Action Research Plan Lynda Kieler Question:

How can I use learning communities effectively to facilitate the professional growth of teachers through the use of action research on group identified issues that then impacts student achievement in a positive manner?

_________ _________________________ School Vision: All stakeholders will keep student achievement as the main focus so that our students can compete in a global society.

___________________________________ Goal: Improve teacher instruction and student academic performance through the utilization of learning communities that focus on issues identified as critical from AEIS reports and formative evaluations, conducting action research and enhancing our teaching skills, techniques through that research.

Outcomes Activities Resources/Research Tools Needed

Responsibility to Address Activities

Time Line

Benchmarks/Assessment

Revisions to PIP based on monitoring and assessments

Align teacher leaders to form a learning community

Presentation to SBDM team on the creation of a learning community to do action research on how to best facilitate and use the learning community to support action research in each grade level /area

Power-point/ computer/ Article: "What Is a Professional Learning Community by Richard DuFour

L Kieler Aug 2010

none none

With rules set begin discussion on article

Set up rules and meeting times, give book to begin reading. Assign sections to members and ask them to be prepared to present their

Chart Paper/ article/ Pen/ highlighters/8 Steps From Analysis To Action by Harris, et. al.

L Kieler Aug 2010

Rules set/ goal in agreement for need to learn effective learning community skills, collaboration and interaction.

none

section next meeting(Jigsaw learning)

To learn effective steps in Action Research

Presentations begin on each of eight steps with discussion

8 Steps From Analysis To Action by Harris, et. al. Power-points/book/pen/ highlighters/

LKieler/ other SBDM members

Sept 2010

Group effectively learns steps of action research

Process may take longer/ may need more discussion/ readings

Members see how data/action research/ learning communities could impact student achievement

Look at and evaluate AEIS Data/ STaR Chart Data/ Campus Improvement Plan

AEIS Data, STaR Chart Data, Campus Improvement Plan

L Kieler SBDM members

Sept-Oct 2010

Effective analysis and questioning on the data/ adequate discussion/ motivation to use action research in solving issues

May need to go back and review data or book on steps in action research

Under-standing of Learning Communities and importance

Discussion of Article/ ways learning communities could address items on Campus Improvement Plan

Article /Chart Paper/ highlighters/ campus improvement plan

L Kieler SBDM Members

Oct 2010

Teacher leaders understand steps of action research and are ready to start learning communities in their grades to do action research on issues revealed in the data we looked at

This committee will keep meeting to discuss concerns and issues in the grade level learning communities to do action research on ways to solve the concerns

Learning communities are created to do action research

Learning Communities are created at each grade level

Power-point/ computer/ Article: "What Is a Professional Learning Community by Richard DuFour

SBDM Members/ grade level teachers

Oct-May 2010-11

none none

With rules set begin discussion on article

Set up rules and meeting times, give book to begin reading. Assign sections to members and ask them to be prepared to

Chart Paper/ article/ Pen/ highlighters/8 Steps From Analysis To Action by Harris, et. al.

SBDM Members/ grade level teachers

Oct -May 2010-11

Rules set/ goal in agreement for need to learn effective learning community skills, collaboration and interaction.

none

present their section next meeting(Jigsaw learning)

To learn effective steps in Action Research

Presentations begin on each of eight steps with discussion

8 Steps From Analysis To Action by Harris, et. al. Power-points/book/pen/ highlighters/

SBDM Members/ grade level teachers

SBDM Members/ grade level teachers

Group effectively learns steps of action research

Process may take longer/ may need more discussion/ readings

Members see how data/action research/ learning communities could impact student achievement

Look at and evaluate AEIS Data/ STaR Chart Data/ Campus Improvement Plan

AEIS Data, STaR Chart Data, Campus Improvement Plan

SBDM members/ grade level teachers

Oct 2010-May 2011

Effective analysis and questioning on the data/ adequate discussion/ motivation to use action research in solving issues

May need to go back and review data or book on steps in action research

Collaboration between teachers/administrators and other stake holders

Blogs are created for use at individual grade levels and at campus level and on the web

Computers/Knowledge of how to use blogs

SBDM committee members, teachers, tech support

Oct 2010-May 2011

Participation and collaboration, reflections and Ideas gained

Revisions will come as new ideas emerge or problems noted

Stakeholder active participation in improvement of student achievement

Surveys created through Survey Monkey to determine topics needed for action research

Computer All Stakeholders/ Lynda Kieler /SBDM committee

Oct-May 2010-11

Survey results to determine campus needs

Revision based on results

To create better communication of findings and to address four critical tasks for sharing inquiry

Newsletters published to keep stakeholders aware of learning community action research progress

Blogs, Minutes from meetings, computer, data, charts

SBDM committee/ Lynda Kieler/ Reporters from each Learning community

Oct-May 2010-11

Response to newsletters/ increased collaboration/newsletters themselves/ local newspaper recognition of efforts/ increased student achievement as evidenced through formative assessments

Ongoing revisions as necessary.