Standard 2: Accomplished Teaching & Action Research
Standard 2 states
teacher leaders analyze learning to promote student growth. This standard, in my opinion, is a core
standard of the Teacher Leadership program.
It is highly important this standard is fully understood and applied in
the classroom. When I reflect on this standard I realize it is bigger than it
appears, as there are multiple aspects involved. In my opinion, this standard is centered
around two central tenets of teaching, both needed for teachers to properly
analyze student learning. These two
tenets are 2) data collection, and 3) the teacher’s personal reflection. When these ideas work together in harmony,
teachers can truly analyze student learning in hopes of promoting growth. For
this standard, I engaged in two classes: Accomplished Teaching and Action
Research. Both of these classes
sharpened my skills and shed light on what it takes to analyze student learning
in the classroom.
Reflection:
Previously my analysis
of student learning was in “broad strokes”, meaning I would reflect on student
learning in a whole class method. After
an activity I would summarize how most students did, picking out the higher
achieving and lower achieving students.
However, because no true analysis procedures were set up a large amount
of students did not receive much attention. Likewise, in previous settings I
would immediately jump to analyzing the student’s performance without assessing
my own teaching.
The
action research project was an opportunity to deepen my experience in analyzing
student learning to promote growth. As I mentioned before, one of the important
pillars needed for analyzing learning is data collection. Victoria Bernhardt (N.D) in an interview for
a presentation entitled “Using Data to Improve Schools” stated:
“I think data can help
us see things we might not see otherwise. We might have processes or programs
in operation for years. Once we look at the data from all angles, we might find
that a program is not helping all students learn. Data help us get to the root
causes of a problem so we solve the problem and not just the symptom”.
Similarly, as mentioned by Joyce Shanks, Lauren
Miller, Susannah Rosendale (2012):
“The data collection
process fosters gathering concrete data, possibilities in analyzing data, and
reflecting on how to improve teaching practices by implementing changes based
on the data.” (p.31).
This project refined my
skills in collecting data quickly, but correctly. For this project I looked to improve the 2nd
grade students’ ability to use a head voice when singing. I focused on two “vocal exploration”
exercises and collected data on the students’ ability. For the data collection process I implemented
two different tools. One was a board (see below) in which students could show
their beliefs in their ability after each lesson on a scale of 1(lots of work
needed), 2(a little work needed) or 3(I got it!). The second tool was audio recordings in which
I could go back, listen, and make remarks.
I used these tools because they were quick and low maintenance. Likewise, I felt it was important to compare
the students’ beliefs in their ability with my standards. This comparison was crucial for development
of learning, because I could make decisions based on the alignment or lack of
alignment in beliefs. After the data was collected I had the necessary
information needed to make correct decisions regarding the students and their
needs. The data put me on the right path
for analyzing student learning to promote growth. As stated by Katherine O Connor et al.
(2006), in a study related to the action research process, “teachers
consistently commented that the action research process made them more aware of
their teaching practices and more cognizant of their students’ needs” (p.
10). I felt this same effect during my
experience. By engaging in the action
research process I became more aware of my teaching as well as the needs of my
students. Inherent to the process is
data collection, the main precursor needed in analyzing student learning and
needs. If the data collection process is
not in place there is no roadmap for the teacher to use in guiding the students
towards progress and growth.
The
Accomplished Teaching course spent a good deal of time focusing on the analysis
of teaching via video. Multiple
assignments and learning tasks asked me to watch a teacher, sometimes myself,
and provide insight into what was occurring in the classroom and thoughts
pertaining to student learning. I
learned from this course the power of video reflection. Niels Brouwer (2015) states numerous benefits of video reflection in the
classroom. “Because of its vividness, video can focus teachers’
attention on the complex interactions between the content of learning, their
learners’ (re)actions and their own” (p. 139). When teachers utilize this tool
we step out of our own way and observe the teaching from a detached
viewpoint. It is then from this
viewpoint in which more logical, less emotional decisions are made. Most importantly, in order to analyze student
learning it is vital we take note of our performance in delivering the
instruction. If a student is struggling to grasp a concept, the teacher is
someone who needs to be addressed as well, not only the student.
In
future I plan on continuing with action research and video reflection. Similarly, one of focus points will be the
data collection process. Moving forward
I will define what data collection methods I will use at each grade level. Likewise, I will define specific methods of
data collection for each domain of music education. With this in place I will
set myself up for making better decisions that support the growth of all
learners. I will also continue to
utilize video reflection as a tool for analyzing my own teaching. I have noticed many teachers in my building
mention they do not have the time for this activity. As mentioned by Elizabeth L. Jaeger (2013),
“once teachers leave the structured experience of student teaching,they may be
less motivated to continue reflective activities, overwhelmed as they typically
are by the day-to-day demands on their time” (p. 97). We must make the time for this important
process to occur. As stated before, reflecting and critiquing my own teaching
will in turn allow opportunities to reflect on student learning. I plan to deliberately take the time to
reflect. Proper reflection is not an
optional assignment in my day as it is something I must do. With this sense of urgency I will effectively
critique my teaching, in turn allowing for better decisions to be made. These decisions will promote student learning
and achievement.
Artifacts:
Action Research final reflection:
Sources:
Bernhardt, V. (N.D). Using Data to Improve Schools. Retrieved from http://aasa.org/uploadedFiles/Policy_and_Advocacy/files/UsingDataToImproveSchools.pdf
Brouwer, Niels. (2016). Video-based reflection on
teaching: What makes it effective?. Orbis
Scholae, 9, 139-144.
10.14712/23363177.2015.84.
Jaeger, E. (2013). Teacher reflection: Supports,
barriers, and results. Issues in Teacher
Education, 22(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1014037.pdf
Miller, L. & Rosendale, S. & Shanks, J.
(2012). Action research in a professional development school setting to support
teacher candidate self-efficacy. SRATE
journal, 21. Retrieved from https://files.eric.ed.gov/fulltext/EJ990633.pdf
O'Connor, Katherine &
Greene, H & Anderson, Patricia. (2006). Action research: A tool for
improving teacher quality and classroom practice. Ontario Action Researcher. Retrieved from: https://www.researchgate.net/publication/234749663_Action_Research_A_Tool_for_Improving_Teacher_Quality_and_Classroom_Practice
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