Action Research Draft Plan

ACTION RESEARCH PROJECT (draft)

Title: TEACHER MENTORSHIP

Researcher: Donna Patterson, Principal Intern, Lamar University, EA 1208



Problem/Setting the Foundation: In the past, our campus has had minimum staff turnover. The result has been that we do not practice teacher mentoring. The district addresses mentorship in the district manual, but it is not only vague, but not campus specific. We will have at least eleven new teachers on our campus next year. Eight of these are considered first-year teachers. However, in my opinion, even experienced teachers can benefit from mentorship when transferred to a new district or campus. We are not a large district, so eleven new teachers on one campus is a very high percentage for us. I would like to explore the effectiveness of teacher mentorship, especially for first-year teachers. I would also like to identify ways in which a principal can help in this endeavor. Further, I would be interested to find if there is a correlation between the retention rates of teachers that had mentors and those who did not. I also expect to discover whether mentorship is a service desired by new (or experienced) teachers. If the results reveal that teacher mentorship is a positive aspect of the education world, then the byproduct of effective mentorship would be improved student achievement as well.


Wondering: Does mentorship help new teachers to learn, grow, and succeed and what role can the principal play in facilitating effective mentorship?
Sub-Wonderings: Is there a correlation between the retention rate of teachers that had mentorship during their first year of teaching and of those who did not have a mentor?
Do new teachers desire a mentor and if so what support do they expect/want?


Goals/Objectives/Outcomes:
To determine if teacher mentorship is effective in the professional development of new teachers
To identify what strategies or interactions the principal can utilize to facilitate effective mentorship between teachers
To compare retention rates between teacher who have been mentored to those who have not
To establish if new teachers desire mentorship
To examine possible ties of teacher mentorship to student achievement
Goals and objectives are critical to any research project. Without a goal, the research may go off course and the researcher may lose focus on the purpose of the research. By stating goals and objectives, the researcher can better determine when the research has reached its purpose and conclusion.





Activities/Steps to Achieve Goals and Objectives:
Identify teachers in need of mentorship and mentors
Hold a staff meeting to explain the purpose and strategy of the proposed program
Provide training for mentors
Read, study, review information regarding teacher mentorship
Arrange schedules conducive to mentorship collaboration
Conduct staff interviews, surveys, observations, field notes
Gather information on teacher retention rates
Analyze student achievement data
Identify patterns
In order to achieve the goals and objectives, the researcher must identify the planned activities. Otherwise, the researcher is “working in the dark” and could be wasting valuable time on activities that do not aid in the search for the answer to the underlying question(s). Planned activities also helps keeps the research in focus and headed in the right direction.

Resources and Research Tools Needed for Data Gathering:
Field notes
Individual interviews
Focus groups
Surveys
Literature
Journal writing/Blogging/Reflections
Audio tapes
Data gathering is an important step in action research. Depending on the wondering, numeric data is not always appropriate. Therefore, other forms of data collection is necessary. Data is used to select the topic, determine strategies for improvement, monitor progress, and determine the results. The administrator is exposed to a wide variety of data each day. It will be to his/her advantage to determine what is the best type of data to collect and study as he/she works to answer the wondering.

Timeline:
August 2010 – Identify teachers for mentorship and mentors; Enroll in mentor workshop training; Arrange teacher’s schedules
August 2010 and ongoing – Focus group discussions
July 2010 – May 2011 – Read, study, review mentorship information
September 2010, November 2010, January 2011, April 2011 – Conduct interviews, surveys, observations, field notes
September 2010 and ongoing - Reflections
October 2010 – Gather information on teacher retention rates
August 2010 and June 2011 – Gather and compare student data
May 2011 – Individual interviews with teachers and mentors regarding the effectiveness of mentoring; Conduct exit surveys; Focus group discussion
June 2011 – Conclude research and determine results; Share/Disseminate findings
Developing a time line for research will establish the sequence and frequency of the activities. It also helps to ensure that all activities are conducted in a timely manner in order to be of benefit. With a timeline, the researcher has the advantage of looking ahead to prepare. Of course, in the course of the research, the timeline and the activities may be adjusted accordingly.

Responsible Person(s):
Myself, Donna Patterson
I will identify myself as the primary researcher and therefore the person responsible for implementation of this action research plan. I will call upon the help of my principal and peers as needed. I will also take advantage of my fellow classmate’s feedback, discussions, and suggestions as well as my professors’ guidance in this course.

Monitoring Process:
The ongoing collection and evaluation of the data will serve to monitor the process and progression of the action research. The direction of the research will be a direct result of the data evaluation. Evidence of data collection and study will be recorded and analyzed. Any off-course activities will result in a redirection of focus.

Assessment of the Effectiveness of the Action Research Project:
Conclusions from different data sources
Reflections
Observations/Insights
New wonderings emerge
Changes or adjustments based on what was learned in the action research
Learning statements related to the data
Enhanced learning environment
Any research, including action research, is subject to the quality of the work by the researcher(s). A lack of passion or true interest in the wondering may result in findings that are not necessarily data based and therefore risk the chance of having skewed results. On the other hand, conducting a well focused, well researched inquiry can lead to new findings that have the potential and power to positively affect many educators and students.

Action Research Draft Plan

I've tried again - and failed again! I have the plan in the google DOCs but can't get it transferred over to my blog. A couple of you have advised me to go to "share" or "link". I've done this, but I'm lost to the next steps. It appears that by going to share, I'd have to enter each one of your blog addresses. And the link asks for a type and URL, both of which I do not know what to answer.
So - - for now, until I can solicit someone with much more experience, my Action Plan is still on the Discussion page.
Thanks to all of you who have tried to help me, I'm just not getting it.
Donna

Action Research Draft Plan

Week 3 instructed us to post our action research plans on our blogs. However, I have not figured out how to do this! I only got as far as adding it to my Google DOCs and did not know where to go from there. I'm soliciting help.

In the mean time, I have posted a copy of my action research plan, titled "Teacher Mentorship," on our discussion board for week 3. Please make suggestion and comments there so that I may improve my plan with your recommendations.

Thank you. I'm looking forward to viewing your plans.

Week Two Reflection

After completing the assignment for week 2, I am now more in tuned to why action research is important to educators. The interviews with the scholars revealed that they have high value not only for data, but for research as well. I have noticed that our recent local professional development also aligns with this thought process. This tells me that we are in a new era of professional development that places high value on personal growth. I understand that many areas have already been researched, but we do not always take the time to review the information that is out there. I also understand that new problems will always make their way in to the educational field and that our own research may be helpful to more than ourselves. It is now clear to me that while I must make a decision for this class on a research topic, the reality is that I will develop the skills to undergo research on many topics through out my career. I can see that these skills could possibly spill over in to other areas of my life as well. In addition, I will have the opportunity to view other's research and conclusions that could benefit me, my staff, and students.

What I've Learned about Action Research

I must admit that before this course I have never heard of action research. I have now learned that the term action research and the term administrative inquiry are often used interchangeably. They refer to a process that can be used as a tool fro professional development. Teachers have used similar processes in their profession, and now action research has become an important tool for administrators as well. Principals use this tool as a way to improve their schools. Action research is used to further educational reform efforts. I've learned that action research, or administrative inquiry, can be used by principals to gain deeper insights into their practice as administrators and their leadership role in school improvement efforts. Most principals are pressed with time restraints. At first glance, it would appear that this is one more thing that the principal must contend with during his/her busy day. However, upon reading about the process and its benefits, it is clear that this process actually helps the principal to focus and respond to the needs of his school.

Upon reading and exploring the action research process, one will find that it is a systematic process of studying one's own practice, examining data, asking questions (wondering), and taking action for a positive change. Action research differs with traditional research in that it is the principal himself asking the questions and reaching the conclusions. Other educational research usually has outside researchers, such as from a university, and the principal is merely a "technician" to carry out the research findings. In administrative inquiry, the principal is the researcher. This is important because the principal is better positioned to understand issues of his/her own school. The source of the issues, and therefore the source of the questions, comes from the principal and his insight into his own practice. Focus goes to efforts to make changes and improve the school in a continuous and ongoing manner. The process becomes interactive and introspective.

As an administrator, I can use action research to improve upon my learning and to improve my campus. Using this method will set an example to my staff and help promote their own action research to develop their professional growth. By using reflections, I can access my inner thoughts and discover insights that may otherwise be overlooked. It will allow me to think more deeply about a problem, thus putting more power into the effort of finding a solution.

Educational leaders are also beginning to use another relative new tool. This would be the BLOG. By reading and posting on a blog, the administrators engage in interaction with each other that may have otherwise not been possible. Principals can share concerns and solutions as well as develop collaboration and support for each other. Insight, issues and ideas can be shared. Blogging can be a tool that allows the principal to seek support from his/her peers without concern for distance.