Lessons Learned

I learned many things this week:

1. I learned that The Gaylord in Grapevine is a beautiful place to spend a few days - especially the Riverwalk Cantina where I enjoyed awesome Mexican food and adult beverages.  But I also learned that work conferences often interfere with my Lamar homework, especially with sketchy internet service at the hotel.
2. I learned that my Facebook group is an excellent resource for information and encouragement.  I love following your comments and discussions each day.  It's good to know that I'm not alone in this journey.  Thank you for being a part of the group!
3. I learned that being an administrator is more than just managing (although this was addressed in our first course) - it's about continual growth through ARPs.  I know I'm a little dorky, but this excites me.  I was dreading the managerial component of administration more than anything else.  In addition, I was very excited about writing nine topics based on our chapter 2 readings.  I'm looking forward to this project!
4. I learned that I am capable of taking this journey.  After 24 years in the classroom, I was leery about jumping back into the post-secondary saddle, but I've determined that if I tackle each assignment one piece at a time, I can proverbially "eat the whole elephant" in just 5 weeks.  Yum!

Good luck to each of my cohorts. 

Educational Blogging

Educational leaders should tap into the tool of blogging to accomplish a variety of tasks.  In its most simplistic form, a blog is an excellent type of journal to capture events or ideas as they happen (Dana, 2009).  When thoughts remain unrecorded, they are often lost to the onslaught of details that a principal faces each day, but keeping a record of the thought process over a period of time opens doors to greater understanding.  Blogs do not have to be shared to be viable, but they also serve as a tremendous tool to connect a team of individuals together in order to share data, insights, findings, or other relevant information.  In larger districts, this team might be made up of members spread across one campus or even the district, and blogging makes collaboration more feasible.  In smaller districts, the team might be made up of members from different towns or states.  This type of collaboration could open the door for expanded ideas and unique perspectives.  Regardless of the blog’s purpose, it is essential for educational leaders to model for students and teachers a value of reflecting, writing, and sharing ideas (Dana, 2009).  

Dana, N.F. (2009).  Leading with passion and knowledge: The principal as action researcher. Thousand Oaks,    

       CA: Corwin Press, a Joint Publication with the American Association of School Administrators.

Action Research

Action research forms the foundation for an effective 21^st century learner and educator. It specifically addresses an area of needed change on a campus based on observation, analysis, and research and is directed by the principal, affecting change from the inside out (Dana, 2009).  The components of the process involve honestly reflecting on current practices, continuously exploring more effective options, taking calculated risks based on research and data, evaluating the outcomes in an unbiased manner, and openly communicating the strengths and weaknesses of the action (Dana, 2009).  Elliot (as cited in Dana, 2009) characterizes action research as a continuous spiral that insures that strategies, programs, structures, and organizations remain viable in an ever-changing world.  Dana (2009) encourages administrators to regularly schedule time in the calendar for this process in order to safeguard one of the most rewarding aspects of leadership.  

Campus leaders play a critical role in modeling effective action research.  Meticulously reflecting on specific practices as a team deepens learning and values the individuals that make up the group (Martin, 2012).  Creating a top-down model for reflection motivates and inspires the team to participate in reflective practices.  Furthermore, Dana (2009) suggests that action research benefits administrators in four ways.  First, this process gives previously isolated administrators a community of support when participating in action research with other principals.  Second, it enables the principal to model the act of taking ownership of one’s own learning.  Third, it positively impacts the school and leads to student success.  Fourth, it forces principals to pause and reflect in the harried atmosphere of a busy campus. 

Ultimately, action research promotes professional health.  It is about growing quality administrators, building capacity of educators, and cultivating successful students through what Harris, Edmonson, and Combs (2010) describe as a systematic, metacognitive process of continual evolution.

Bryan High School practices action research on various levels.  The TAP Master Teachers, teaming with administrators and mentor teachers, use the process throughout the year to identify student needs based on data accumulated through curriculum unit assessments and state mandated testing and to identify teacher needs based on formal and informal observations.  The Master Teachers reflect on the current evidence, seek solid strategies to address the need, provide professional development to all core teachers, and offer classroom support through coaching, modeling, and co-teaching.  The Master Teachers also work with individual teachers to reflect on their own teaching strategies.  The process has proven to affect growth and student achievement alike.

References

Dana, N.F. (2009).  Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press, a Joint Publication with the American Association of School Administrators.

Harris, S., Edmonson, S., & Combs, J.P. (2010). Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, NY: Eye on Education.

Martin, G.E. (2012). School leader internship: Developing, monitoring, and evaluating your leadership experience. Larchmont, NY: Eye on Education.