Action research was a topic completely unknown to me at the beginning of this course.  I had never heard the term and have thought of research in the traditional sense as a static, boring process that resulted in a published document or finding that would be read or seen by others.  As such, I wondered when there would be time for research in a school setting, where there is never a static or boring moment!! So, the process began.

I came to learn through the lectures and the reading of the texts for the course that action research is based on a wondering/question posed by the researcher and is an ongoing process which collects data from various sources, and intends to bring about change. Although there are many topics in a school which are worthy of further inquiry, it became obvious to me as I learned more about action research that selecting just one was not as easy as it first sounded.  Once I became more aware of the process and progressed through the assignments, I began to doubt that my initial wonderings had enough substance to them to stand up to the rigor of the action research process. In the process of reading my classmates discussion topics on the board, I also felt that maybe my topic needed some redirection.

The timing of this course being in the summer when school is out, held some unique challenges for me in that we also have a new Principal and a new Assistant Principal in our campus.  When our new principal came, she was very busy then had a week of vacation, so I was getting a little panicked.  Fortunately, she was very nice and made time to meet with me and discuss in detail my project as well as help me formulate the context of study for me to be sure my project was feasible. From there, my plan was set.

Throughout this course, I have felt that the assignments were very well-designed and that Dr. Abshire and the Instructional Associate, Dr. Ashford, were extremely helpful and compassionate when it came to understanding technical difficulties experienced by many of the students, including myself.  I was glad to see I am not the only one who sometimes misunderstood submission directions and /or technology issues.  I appreciated the organization and structure of the course in addition to the weekly overview letters which added more details and caveats about the current week’s to-do list.

I felt that all of the discussions, feedback, texts, blogs and lectures were very relevant and helpful in my learning.  The theory and feedback both led to the realization that this is not just a decision that needs to be made, researched, then implemented, but a flexible process that will require adjustments along the way. I feel confident that even if I run into obstacles or my research gets off track, I will know what to do and how to redesign or reevaluate my process. I am looking forward to getting started and putting all of my new knowledge as an action researcher into practice as well as implement changes based on my findings when my initial research is complete.

I met with my site supervisor, Ida Ford, who is the new principal at our campus at her office at Brazos Bend Elementary.  She was very helpful and was able to sit down and spend time with me talking about my action research plan.  She had just returned from a training regarding our Data Teams process and suggested that I revise my project to assess how those students that are often lost in the middle – meaning they are proficient in an objective, but have not achieved mastery.  I had no initial focus for this topic which was one of my suggested topics. Ida showed me the new form and we discussed how I could collect and disseminate the information I collected.  This formed the foundation for my draft last week and upon reviewing the plan, no further changes or revisions were recommended at this time.  We did both mention that once the Data Teams process and meetings begin, revisions may have to take place as their format has changed a bit this year. Action Planning Template Goal: To identify instructional strategies and interventions that are successful in motivating the average student. Action Steps(s): Person(s) Responsible: Timeline: Start/End Needed Resources Evaluation Assess the performance of students that are above proficient according to the data teams process in Math – establish baseline Crissy Hulsman, Fourth Grade classroom teachers, and Ellen Ballew, Math Specialists September 2012 Classroom teacher data Observation journal and data team spreadsheets Gather data tracking the above proficient group of students and looking for trends Crissy Hulsman September 2012-May 2013 Grade level data team spreadsheets, teacher surveys, Score analysis, checking for increased proficiency Survey teachers to see what strategies they feel are most effective in helping these students to reach their full potential and show improvement Fourth Grade Classroom Teachers, Crissy Hulsman September 2012-May 2013 Teacher surveys, data team spreadsheets Teacher feedback Assess what instructional strategies have proven to be successful over the course of a unit/grading period Crissy Hulsman Every 9 week grading period – 4 per year Spreadsheets Data and teacher interview

What strategies and interventions are we using to help improve the performance of the average to above average student who does not achieve at the level of a gifted and talented student? The benefits of researching this topic would help us to identify those ways in which an "average" student could be encouraged and motivated to go that extra mile to become a higher achiever, or identify other talents/gifts they may have. These are the students that often get lost in the shuffle and they are the ones teachers do not focus on because they are just there - not demanding of your attention and time as are the others.

Action Planning Template
Goal: To identify instructional strategies and interventions that are successful in motivating the average student.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Assess the performance of students that are above proficient according to the data teams process in Math – establish baseline	Crissy Hulsman, Fourth Grade classroom teachers, and Ellen Ballew, Math Specialists	September 2012	Classroom teacher data	Observation journal and data team spreadsheets
Gather data tracking the above proficient group of students and looking for trends	Crissy Hulsman	September 2012-May 2013	Grade level data team spreadsheets, teacher surveys,	Score analysis, checking for increased proficiency
Survey teachers to see what strategies they feel are most effective in helping these students to reach their full potential and show inprovement	Fourth Grade Classroom Teachers, Crissy Hulsman	September 2012-May 2013	Teacher surveys, data team spreadsheets	Teacher feedback
Assess what instructional strategies have proven to be successful over the course of a unit/grading period	Crissy Hulsman	Every 9 week grading period – 4 per year	Spreadsheets	Data and teacher interview

I have not settled on a final topic for my action research project as the more I read the more I keep thinking! I guess that is the point. I am in a unique position at my school in that we have a new principal on our campus, and our AP has moved so they are currently interviewing for a new person to fill this position. I will be finalizing my research project this week with my new principal and have an appointment to do so.

After further reading and learning more about action research, I did find two topics that appeal to me for further inquiry. The first has been a wondering of mine for some years, especially as a parent. We are always working on behavior problems, low achieving students, but there is very little that is ever done for the average to above average student who does not achieve at the level of a gifted and talented student. The benefits of researching this topic would help us to identify those ways in which an "average" student could be encouraged and motivated to go that extra mile to become a higher achiever, or identify other talents/gifts they may have. These are the students that often get lost in the shuffle and they are the ones teachers do not focus on because they are just there - not demanding of your attention and time as are the others.

The second is differentiation for staff development based on not what you teach only, but on the years of service. The needs of new teachers versus ten year veterans versus 20 year veterans are distinctly different and I know that most districts do not even factor this into their staff development planning. In addition to the area of teaching staff development, more attention should be paid to motivational strategies for veteran versus new teachers, as well as even some well-being/stress management considerations.

A third possible wondering of mine is if an implementation of a national elementary level honor society will influence performance outcomes on nine week grades and eventually be reflected on standardized tests?  This will indicate how having recognition as incentive and motivation can affect a student’s mindset and if does, what direction can we take action in to set forth more motivational factors to increase performance?

Action research was a new term to me prior to reading the first week's assignments. The steps which comprise the process are ones which result in a reflective, well measured outcome which must be sustained. It begins with a foundation which involves identifying the problem at hand and being honest about the issue, regardless of your own feelings of who is responsible, etc.  Next steps involve analyzing data to develop a deeper understanding so that self-reflection can follow. At that point it is important to look for patterns and determine a direction for the action or solution.  Taking action is next and this is only after reflection has taken place at every step and a plan for sustained improvement can be implemented. If improvement is temporary, it will not achieve the goals of the institution. The benefits of action research over traditional research are that it considers interpersonal relationships whereas traditional research values the opinions of professionals in the field who do not have a vested interest in the organization.  It is a hands off and non-reflective approach which often does not result in productive action. The goals of the organization will be better served with action research and an effective, experienced leader who is willing to commit the time and resources to this process.

A leader can use this process for a variety of issues including parent involvement, administrative changes, curriculum issues, staffing issues and almost any issue that involves a need for change.