Standard 3

Standard 3

Standard 3 for Teacher Leadership states "teacher leaders improve teaching and learning through the use of educational research at the classroom and school levels". To accomplish this, we took two classes centered around this standard: 1. Action Research in School Settings and 2. Applying Research in School Settings.  Both classes provided me the tools, skills, and intellect to successfully implement research principles into the music classroom.
Prior to these course, I thought of research as a long arduous process, one in which I wasn’t going to enjoy or find practical.  I have respect for researchers and I even enjoy reading research papers, but never thought I had the time, energy, or focus to engage in a quality research project.  All of the vocabulary, data collection, and technical terms do not make research projects particularly inviting to me.  I also thought about the necessity of research in the elementary classroom.  My inner dialogue told me research was for older students, not 2nd graders or Kindergarteners, however I know see how this is completely untrue.

Action Research in School Settings:

Reflection:

In the simplest terms, a teacher’s main job is to produce change in the students.  This can be divided into numerous sub categories, however the big picture idea is simple: teachers must stimulate students into changing their abilities on a given subject, topic, or idea.  But how can we ensure students are progressing forward and not “spinning their wheels”?  Data collection is the best tool in ensuring student growth occurs and teaching practice is effective.  By implementing sound data collection processes, the teacher can monitor student progress or remission in an unbiased way.  Teachers must detach from their ego and simply collect the facts on what the student’s can and cannot do.  Similarly, the teacher must collect data on their teaching practice and whether or not a specific method of instruction is producing the desired results.  The entire process of action research was impactful, however simply designing and implementing a sound data collection practice was worthwhile by itself.  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. The action research process can empower and help all teachers to reflect on and improve their practice”. (p.31)

Teachers can not become engulfed in their own thoughts or visions about their practice. Periodically we must take a massive step back and let the data speak for itself.  With this information both the students and the teacher have clear evidence if growth has occurred and if the teaching strategies were successful.

There are two sides to the “teaching coin”.  One side, the side predominantly focused on, is centered on pedagogy and the act of implementing instructional practices.  The other, usually the neglected half, is centered on reflection and analysis of data.  Teachers can become preoccupied with new teaching strategies, activities, or assessments while losing sight on post analysis practices.  Seeking out and refining instructional methods is important however the ultimate questions of “Did it work?” and “What evidence do I have to support this success?” must be answered.  This is the power of reflection.  It provides opportunities for teachers to slow down and analyze if what they intended actually occurred, rather than a simple knee-jerk reaction of “the students looked engaged”.  What is the data telling you?  Teachers cannot hide or run from the truth when the data is in front of them.  Not being afraid to reflect on the data is vital for making educated decisions around curriculum, instruction, and students progress.

John Dillard mentions in his article “The Data Analysis Process: 5 Steps To Better Decision Making” the three essential questions when reflecting on collected data.

                        1.Does the data answer your original question? How?

2.Does the data help you defend against any objections? How?

3.Are there any limitation on your conclusions, any angles you haven’t considered?

As mentioned by Glenda Nugent, Sakil Malik, and Sandra Hollingsworth in the article “A Practical Guide to Action Research for Literacy Educators” (2012), action research is simply “learning by doing” (p.1). The definition and intended process of action research is far from those ideas.  Action research is approachable, scalable, timely, and manageable.  Each lesson with 2nd grade, I spent no more than three to five minutes engaging in action research learning activities.  These quick bursts were focused around direct instruction, data collection, feedback, and analysis. All of these points align perfectly with what it means to be an effective teacher.  The action research process should be seen as a sort of “operating system” for the classroom.  When utilized correctly both students and teachers are setup for growth and success. 

          

Data Slides:

Applying Research in School Settings

Most of my learning and takeaways occurred through the individual assignments of the course. Each assignment provided me valuable tools and new skills regarding educational research.

The data analysis assignment instructed us to evaluate numerous graphs comparing free and reduced lunch rates with the percentage of students meeting or exceeding standard in the North Shore School District. This assignment taught me the value and importance of displaying data visually.  This can take many different forms, however ideas are communicated much more clearly in a visual form.  As opposed to simply numerical representation, a scatter plots with a line of regression, clearly indicated a negative correlation.  This conclusion might have been more difficult to form had it not been for the use of a scatter plots.  In my classroom, I might try displaying student achievement data in a visual manner.  Of course, this would be done anonymously and with great care, however I can see this having an impact, particularly with upper elementary and middle school students.

The second article critique, truly sharpened my critiquing skills.  The article “Using staff and student time engaged in disciplinary procedures to evaluate the impact of school-wide PBS” analyzed the effects of implementing a system of Positive Behavior Support system, in a Maryland elementary school (Scott & Barrett, 2004).  Using all of the skills acquired through previous assignments, readings, lectures, and discussion, it was apparent this article was massively flawed with too many missing pieces of information to state.  This assignment gave me the confidence to continue reading and analyzing research studies. 

Moving forward I aim to read and critique more academic research specifically related to elementary music education.  With my new skills I will be able to make appropriate judgements instead of simply feeling overwhelmed by all the jargon.  With these new skills I can then assess whether a study contains applicable actions for my classroom, allowing for more student learning.

Future Implementation:

            Both of these course contributed to a better understanding and application of research in the classroom.  As described by Ruth Ravid (2015), “The goal of research is to describe, explain, or predict present or future phenomena” (p. 4).  In the future I will apply the action research process to a multitude of classes and learning environments.  Almost one year since completing the Action Research class it is safe to say valuable lessons and principles have stuck with me.  I find myself using the findings from my project in other classes.  Likewise I have thought of other action research projects to implement, hopefully in the near future.  If a problem or sticking point develops in a class, I will devise a clear plan of attack in which a specific focus is addressed through quality data collection, feedback to students, assessment of understanding, and a reflection on my practice.  I will also use my newly developed skills from Applying Research in School Settings to seek out research studies pertaining to ideas or issues in my classroom.  In the future I will use the action research framework as a sort of “teacher operating system”.  This system is a wonderful foundation to build upon.  As mentioned prior, this foundation is comprised of clear targets, data, feedback, and analysis. All of these points being a crucial ingredient in the equation.  When all of these parts are added together, the teaching takes on a new direction, one in which everybody involved, teacher and student, grows and succeeds.  Through the action research project, article critiques, and data analysis assignments I am confident in my ability to be an effective researcher.  Likewise, I am confident I can utilize research as a tool for improving my teaching and student learning.   

Artifacts:

Action Research Final

Article Critique II

Sources:

Dillard, J. (N.D). The data analysis process: 5 steps to better decision making. Retrieved from https://www.bigskyassociates.com/blog/bid/372186/The-Data-Analysis-Process-5-Steps-To-Better-Decision-Making

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

Ravid, R. (2015). Practical Statistics for Educators: Fifth Edition. Lanham, MD: Rowman & Littlefield.

Scott, T., & Barrett, S. (2004). Using staff and student time engaged in disciplinary procedures to                  evaluate the impact of school-wide PBS. Journal of Positive Behavior Interventions, 6(1),                    21-27.

Hollingsworth, S. & Malik, S. & Nugent, G. (2012). A practical guide to action research for literacy             educators. Retrieved from