Action Research Plan

Action Plan
Goal:  Transport students to the STEM Academy in a timely manner that allows their nutritional and instructional needs to be met.
Action Steps	Person(s) Responsible	Timeline: Start / End	Needed Resources	Evaluation
1.   Meet with Administration	K. Feher	Start: Jan 2011 End:  Jan 2011	N/A	Feher will compile a summary of the meeting
2.   Compile a list of students affected	K. Feher M. Crabb T. Duckworth	Start: Jan 2011 End:  Jan 2011	Assistance from Admin or Admin Asst in determining the list of bus 91 kids affected	Feher will compile the list, then research each child’s first period to determine the teacher
3.   Meet with the first period teachers	K. Feher 1st period    teachers	Start: Jan 2011  End:  Jan 2011	List of bus 91 kids & teachers	Feher will compile the teacher feedback
4.   Meet with the bus 91 students	K. Feher	Start: Jan 2011 End:  Feb 2011	List of bus 91 kids	Feher will compile the student feedback
5.   Meet with bus 91 driver	K. Feher	Start: Feb 2011 End:  Feb 2011	Driver’s name from transportation	Feher will compile the driver’s feedback as well as the route taken to school
6.   Track student arrival times	K. Feher 1st period    teachers	Start: Feb 2011 End:  Mar 2011	Cooperation from 1st period teachers	The arrival times will be tracked before and after the meeting with transportation to determine what affect any changes have to arrival times
7.   Meet with transportation department	K. Feher	Start: Mar 2011 End:  Mar 2011	Reports compiled previously; contact person at transportation department	Feher will compile a summary of the meeting as well as suggestions to solve the problem from transportation’s viewpoint
8.   Meet with Administration	K. Feher	Start: Mar 2011 End:  Mar 2011	All data compiled in a format for presentation	After reviewing all the data, we can determine if any changes made have been effective
9.   Revise as needed	K. Feher	Start: Mar 2011 End: When problem is resolved	All data collected	Ongoing review of procedures

End of Course Reflection

For me, this class felt easier that the first course.  I tend to be a detail-oriented person, so this type of activity is good for me.  While I was frustrated at times due to the nature of my work schedule during this course, I still felt confident that I would be able to finish successfully. 

I think one area that originally seemed daunting to me was the actual creation of the research plan.  While I am confident in my skills, when I try new things I tend to need some reassurance that I am on the right track.  It was difficult to get that from site supervisor this time around.  This wasn’t because she isn’t supportive, it was simply because of the extended break that we had for Thanksgiving, in addition to the recruiting schedule that she had to maintain.

I really liked the Tool 7.1 Action Planning Template on page 85 of the Harris et al. text.  When creating my action plan, that tool was extremely useful for me.  When looking at the action research plans, some of them were very long and, in my own opinion, too wordy.  I feel that this tool helped to prevent mine from falling into that trap.  In writing my plan, I tried to keep in mind that the individuals that will be reviewing my plan are exceptionally busy.  These people need the documents that I ask them to review to be concise.  If I presented them with an action plan that wasn’t clearly defined or concise, the likelihood that they would review it in detail would be significantly reduced.

I also feel like I learned a great deal when we were reflecting on the nine passions as detailed in the Dana text on pages 32 – 64.  I liked that we had to focus on the BENEFITS of each passion and not the challenges of each passion.  It seems to me that we often focus on how difficult and challenging and time-consuming leadership can be.  I am not looking at my world through rose-colored glasses, but I also hope that in my role as an administrator I will be able to be a positive influence on my campus.  I want to be someone who is there for my students, their families, and my staff.  I hope that I am able to develop an open and trusting relationship with the people my campus serves.  I feel that that positive influence can begin with activities like what we have done with the nine passions.  I think it would be of GREAT use on my current campus to have the teachers look at the needs we have, but instead of focusing on the negatives and how daunting they are, focus on the positives.  How much can we do to grow?  What can we learn together?  How would having us as positive role models affect our students’ lives?  Instead of harping on students for not having their shirts tucked in, maybe we should try PRAISING them for coming to school ready to learn.  I would like to see every child given some kind of positive affirmation every day.  Maybe instead of looking forward to coming to school just because there is food there and their friends are there, they will look forward to coming to school because they know that at least one person will be happy to see them and tell them so.

I do wish that I had received more responses to my blogs and discussion board posts.  When we are required to reflect on 2 responses, but there weren’t 2 responses to reflect upon, it seems like it is impossible to meet the requirements.  Other than that and a few technical glitches, I feel like I have learned a great deal.  I was especially proud that my site supervisor didn’t feel that any changes needed to be made to the action plan.  My site supervisor is the epitome of excellence.  She holds herself and those around her to an extremely high standard.  That being said, it is rare to hear from her that something is perfect right away.  Usually, her response is “This is good, but have you considered…?”  I was very proud that she raved about what a good job she thought I had done, especially in considering the input from all affected people and the opportunities to reflect upon and respond to the effectiveness or lack thereof of any changes we make.

I think my favorite video in this course was the last one (Week 5).  It isn’t because of what I learned necessarily, but because the professors, Dr. Arterbury and Dr. Jenkins, seemed to be having a good time.  You can always tell that the two of them are passionate about the subject of leadership in Education.  However, in this video, it was good to see the relationship a little unscripted.  I think that some of the most productive relationship building is done when a team is having fun.  It’s hard to resent the learning you are doing when you are having fun.  I hope I always remember that and plan staff development that allows my faculty to develop trusting relationships while having fun.

Moving forward...

This week, we read about some different ways to collect information when we are working on our action research plans.  Some of them I have had experience with - both good and bad.

My site supervisor and I finalized my action research plan - so I will be moving forward with trying to find a way to meet the students instructional and nutritional needs by getting the bus to school on time.

Week 5 in our course appears to be more of a reflective piece, so there will be more to come...

By the way - please feel free to comment and offer constructive advice.  I'd really appreciate it!  The final plan is posted below.

Action Plan
Goal:  Transport students to the STEM Academy in a timely manner that allows their nutritional and instructional needs to be met.
Action Steps	Person(s) Responsible	Timeline: Start / End	Needed Resources	Evaluation
1.   Meet with Administration	K. Feher	Start: Jan 2011 End:  Jan 2011	N/A	Feher will compile a summary of the meeting
2.   Compile a list of students affected	K. Feher M. Crabb T. Duckworth	Start: Jan 2011 End:  Jan 2011	Assistance from Admin or Admin Asst in determining the list of bus 91 kids affected	Feher will compile the list, then research each child’s first period to determine the teacher
3.   Meet with the first period teachers	K. Feher 1st period    teachers	Start: Jan 2011 End:  Jan 2011	List of bus 91 kids & teachers	Feher will compile the teacher feedback
4.   Meet with the bus 91 students	K. Feher	Start: Jan 2011 End:  Feb 2011	List of bus 91 kids	Feher will compile the student feedback
5.   Meet with bus 91 driver	K. Feher	Start: Feb 2011 End:  Feb 2011	Driver’s name from transportation	Feher will compile the driver’s feedback as well as the route taken to school
6.   Track student arrival times	K. Feher 1st period    teachers	Start: Feb 2011 End:  Mar 2011	Cooperation from 1st period teachers	The arrival times will be tracked before and after the meeting with transportation to determine what affect any changes have to arrival times
7.   Meet with transportation department	K. Feher	Start: Mar 2011 End:  Mar 2011	Reports compiled previously; contact person at transportation department	Feher will compile a summary of the meeting as well as suggestions to solve the problem from transportation’s viewpoint
8.   Meet with Administration	K. Feher	Start: Mar 2011 End:  Mar 2011	All data compiled in a format for presentation	After reviewing all the data, we can determine if any changes made have been effective
9.   Revise as needed	K. Feher	Start: Mar 2011 End: When problem is resolved	All data collected	Ongoing review of procedures