score benchmarks as the Spring progresses	Myself	Throughout Spring 2012	Completed benchmark exams	Beginning comparison of data to see if incentive(s) raised performance a measurable amount
Review state assessment results (when available)	Myself	Throughout Spring 2012	State Assessment results for each student	Beginning comparison of data to see if incentive(s) raised performance a measurable amount.
Compile all data and conclude campus research	Myself	June 2012	All current and previous benchmark data and state assessment results	Evaluate the significance of the offered incentive(s) and determination of whether incentive(s) increased achievement from previous levels.

Student-Based Performance Incentives

Do they work?  According to a majority of the research, as well as teachers who responded to my discussion board post, the answer is a resounding no.  I am truly interested in the research that lies before me.  I am confused as to why incentives have not panned out to be more effective in the educational arena.  We live in an incentive-based culture from infancy to beyond retirement.  We potty train children using incentives.  We use them throughout schools.  We use them as parents to encourage good choices and help around the house.  We use them in base salaries plus commission.  We get frequent flyer miles for using credit cards to make purchases.  Everything is about incentives when it comes to performance.  Why not in the classroom?  If I had the answer, I could be a gazillionaire like Forrest Gump, but I will settle for being a teacher who is trying to find a way to make a difference.  I'm alright with that.  

Data, Data, Data...and more data

As a part of our coursework this week, I had to watch three separate professionals address the topic of what action research means to them.  Two of these professionals, both of whom are central office staff, where all about the data.  Breaking it down.  Tearing  it apart. Gleaning what valuable information their districts could from it.  I certainly see the value of data, please do not get me wrong.  The fear that I have with being "data driven" at the teacher level is that the student becomes more of a statistic or category and the relationship level is lost or lessened.  Central office and campus administration should, and more times than not do, focus on data and observable gaps that can be remediated.  When the central office or campus administration begin to put too much emphasis on teachers being data driven, the stress becomes too overwhelming and as our text for the week pointed out, you begin to have teacher burn-out and retention issues.

We lose teachers because it becomes more about TEKS, state assessments and data than it does about the individual student and making a difference in their lives.  Did we meet AYP?  Did our sub-pops do well enough for us to be recognized?  Did little Johnny have a place to sleep last night with a warm meal?  Teachers often get into the profession for the right reasons. Because our salaries are posted on every district website, we know it isn't for the money.  Most initially get in because of the kids.  To make a difference.  To see the light come on.  To give a child hope for a promising future.

Data certainly has its place in guiding us as to whether or not we are on the right track.  It can narrow our focus and help us see right where the deficiencies are.  Technology is amazing and beneficial is so many ways as far as putting information at our fingertips within a brief amount of time.  This data is crucial to guiding our success, but should it be projected on the teachers as much as it seems to be.  I personally do not think so.

I am 42 years old.  Old, but not old enough to forget what it was like to be in the classroom as a student.  I remember teachers having much more joy and contentment in their profession.  Salaries were worse than they are today, and yet teachers still had more joy.  More passion.  Why?  I think the data would show those teachers had more say about the creative voices of their classrooms.  They weren't guided by or seemingly forced to "teach to the test."  Standardized testing has created a system that might have brought about more measurable results to compare us to the rest of the country or globe, but has it truly improved the learning process or school culture?  As far as data goes from a profession standpoint, would the data say that teachers  are more satisfied now or 25 plus years ago?  When did the data start trending toward low teacher morale and burn-out?

Sorry about the soap box on data, but I believe it is too easy to overstress the data and consequently, overstress the teachers.  As an administrator, I will  be very selective as to the type and amount of data that my individual teachers are asked to review.  I want their joy for the classroom to be apparent.  We will use data and relationships to steer our campus culture.  I personally do not want to go to work as an administrator  everyday and have to face disgruntled teachers who are looking to become former teachers.  I will strive, through active research and administrative inquiry, to make my campus enjoyable, beneficial and productive for all stakeholders.

RC
          

How might educational leaders use blogs?

In an ever changing educational climate, leaders would be wise to use the web to log personal thoughts, reflections and current practices at their schools.  While not an expert on blogging, I certainly understand the concept of it and can see the potential benefits.  Blogging encourages professional reflection.  It more or less forces the blogger to think deeper into why they do what they do.  It also allows other professionals to read and respond to the blog, which can expand professional vision.  It should be a win-win for all leaders involved.  Leaders can gain insight, perspective and direction from other leaders that may have already walked through a similar area of challenge.  Professional ideas being shared among other professionals should only serve to broaden the level of excellence in the academic arenas.  

Functionality of Action Research

Why should what I have done for the last ten years be reflected upon?  Why should I look at how students are performing on tests or lining up for the buses after school?  Action research projects are the answer to these questions for the simple reason that it potentially improves the process, program or practice that is currently in place.  In today's ever-changing school environment, it takes a significant amount of effort to keep pace.  From the changing of state assessments to the collapse of the traditional family, educational practices have to be reviewed and improved upon frequently to remain successful.  Demands are always being increased from a state or federal standpoint and those legislators seem to always want the educational arena to do more with less.  Action research projects allow the local school or district to assess campus needs and address the issues they see as crucial or pertinent in an appropriate manner.  The individual or team responsible for the project collects necessary data and monitors the effectiveness of the changes that have been imposed.  The local aspect of the project allows for constant tweaking if necessary to bring about the desired results.  

To date, I have learned that the process of action research attempts to clear the muddy waters.  It prompts the professional to reflect on previous thoughts or efforts and allows for creating, revamping or dumping previous practices in order that they might become more effective.  Action research projects create a better buy-in from  responsible educators due to the fact that they are the ones designing and implementing the changes.  Those educators, if they are worth their weight, want to design a program or improve on a process that will make their efforts worthwhile and lead to student success, which should always be the long-term goal of any school related endeavor.

I will be able to utilize action research in my current school setting to analyze my classroom expectations, to reinforce key concepts and address learning gaps in our math curriculum and implement a character development curriculum that actually addresses the needs of the students with whom I work.  I need to reflect on how I perceive the effectiveness of my classroom rules and expectations.  Do I enforce them?  Are they realistic?  Do I need to add or delete to bring about more effective results in my efforts to manage my classroom?  In regards to the math gaps, I will need to look at previous state assessment results, current placement test results, benchmark results and current unit test scores to address noticeable areas of deficiency.  From that data collection, I will have to devise a plan to offer remediation in the noted areas and have a way to monitor improvements.  Finally, I desire to implement a truly meaningful character development curriculum that addresses real-life issues in today's world and is not a skim the surface "just act right" farce.

I am looking forward to going through the action research process to see how well I can reflect, design and implement my desired practices.  I look forward to posting in the near future about getting from where I am to where I want to be in regards to my above listed action research options.