Reflections on my EDLD 5301 Class

When I first started this course and read my first chapter in the Nancy Fichtman Dana book entitled Leading with Passion and Knowledge: The Principal as Action Researcher, I learned the definition of administrator inquiry.  Dana (2009) states, “administrator inquiry refers to the process of a principal engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as a result of inquiry” (p. 2).  As I read further, into the chapter, the idea became a bit less alien.  However, the definition was not crystal clear until week two when I saw the videos of Dr. Johnny Briseno, Dr. Tim Chargois, and Dr. Kirk Lewis probably because they were discussing what their own personal experiences have been with administrator inquiry.  Another reason why it may have been more understandable could be because there is something more tangible about seeing and hearing a person talk as opposed to reading about it in a book.  I’m not, in any way, undermining the book; it was a great help, but I guess I’m more of a visual learner.  I completely appreciated their advice.  From Dr. Briseno, I take the “don’t reinvent the wheel” advice about reading what others have done, so I will apply this when I get into my parental involvement research.  I will read up on what others have done and see how I can incorporate others' findings into my research.  From Dr. Chargois, I take, “Use data to impact instruction.”  In collecting my data, I have high hopes that it will make a huge difference in our campus.  Lastly, from Dr. Lewis, I take, “Do what is practical for you.”  I don’t think I have to explain that further.  All three men offered wonderful advice that made my apprehensive approach toward action research unwarranted.  I am forever grateful.  I think it was their advice that served as a springboard for delving into my research.  With the understanding that I don’t have to bite on more that I can chew, that I can research something that I’m honestly curious about, that I can research an area of concern for my campus, that it’s okay to see what others have done and not have to research “where no man has gone before,” I gained the confidence to take the plunge. 

My Revised Action Research Plan

Revised Action Research Plan
Goal: to determine the effect parental involvement has on the 9th grade population’s academic performance and find means of increasing involvement
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Create a student survey through www.surveymonkey.com in which students complete a parent involvement report card answering questions about how involved or not involved parents are	Celica I. Pena	Feb. 2012-May 2012	-Surveys (survey monkey) -Students -First semester grade reports -Chart to pinpoint student grades in correlation to parental involvement (student perspective)	Completed surveys and student grade reports
Create a send-home parent survey in which the parents rate their level of involvement in their students’ academic performance and provide an electronic survey through www.surveymonkey.com for those who don’t have Internet access	Celica I. Pena	Feb. 2012-May 2012	-Surveys -Parents -First semester grade reports -chart to pinpoint student grades in correlation to parental involvement (parents’ perspective)	Completed surveys and student grade reports
Share data findings as well as share tips for parental involvement such as helping students early on with scholarship applications during Fish Camp, Meet the Teacher night, through Blackboard Connect, and KWES	Celica I. Pena Admin. Teachers KWES staff	August 2012	Research data Laptop/projector PowerPoint Brochures	Student/Parent feedback

Action Research Plan

Action Research Plan
Goal: to determine the effect parental involvement has on the 9th grade population’s academic performance and find means of increasing involvement
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Create a student survey in which students complete a parent involvement report card answering questions about how involved or not involved parents are	Celica I. Pena	Feb. 2012-May 2012	-Surveys -Students -First semester grade reports -Chart to pinpoint student grades in correlation to parental involvement (student perspective)	Completed surveys and student grade reports
Create a send-home parent survey in which the parents rate their level of involvement in their students’ academic performance	Celica I. Pena	Feb. 2012-May 2012	-Surveys -Parents -First semester grade reports -chart to pinpoint student grades in correlation to parental involvement (parents’ perspective)	Completed surveys and student grade reports
Share data findings during Fish Camp and Meet the Teacher	Celica I. Pena Administration Teachers	August 2012	Research data Laptop/projector PowerPoint Brochures	Student/Parent feedback

It's the end of week two of my EDLD 5301 Research course, and I must say that I was a bit overwhelmed with the thought of research, but after watching the videos and listening to Dr. Johnny Briseno and Dr. Kirk Lewis, I'm a little more at ease.  I learned that my research doesn't have to be a huge undertaking and that much can be discovered if instead of "reinventing the wheel," I research others' research in hopes of gaining insight.  Also, I had my feet firmly planted on the idea of researching parental involvement (still leaning toward it at 98%), but week two's assignment which had me include three possible research topics did make me consider researching the effectiveness of instructional assistants in assisting with inclusion students, for I have had assistants assigned to my room, but most of the time they don't show up.  I'm wondering if this is happening to others and how this reflects on the students' scores.