Action Research Process Overview

Setting the Foundation – Every year the teachers in HCDE participate in at least 12 days of mandatory professional development or trainings. Although these sessions are called “trainings”, many teachers do not feel as though they are being trained, engaged or that these sessions are relevant to their position or considerate of their time. After hearing teachers complain about sitting through boring, useless trainings, and even watching several of my colleagues sleep during these trainings, the need for relevant and engaging trainings is evident. There is a need for teachers to be participants in professional development and trainings that support student engagement in DAEPs. Analyzing Data – In the coming weeks, I will survey teachers and students. Teacher surveys will consist of questions pertaining to what outcomes they expect from professional development, what types of professional development they feel they need or would support them as veteran teachers, and what changes need should be considered when establishing the professional development schedule for the upcoming school year. Student surveys will consist of background information on previous schools and learning challenges, personal issues that affect behavior at school, learning styles assessments. Over the course of the next several months, I will provide feedback forms for teachers and myself after attending workshops and professional developments that will address effectiveness and possibility of implementing strategies and activities that will engage students.                                     Developing Deeper Understanding– Informal interviews with teachers and facilitators of professional developments are where I’ve gathered my initial data. I also used my personal experience. A deeper understanding of professional development will come from seeking out facilitators and advice from my site supervisor (principal) on the how to’s of professional development training. Engage in Self-Reflection – I do feel that I possess the skills to conduct this action research plan. I will also require collaboration with my site supervisor, who just so happens to be my campus principal, and the teachers and students. With my campus principal, we can discuss the process for scheduling professional development and making the necessary changes to implement more relevant trainings for the teachers. I am positive that more questions will arise that allow me to self-reflect even more in depth.                                                                 Exploring Programmatic Patterns – Plausible solutions include teacher inclusion in scheduling professional development for in-service, as well as teachers providing feedback regarding professional developments attended during the year and the facilitators of those trainings. Principal evaluations and overall summative conclusions will also be feedback given from the principal as insight into what areas can use improvement.   Determining Direction  – Fortunately, the teachers on my campus get excited about learning new information, especially if it helps us be better prepared to make our students successful. This collaborative effort will include the teachers and the principal. Resources have been readily made available based off of a directive given by the principal to participate in professional development trainings throughout the year. The timelines have been set and are reasonable as this action research plan will primarily conclude at the end of the year with the expectation that suggestions for the upcoming year will be taken into consideration. Monitoring the plan will occur with feedback with the teachers who participate in attending professional developments. I can only foresee revisions due to the teachers’ actual participation in this study. Sample size may decrease as this is an uncontrollable factor. Ultimate success will only occur if principal allows a change in professional development to include a suggested training for the new year. Taking Action for School Improvement – Considerations from colleagues will be assessed used if feasible. The expectation is that teachers are taking the information, strategies and activities used during professional development and implementing them into their daily classroom procedures. Trial and error, and also feedback information from teachers will also be taken into account and considered in the event any changes to the plan are necessary.                                                                                              Sustain Improvement – As of right now, the positives include and open-minded principal and eagerly, helpful colleagues. I have also attended some professional developments since choosing this topic and the need for inquiry is heightened and I have begun to see training from a different perspective.