Reflection on Week 2, Deciding on the Action Research Project

This week was spent learning about real life Action Research projects, checking out other people's ideas for their campus project, and narrowing down our choice. I really went back and forth on two different ideas: District wide Academic Vocabulary (all campuses have set words for each grade to work on), and improving the RTI process on our campus. I almost felt like working on the Academic Vocabulary wasn't a fair research project because the district is requiring us to do it, and therefore wasn't a choice I came up with on my own. I have been involved in the process since February of 2012 because I was asked to join the committe that created the word lists. While I am interested in this (and the results), it's not really a project that I am fully invested in.

After speaking with my principal, he confirmed that the RTI process would be most beneficial to our campus. I'm not sure how our campus strayed so far from the district's requirements for the RTI process, but teachers are frustrated that we have not had needed paperwork, documentation, and parent involvement. The RTI coordinator has a lot on her plate, but we (teachers) are the people dealing and working with the students who need help daily. If we are not prepared correctly then how are we to help these students that really need it? I feel like improving our RTI process will be most interesting to me, because I AM one of the frustrated teachers! I am vested in this project because I want it done correctly!

Action Research

I have learned that action research involves principals and/or teachers deciding what is needed on their campus, and then making a plan to put into action. Instead of using a source that is outside the campus, teachers and principals take the research into their own hands. They seek out the needed changes, collect and analyze the data, and take action. The teachers and principal are more involved when they are the ones implementing a plan, rather than just being told what to do.

I can think of several issues my principal and I have discussed. Things that need to be improved or worked on, and I know he will jump right in with me and help be part of the process! For example, we would like to start a Campus Committee that involves the principal, teachers, parent volunteers, and part of our campus community to collaborate on our campus plan. With collaboration we can all voice concerns and needs for our Campus Improvement Plan.

Another action research plan involves improving our RTI meetings. Teachers have not always started off the school year with the correct paperwork to begin the RTI process. We will have a new "head" RTI person this year, and as a teacher on the campus I want to start the year off right and have needed papers in my hand. Also, it has been discussed that parents should be invited even to the first meeting when a teacher has a concern for a student. In the past, parents have been invited to the meeting when a child is on Tier 3 (or highest concern level). We want to improve this! Last, there should be more follow through with the teacher after meetings instead of wishing them luck and meeting again in two or three months!

Educational leaders can use blogs to collaborate on ideas or action research that is already started. Maybe someone on another campus similar to mine has a great program they have already used and found success! It seems teachers are always looking for new ideas, and a blog is a good place to read up on success stories.