Marketplace of Ideas vs. Value Inculcation

In comparison between supporting a “marketplace of ideas” versus the “value inculcation,” various cultures and schools value each unique system and students excel in both (Montessori, charter schools that promote being project-based, religious schools, etc.).  If being a strong academic-based campus were my primary goal, as well as the mission and vision of the campus, then I would choose inculcation.  School is often viewed as a time to teach, not for students to express their ideas.  The school is more structured and managed.  However, in our society, it seems that our public schools have moved more in the direction of valuing a marketplace of ideas concept.  Public schools are more open to free speech and for students to express their thoughts freely.  Students and parents are quick to find fault in teachers, administrators and schools in regards to the operations of the campus, happiness and rights of the students.  The laws seem to appease their values and disgruntles.

In regards to my preference of management, I believe that my view of education’s role in society should strive for a median between the two.  As a school leader, I would promote both values in the classroom and on campus.  I maintain a structured, managed classroom, yet encourage an open, communal classroom environment that nourishes the whole child academically and socially.

Principals and Decision Making Skills

Principals develop decision making and problem-solving skills from experience and first-hand experience.  As the saying goes, “Experience is a good teacher.”  A principal can also develop these skills from observations and mentors.  Critical thinking and possession of basic instincts are vital attributes that a principal must possess.

 

 

Various Journeys and Pathways

Since everyone does not journey down the same pathway, realities of life situations and various avenues should be available, present and discussed with students. 

 

Reflection on the Desire for Principalship

As I reflect over the course, I now understand why I see some principals worn-out and exhausted.  As a principal one must wear multiple hats to effectively run a productive school.  A principal is faced with staggering, never-ending demands from a large and diverse number of constituencies, and emergencies on a daily basis (Dana, 2009, p.1). Through this course, I learned that a principal’s mind never rests- just like a passionate teacher.  “Principals, no less than teachers, need replenishment and invigoration and an expanded repertoire of ideas and practices with which to respond to staggering demands (Dana, 2009, xixi);" Thus from the mind never resting and needing to foster the never-ending demands, arises the formation of action research inquiry.  Arise passionate leaders!

I have a new found respect for passionate principals that promote a positive change! 

 

Reference

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

 

Addressing Challenges in Action Research Plan

This week I ran into a dilemma that affects my action research plan.  The school district is extricating the 45- minute extended time that was enacted in January 2012 and inaugurated in the schools in August 2012.  Therefore, my research strategies will possibly change, as well as my proposed results being affected.  Ironically, after studying this week’s lesson, according to the Force Field Analysis, it is paramount that I understand the driving forces against change.

 

Learning Outcomes

Action Research Inquiry/Goal

 

Since all ______ Independent School District schools were mandated to extend the school workday for teachers, did the extended hours aid in improving student’s academic performance and close the achievement gap between lower socio-economic schools and middle to upper income schools within the district- specifically in grades 3rd- 5th?  Is there a difference in the learning outcomes in both racial and income groups? Are the extended workday school’s student achievement scores and overall academic performance better than schools that have continued to maintain regular school hours?

Goal and Objectives/Outcomes of the Research Investigation

The goal of the action research plan is to determine if extended school days improve student’s academic performance. 

1. If so, should extended hours be added to our school day to help increase student performance?
2. Did the extended hours aid in closing the achievement gap between lower socio-economic schools and middle to upper income schools within the district- specifically in grades 3^rd- 5th? 
3. Is there a difference in the learning outcomes in both racial and income groups?  
4. Did the student’s behavior change with the extended minutes?
5. Determine if teachers and students felt an increased burn-out during various interval breaks?
6. Were teachers able to accomplish more of their goals with the extra time (instruction, tutoring, assessment, build student/teacher relationships, etc.)?

Activities Designed to Achieve the Objectives

Teachers maintain a minimum of eight hours and 30 minutes during a five hour workday.

According to mandating the implementation of 45 minutes, teachers can:

1. “For two of the days, 45 minutes may be used each day by teachers for tutoring students, accelerated instruction, and/or instruction, and/or enrichment activities for students.
2. For at least two of the days, 45 minutes will be used each day by teachers at their own discretion and may include activities such as individual or collaborative planning, tutoring or any activity intended to support student learning.  This time can be spent on campus, at home, or another off-campus location.
3. For one of the days, 45 minutes may be used before or afterschool for professional development sessions, staff meetings, school teams, PLCs, committees, and/or for another purpose at the discretion of the principal”

Resources and Research Tools Needed for Data Gathering

• Surveys
• Interviews
• Quantitative Measures of Student Achievement
• ______ Independent School District Implement Plan 2012
• School Leadership Memos/Implementations
• Vertical and Growth Model

Draft Timeline for Completion of Implementation of Activities

• January 26, 2012- Vote to Implement 45 minutes to workday for teachers
• August, 2012- 45 minutes implementation of workday for teachers
• October, 2012- Benchmark (evaluate student progress)
• November 29, 2012- District meeting regarding extension hours
• December, 2012- Review student grades (progress vs. regression), STAARs Testing
• February, 2012- Benchmark Assessment
• March, 2012- STAARS Testing
• April, 2012- STAARS Testing
• June, 2012- End of School (Inventory/Review Inquiries) 

Persons Responsible for Implementation of Activities

• Me
• School Leadership Members

Process Monitoring the Achievement of Goals and Objectives

• Observation

Assessment Instruments to Evaluate the Effectiveness of the Action Research Study

• Teacher Responsiveness
• Student Responsiveness
• Leadership Responsiveness
• _____ ISD governing parties

Background- Real Life Research Action Examples

As this week's assignment topic is real life research action examples, a second research inquiry I would like to possibly research is if extended school hours and days improving student's academic success in lower socio-economic schools and learning centers. Are schools that implemented extended school hours and days testing scores and academic performance better than schools that have regular school hours?

 

I would compare learning centers that currently have extended hours versus new schools/districts implementing the new hours.

Reflecting on this weeks video, often times as an educator or a philanthropist you hear them say, "I wish to change at least one child's life."  It was quite refreshing to hear Dr. Timothy Chargois, Director of Research, Planning and Development in Beaumont ISD, state that teachers need to continue learning and increase student performance for not just one child.  As states are becoming consumed with assessments and not looking into each child and their circumstances differently, I also related to Dr. Johnny Briseno, Principal in Angleton ISD, statement regarding to not just look at data, but understand each child;  He also discussed inquiring into why aren't students performing well on assignments and assessments and researching various dynamics that need to be factored in and analyzed in viewing data.  I strongly agree with Dr. Briseno's humanistic views, however, state assessment graders do not.

Dr. Chargois also suggested the use of Survey Monkey as a resource tool.