Whole Brain Teaching: High School Math

Whole Brain Teaching: High School Math

Revised Action Plan

Action Research 2010-11
Peer Coaching
Teachers Coaching Teachers

Action Research
 Can TCT open teachers and their classroom to new learning?
 Can TCT bring added value to student learning?
 Can TCT improve classroom management due to increased student engagement in learning?
 Can TCT increase teacher use and confidence in Collaborative grouping and technology use?
 Can TCT be a spring board for PLC’s in our district?
Understanding the Way we Teach
 What are teachers beliefs about how students learn?
Answer: Generally can determine by observing our classrooms
 How tightly are these beliefs tied to their own strengths as educators?
Answer: Classroom practices correlate with strengths


Understanding the Way we Teach
 What are teachers beliefs about their roles in students success?
Answer: if believe only student is responsible hard to teach to motivate kids. If believe both then basis for building trust and increase student learning.
 What keeps teachers from trying new practices?
Answer: Past attempts and failures, fear chaos, change is a lot of work, change has to be deleberate.


Goals
 Teach TCT members that change comes form inquiry, flexibility, gradual, and mistakes are okay
 Revitalize veteran teachers
 Create a collaborative campus atmosphere where teachers feel safe taking chances using new techniques and methods


Activities
 Teachers do a self-evaluation of teaching
 Peer Coaches and 1 administrator observe teacher and do evaluation as well
 Rules and guidelines for peer coaches
 Observation prior to 1st peer coaching activity
 Teacher directed and implemented peer assessments. Each teacher will rank their self-evaluations and select the top three items where they would like to focus their improvement. Peer observers now know what they need to look for during observations and offer help.
 Changes and new techniques and methods observed and critiqued.
Activities
 1st six weeks evaluate student engagement when teachers are observed. (percentage of students not just on task but tuned in to what is happening) You will have 3-4 different numbers on this because of 3-4 different observers and different classes. Take an average.
 1st six weeks document teacher failure rate
 1st six weeks teachers select lesson/unit to implement collaborative grouping, differentiated instruction, and classroom management techniques. Peer group helps plan lesson and offers suggestions.


Activities
 Pre Conference
 Observation
 Post Conference
Possible TCT Directions
 Utilizing Collaborative Groups
 Take C-Scope Lesson and produce workable stations
 Student Initiated Learning
 Classroom Management
 Increase Student Engagement in Learning
 Decrease in Student Referrals
 Differentiated Instruction
 Meet the different learning styles of students
 Decrease apathy and failures


Timeline
 August: Introduction to Peer Coaching
 September:
 Staff Development
 Peer Observations
 Self-Evaluation
 Trust
 Evaluate Students 1st Six Weeks Performance
 October:
 Select 3 areas for improvement
 Team planning of lesson
Timeline
 Nov/Dec:
 Pre Conference
 Observation #1
 Post Conference
 Jan:
 Select 2nd Lesson Prepare Yourself. Can ask for peer assistance.



Timeline
 Feb/Mar/Apr:
 Pre Conference
 Observations #2 and #3
 Post Conference
 May:
 2nd Self-Evaluation
 2nd Peer and Administrator Evaluations
 Evaluate Students 5th Six Weeks Performance

Week 3 Action Plan

Goal: Building a small group of professional peers by which we can gain insight into our
current teaching styles and receives encouragement and growth.

Outcomes: Increased student engagement and learning
Focused Collaboration and Community relationships among teachers
Improved curriculum and teacher methodologies

Activities: Pre and Post surveys by teachers and administrators
Action Inquiry based upon surveys suggested needs and feelings of teachers
Pre and Post conferences for observations

Resources/Research Tools Needed:
Evaluation spread sheet
Pre-observation Post-observation
Observation log
Peer coach training
Scheduling

Timeline: 1st Semester Trial Group
2nd Semester Build upon findings and Increase number of groups
2nd Year: campus wide participation in Peer Coaching

Benchmarks/Assessments:
After 2nd pre-conference, observation, and post conference analyze benefits.
Make necessary adjustments to process and inquiry.
Repeat surveys to determine if growth has been achieved
Survey non participants as control group

Week 2 Reflection

This week provided a greater understanding of the 9 areas in which principals need to be active researchers. With the strings that pull administrators in various directions each day it is impossible for us to do all the research needed to keep our campus performing successfully. Because of this it is important that we learn to delegate, relinquish some control, and develop teacher leaders.

The area of I have selected for my action research is a difficult one and I am questioning my decision. I also just learned that my site-supervisor has resigned from our district. So, I now will have to selected another supervisor and work to bring him or her up to speed in order to complete my research.

Educational Leaders and blogs

Blogging could provide administrators with a valuable memory and communication tool. Often administrators handled hundreds of issues each week with little or no advice from peer administrators. Blogging could provide a sounding board between fellow administrators. Also, blogging could provide educators with: a personal journal, a reminder of previous approaches, and a resource for measuring growth.

Action Research

Action research is a process used to bring about necessary changes in an educational setting. The research is based upon active questioning, and the analysis of data. The process takes time, determination, and dedication on the part of the researcher. The person or group must start with a goal in mind and establish a pattern to accomplish the goal. They must then be willing to make any necessary adjustments and changes as the process unfolds.
Action research can provide administrators with a basis for many beneficial changes in the realm of education.
1. One of the key ingredients is ownership of ideas and direction; teachers should be able to have involvement in this type of planning. As an administrator you need to support and have confidence in your staff. If you give them the impetus to research, adjust, and collect needed data to address the issues and you will have a cooperative, happy, involved campus and the improvements needed for your kids.
2. Personal reflection is important whether you are an administrator in an educational setting, or the CEO of a major company. Taking time to look from the outside in and reflecting upon what is working and what is not gives you opportunities for needed changes and the renewing of goals.
3. Teachers and students have needs that must be met in order for the educational process to run smooth and efficiently. Establishing a team of staff to address, analyze, and set goals to address these concerns is very beneficial to a campus and its morale.
4. Limit Wild Goose Chasing! In education there will always be this new book, or that new curriculum, or some new gadget. Every administrator in our region is jumping on whatever bandwagon is hot this week. However, this new curriculum which may work in one particular school in a high socioeconomic suburban area would not benefit our type of students. Instead teachers and administrators need to study our kids, evaluate our needs, and then find appropriate solutions based upon research and data from schools with similar situations.

Week 5 Course Reflection

While reflecting on my experience in EDLD 5352 the Technology Link what I gained from the experience is not necessarily all I had expected. I had envisioned learning more about techniques and tools available for use as an administrator and how I could help my staff utilize more of the 21st century technology available. Throughout the course theories were discussed as well as a few tools. Instruction that describes and demonstrates uses of technology would have been of greater benefit.
The first week’s assignment objective of identifying and describing the Texas Long-Range Plan for technology was one of the more beneficial assignments in the process. Upon speaking with one of my campus administrators and one of our technology supervisors both knew of the emphasis on technology but neither seemed too familiar with this Texas Long-Range Plan. This was a little disconcerting to me since they are leaders for our district. I believe this to be a significant piece of knowledge for all administrators and it should be utilized by all district planning committees.
I would have liked more information on the various data sources and how to use these sources for our students. I believe that having more of the weekly readings focus on this area would have been beneficial. The course did provide me with a new knowledge and understanding of the technological needs of our 21st century students. As a future administrator I must be certain that we utilize the newest technology available in our curriculum and instruction. This must be provided to our students no matter their socioeconomic status, gender, or ethnicity. While I am still in the classroom I must continue to utilize as much technology as possible with the limited resources I have. I must also insist that our current administration continue to do as much as possible to provide adequate hands-on training for the teachers so we can utilize all the technology available. I personally must utilize technology to help my student’s learn more effectively.


I feel as though I was successful in carrying out the course objectives for week one and two. Identifying the standards for technology in Texas and learning more details about the STaR Chart proved to be both beneficial and informative. Studying the results of my district and campus STaR chart helped me to recognize where our teachers believe our district was three years ago and where they think we are today in regards to the technological train ride. Weeks three and four however, I felt less than successful. Watching the interviews between Dr. Jenkins, Mrs. Cummings, and Dr. Abernathy were insightful and informative, as were the articles for the week. However, I felt that they did not provide me with enough information to complete the given assignments. This could totally be due to my lack of understanding in this area and my lack of comprehension of the assignments. Another problem related to these two assignments was my district improvement plan. The only reference to technology was related to curriculum and instruction. I did not really find any emphasis on the Texas Long Range plan for technology. Much of the information I gather was through the DIP and interviews.

My greatest frustration was my lack of technology understanding and my inability to comprehend what our district’s goals were. From observing our class members’ work on the discussion board it appeared that many of theirs were elaborately done. Either they better utilized their district plans, or spent many more hours preparing their presentations and had a far greater grasp on technology than I do. I looked at other district sites on the internet but felt it would be inappropriate to copy for my assignment.

Most of my problems with this course came from poor understanding and a lack of time necessary to figure it out. It is an extremely important subject, one I need to make great improvements upon, but I did not have the time at the end of my semester to put in the extra hours it would have taken to utilize this class to the fullest. My recommendation would be put an easier subject at the end of the Public School term.

During the process I have gained a broader understanding of what technology is available. I learned new details about tools I had already heard about as well as information on tools I did not even know existed. I was aware of the importance of protecting our students from predators and the like, however, I had not really thought about his need for an ethics class in technology for our schools. In retrospect, it makes a lot of sense. As a leader I will be called upon to ensure the safety of my students and this is an issue I must take great concern over. It is my responsibility to ensure that my staff has the necessary technology tools and training to promote the best learning possible in the classroom. Boring lectures no longer cut it. A presenter must get in the middle of the group and demonstrate hands-on techniques. It is my duty to put my neck on the line for what I believe to be essential for the success of my teachers and students. This means I must be willing to speak up and be willing to step on toes. My attitude related to technology must be if it’s not working do whatever it takes to fix it. We need to spend the money it takes to do it right the first time.

Blogging could be one of the best tools for education. This could cut down on the paper trail between students and teachers. Instead of writing out an essay on paper, students could post it on their blog. Students and teachers could communicate at designated times in the evenings on their blogs. Multimedia projects could be posted and shared through the use of a blog. I have a student right now that hates writing out vocabulary; a blog would be an excellent tool for him. Blogging creates ethical issues just as written assignments do. Students could more easily copy and paste their work, but just as copied written assignments are discovered so could blogs. More importantly access to the blogs must be limited through a good district server. This is expensive thus making it difficult for poorer districts. Districts who utilize blogs will allow teachers, administrators, parents, and the community to benefit from the immediate feedback available through this tool.