I have created student reflection forms for the first two tests in all three levels of geometry. The reflection forms consist of all of the TEKS from the test along with a spot for the students to enter whether or not they got the question correct. There is also a spot for the student to mark how many questions that they got right out of each section and the percentage correct in each TEK category. I also have the TEKS written out so the students know what they are. The teachers have gone over the reflection forms for the first test with their students and the teachers have given the completed forms to me. I am going to pass out the reflection forms for the second test to the teachers to go over with their students next week. I am currently working on creating a spreadsheet to keep count of the results of the reflection forms. As a geometry team we have also gone over student data from last year to target our low performing students and also to target our low socioeconomic students. I am going to continue creating reflection forms for our tests and I will begin uploading data into a spreadsheet soon. We have a district created benchmark coming up at the end of the nine weeks and I hope to have all of the data entered so that I can compare the results of our in class tests with the data from the benchmark.

Action Plan

Finalizing my research plan

I was finally able to get in touch with my principal and I am going do my action research plan on how the rigor of the tests and quizzes in the geometry curriculum relates to the rigor of the geometry EOC.    I am going to monitor the objectives that my students miss on their tests and compare those with our benchmark scores and then finally with the EOC.

For my action research plan I chose 3 topics to discuss with my principal.
1.  I want to research ways to increase the level of technology in my classroom and compare the benchmark and EOC results from last school year with the current school year.

2.  I want to review the EOC data and compare the rigor of EOC questions to the questions that we have on our tests and quizzes.  After updating our curriculum I want to track my students success on their in-class tests and compare the data with their benchmark and EOC scores.

3.  I am going to research the effectiveness of the 9 period day that we are implementing on our campus next year.  I want to track the benchmark and EOC scores of the students who are in the remediation classes for the extra 9th period.  I also want to track the tardy and absent rates of those students.  I am also going to survey the teachers to find out how effective the classes are and ask for any suggestions for improvement that they have.  Finally, I will survey the teachers and students on the effectiveness of the 7 Habits Curriculum.

I want to research the effectiveness of the 9 period day, but I want to discuss the options with my principal before making a final decision.

How an educational leader can use a blog

An educational leader can use a blog in many ways.  It can be used to relay information and interact with parents, students, and teachers.  The leader can post important items and can quickly answer questions about the items.  The leader can also use a blog to interact with administrators all over the world.  The leader can use this interaction to gain ideas to help solve issues that are facing the school.  The leader can also use this interaction to gain insight on best practices that are used in other schools.

What I have learned about action research.

Action research is the ideal way for an educator to bring about change in schools.  It allows the educator a systematic way to propose an issue, do research on the issue and come up with a solution for the issue.  The research can be done in an individual or a group setting.  It can also solve problems from a single classroom to areas that affect an entire district.  Action research allows for change to happen at the classroom or school level and is initiated by the educators that it affects.  This is very different from the traditional research model where the schools’ issues are discussed by individuals that do not have firsthand knowledge of the classroom or school.  Since the research is done by the educators that it affects, the results are much more meaningful and the solutions are more readily applied.  This allows for greater improvement and greater buy-in from the affected educators.  Action research also gives the educator an opportunity for personal reflection on their teaching styles, and it gives the educator more personalized and meaningful results.  All of this change and improvement in the educator and the school as a whole benefits the students in a way that would not be possible with traditional research.