I am so used to the Scientific Method and the use of deductive reasoning, that I have struggled about how I will design my Action Research Project. Understanding that Educational Research is inductive has helped me to understand that observation can be a starting point. Since I will be working with my colleagues in studying the process of the PLC collaboration time, I will be able to design google forms for data collection that all the teachers in this study will complete. In Darling-Hammond's Flat World and Education, on page 62 she notes that teacher expertise and collaboration are needed to develop curriculum, solve problems and provide support to colleagues by mentoring. PLC time could provide the platform to collaborate and mentor in an effort to solve problems and further teacher development.
In Dr. Happy Johnson's you-Tube video he tackles assumptions and characteristics of educational research. He defines the steps involved in Inductive Research Design. Observation is the first step, followed by looking for Patterns, The third step is to develop a tentative hypothesis, which is completed with a theory of what is happening. It is helpful to know that Conditional Conclusions where results are framed as statements of probability is a requirement of educational research.
So as of this writing, I must start collecting data. The more the better. I must also start researching what has already been written about the PLC model in peer reviewed articles. Dr. Darling-Hammond has made it very clear how the qualifications of each individual teacher impacts their classroom. I am thinking that the same could be said of the PLC team. The teacher qualifications of the members of each PLC team also impacts the PLC process and ultimately the growth of the students.
This school year has begun with so many unknowns, that even though we have had 3 PLC meetings we have not begun a SMART GOAL cycle. My team has just established norms and discussed what the consequences of breaking the norms will be. This was very helpful. Then we have been tackling the laundry list of To-Do's that we are directed to do. From watching a SPED video on how to navigate the forms for SST's and IEP's to supporting one another in developing a Google Classroom for Guest Teachers that acts as a repository for lessons and materials. This way a guest teacher can continue teaching the class both in the virtual or when the time comes in the real world. We have begun the discussion surrounding assessments and beginning of the school year placement assessments.
I have begun with Imagine Language and Literacy, an app that assesses students' beginning of the year placement. Only the Imagine Language and Literacy is still being learned by the teachers. So I am wondering if CAASP IAB assessment might be a better assessment because we are all familiar with the format and it will be a good warm-up to the CAASP that is required in the spring. It appears I am guilty of "teaching to the test" which according to Darling-Hammond is a consequence of states that rely on high-stakes testing.
Ambiguity has created a lack of clarity as for the teaching goals and strategies required to reach these goals. Simple things such as timing of the school day seem to be fluid. Trying to train students to come to class on time,is compounded by these changes. Being told that we can establish the timing of the PLC meeting one week,only to be told we will hold PLC meetings at the same time each week will make it hard for combo teachers to attend meetings. The combo teacher coming every other meeting makes it difficult to stay on pace. It also makes it hard for me to attend the PLC meetings at Phillips. I realize that these issues will get ironed out, but I am keenly aware of the time slipping by. As it is I am having difficulty keeping up with the demands of teaching, meetings and our Cohorts academic demands.
It doesn't take much to derail me at the moment. I really need links to work, and demands to be crystal clear. And boy do I wish I was a faster reader!
In Dr. Happy Johnson's you-Tube video he tackles assumptions and characteristics of educational research. He defines the steps involved in Inductive Research Design. Observation is the first step, followed by looking for Patterns, The third step is to develop a tentative hypothesis, which is completed with a theory of what is happening. It is helpful to know that Conditional Conclusions where results are framed as statements of probability is a requirement of educational research.
So as of this writing, I must start collecting data. The more the better. I must also start researching what has already been written about the PLC model in peer reviewed articles. Dr. Darling-Hammond has made it very clear how the qualifications of each individual teacher impacts their classroom. I am thinking that the same could be said of the PLC team. The teacher qualifications of the members of each PLC team also impacts the PLC process and ultimately the growth of the students.
This school year has begun with so many unknowns, that even though we have had 3 PLC meetings we have not begun a SMART GOAL cycle. My team has just established norms and discussed what the consequences of breaking the norms will be. This was very helpful. Then we have been tackling the laundry list of To-Do's that we are directed to do. From watching a SPED video on how to navigate the forms for SST's and IEP's to supporting one another in developing a Google Classroom for Guest Teachers that acts as a repository for lessons and materials. This way a guest teacher can continue teaching the class both in the virtual or when the time comes in the real world. We have begun the discussion surrounding assessments and beginning of the school year placement assessments.
I have begun with Imagine Language and Literacy, an app that assesses students' beginning of the year placement. Only the Imagine Language and Literacy is still being learned by the teachers. So I am wondering if CAASP IAB assessment might be a better assessment because we are all familiar with the format and it will be a good warm-up to the CAASP that is required in the spring. It appears I am guilty of "teaching to the test" which according to Darling-Hammond is a consequence of states that rely on high-stakes testing.
Ambiguity has created a lack of clarity as for the teaching goals and strategies required to reach these goals. Simple things such as timing of the school day seem to be fluid. Trying to train students to come to class on time,is compounded by these changes. Being told that we can establish the timing of the PLC meeting one week,only to be told we will hold PLC meetings at the same time each week will make it hard for combo teachers to attend meetings. The combo teacher coming every other meeting makes it difficult to stay on pace. It also makes it hard for me to attend the PLC meetings at Phillips. I realize that these issues will get ironed out, but I am keenly aware of the time slipping by. As it is I am having difficulty keeping up with the demands of teaching, meetings and our Cohorts academic demands.
It doesn't take much to derail me at the moment. I really need links to work, and demands to be crystal clear. And boy do I wish I was a faster reader!