Conducting action research involves a transformation of a school into a learning institution or community. Member of the learning community reflect on the strengths, weaknesses, and areas of needed improvement within the organization. This allows teachers and administrators to work together and develop a common goal. Team members look at the school and district in its entirety, instead of just focusing on their classroom or posit ion in the school. Schools can be very one dimensional. Teacher focus so hard on their classroom and job duties, that they sometime forget that the school is a learning community (Dana, 2009, p.3).
Proper reflection allows a leader to identify areas of strengths and weaknesses in their organization. No organization is perfect. Proper refection will allow the leader to honestly and objectively look at the performance of the organization. Reflection allows the leader to take a step back from the daily duties and refocus on the mission and vision of the organization. It also allows the leader to set an example for their workers. Reflection is an important aspect of action research. Reflection allow the leader to identify an area of need. In many situations, proper reflection can be challenging. Identifying an area of need can be seen as a weakness in the organization. However, it is important to the action research process. It is also vital that the individual only target a specific area (Martin, Wright, Danzig, Richard, & Brown, 2005, p. 104).
Based on my reflections and wonderings, my plan will be to implement Professional Learning Communities in order to promote collaboration and communication among Special Education Teachers to improve AYP rating. I will form a Special Education Professional Learning Community. The members will include Special Education Teachers, members from the leadership team, and possibly interventionist. We will focus on ways to improve the STAAR testing ratings and look over the new STAAR testing requirements. The rest of the details need to be worked out with my school site supervisor. That is all we have discussed thus far.
In order to sustain impovement, three strategies that can be used are Force Field Analysis, Delphi Method, and/or Normal Group Technique. Kert Lewin's Force Field Analysis states, "That in order for change to occur, the driving forces for the change must exceed the resisting forces against the change" (Harris, Edmonson, & Combs, 2010). In order to apply this theory, it is important to identify the different forces for and against the change. The quantity of the driving force as well as its strength should be defined. The next step will be to find ways to decrease the restraining forces and increasing the driving forces. Force Field Analysis allows the organization to reflect on their current situation and develop various techniques to motivate the change process.
The Delphi Method is a strategy for developing a group consensus that consists of several rounds. A facilitator develops a survey with open ended questions. The participants complete the survey then the facilitator compiles the answers and the items are reviewed again by the participants (Harris et al., 2010). This process is continued until the group reaches more of a consensus. This method allows every participant to have input. Often in face to face type meetings, participants are afraid to express their true opinion. The anonymity allows participants to truly voice concerns and ideas and not be overlooked or persuaded by dominant personalities. The group can focus on the problem and prioritize. A strong nonbiased group facilitator is imperative to the success of this method.
According to Harris, Edmonson, and Combs (2010), "Normal Group Technique is another way to examine school improvement with an eye on future needs of the school that builds consensus and leads to genuine school improvement" (p. 96). Normal Group Technique is like the Delphi method because a facilitator is needed. Normal Group Technique is a five step process conducted in small groups. This theory makes group members less reluctant to suggest ideas and personalities that hesitate to create conflict in groups. Facilitators need to provide adequate time of Normal Group Technique to allow members to generate ideas and set priorities.
Bibliography
Dana, N. F. (2009). Leading with Passion and Knowledge. The Principal as Action Researcher. Thousand Oaks, CA: Corwin.
Harris, S., Edmonson, S., & Combs, J. (2010). Examining What We Do to Improve Our Schools. 8 Steps From Analysis to Action. Larchmount, NY: Eye on Education.
Martin, G., Wright, W., Danzig, A., Richard, F., & Brown, F. (2005). School Leader Internship. Developing, Monitoring and Evaluating Your Leadership Experience. Larchmont, NY: Eye On Education.
