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.