Data Driven Action Research

In this week's assignment we were to listen to three online interviews of administrators that have gone through the doctoral program at Lamar University. While I felt that all three men were insightful with their opinions, I found it interesting that two of them, while both speaking about basically the same topic, could be so far apart in their viewpoints (or at least my interpretation of their viewpoints). Personally, I found Dr. Briseno to be refreshing. He seems like he genuinely cares so much for his students and their well-being. However, I was taken aback when Dr. Chargois said that "Unfortunately, it's good to have those good feelings" in referencing the impact that teachers have on their students. Unfortunate? Really? It's unfortunate that teachers feel good about having a positive impact on their students apart from test scores? Perhaps Dr. Chargois might benefit from reflecting on why he entered education in the first place.

Dr. Johnny Briseno, Principal, Rancho Isabella Elementary, Angleton ISD

Dr. Johnny Briseno is the principal of Rancho Isabella Elementary School in the Angleton Independent School District. His discussion of the students on his campus covered both the data-driven paper trail of information derived from the endless reports and statistics produced from standardized test results as well as qualitative data that focuses on the environment and needs of his students.

Dr. Briseno’s approach to problems on his campus is to first address where the problem is coming from. He states that he and his teachers look at all of the facts, not just the numbers and statistics from test scores. He asks that his teachers answer questions such as, “Why wasn’t this student successful? Has something happened at home? What things are going on in this child’s environment that might affect his success at school?”

He feels that these questions must be answered in the event that he or his staff is required to intervene on the student’s behalf. Student identity is important to Dr. Briseno, and it is evident from his interview that he cares a great deal about the students as individuals and not just that their test scores are high.

One example of action research on his campus is in the areas of staff development and teacher motivation. When teachers are successful in their classroom, he encourages them to share their methods and strategies with their peers during faculty meetings or professional development sessions. This provides a win-win situation for all of his teachers. It allows the teacher who is proud of his/her classroom achievements to share these successes with others. The other teachers benefit from these presentations because they are learning what works on their campus and will be able to implement these strategies in their own classrooms.

Of the three video interviews, I enjoyed Dr. Briseno’s the most. He appears to be a very caring administrator, both about his teachers as well as his students. He is not so focused on test scores that he forgets about the children on his campus. He realizes they are individuals and have needs and requirements that must be met in order to assist them in their achievements.

Dr. Timothy Chargois, Director of Research, Planning and Development in Beaumont ISD

            Dr. Timothy Chargois is the Director of Research, Planning and Development in the Beaumont Independent School District. The main idea of his discussion was that his district must be data driven and that teachers today must work under the pressures of improving student performance. Dr. Chargois’s approach to education appears to be solely data driven and that student achievement scores must improve. He states that universities that prepare teachers for classrooms must teach them not only in pedagogy and content, but also how to use the data to improve their teaching skills.

            Projects or research topics presented to his district  for consideration must assist Beaumont ISD in improving student performance. He mentions several projects, all of which require the teacher to learn how to manipulate data in order to raise student achievement scores. One in particular that he talks about is a project funded by the Michael and Susan Dell Foundation where district personnel learn to use programs to analyze data from today (the present) in order to prepare for tomorrow (the future). It seems evident though that Dr. Chargois may need to consider the students behind these achievement scores. He goes on to state that new projects that his district are considering will only be allowed to be conducted after testing is completed for the year.

            While I realize that data is an important part of planning for a district’s needs, Dr. Chargois’s viewpoints appear to be very much in favor of data driven campuses that are concerned only for improvement in test scores. I was appalled to hear his comments towards the end of his online interview:           

“The old adage ‘If I just touch one kid, I’ve done what …’ No sir, that doesn’t work under today’s accountability. Unfortunately, it’s good to have those good feelings about ‘I made this kid feel good’ and all that, but come May or August those results have to show, ‘Hey, we got this kid to improve.’ … Today’s teacher has to realize those pressures in terms of accountability. … We work under this umbrella that we have to produce results. We have to increase student performance.”

            Dr. Chargois’s interview was in direct contrast to that of Dr. Johnny Briseno with the Angleton ISD. Where Dr. Briseno appears to be a very caring administrator and one that is concerned about his students’ personal successes as well as their scores, Dr. Chargois appears to be concerned only with test scores and that everything his district does should be to ensure that the scores improve. I sincerely hope that this is not indicative of the majority of administrators in public education today.

Chargios, T., 2010. EDLD 5301 Action Research Study Online Interview. Lamar University.

How I Can Use Action Research

I will admit that when I first read this course title (Research) that I was apprehensive about embarking on this five week journey. Reading pages and pages of information to form my own personal opinions about an assigned topic sounded unappealing and boring. However, after learning more about the systematic approach of action research and how the end result can positively impact students, teachers, and administrators I then realized this would help me in my professional growth in this masters program.

Administrative inquiry or action research is the process of identifying an area of concern, gathering and analyzing relevant information, developing a plan of action, implementing the steps necessary to resolve the problem, and then sharing this information with others. In reviewing the steps in an action research plan, I realize that I am already utilizing this approach in my current position.

The grant in which I now work has been charged with the responsibility of “looking into” the possibility of creating end-of-course exams for certain courses on our Crosswalk and whether or not end-of-course exams is a practical approach to validate the course outcomes. I now recognize that this task can be called an action research plan and that this investigation of EOC exams is our situation or problem to be solved.

We are now in the next phase of this action research plan which is collecting information from  various sources to determine if developing these exams will benefit the students. We have researched current testing procedures and policies and formed committees of secondary teachers and post-secondary community college faculty members across the state. These committees have met and worked together to discuss this possibility and to create drafts of exams that meet both the secondary TEKS and the WECM course outcomes for their assigned courses.

While the formulation of sample exams is still ongoing, the grant is concurrently evaluating these exams, conducting interviews of interested stakeholders, and evaluating the gathered information to determine if this is the direction in which we need to focus our attention.

Knowing now that action research plans are a part of my current position I can see that the utilization of this process provides great insight and benefit to current issues that are relevant to student achievement and success.

Educational Blogging

Blog. A fairly new term for a modern-day journal. There's no key to hide in your bedroom though. This journal is open for the entire world to see, if they happen to find it.

Blogging as an administrator can be a positive experience. It's certainly not the place to share your dissatisfaction about your job, but that is true for anyone, not just administrators. It is, however, a place to express your concerns about issues facing education today: issues with your district, campus, student successes, and your own professional progress as an educational leader.

One positive aspect of sharing your "wonderings" as an administrator is that you can get feedback from a variety of sources. Sharing these same issues at a faculty meeting or with a group of your peers limits the conversation to those present at the time. Blogging provides a chance to pose your questions or comments to the public thereby expanding your audience, and in return, the amount of responses to your postings. In other words, it helps to alleviate "professional isolation."

Having an educational blog that is open to other educators will allow administrators to brainstorm ideas for common problems without the limitations of school walls or district boundaries. Responses may be immediate or delayed but all will form a dialogue that is relevant to the author's original comments as well as those participating in the "online conversation."

A blog is also a way to offer ideas and share successes. Posting a success on your campus can be positive and motivational to others who may have similar issues thus giving them possible alternatives for their own obstacles.

Adminstrators who actively participate in educational blogging will find that is can be another useful tool for reflection and their own professional growth while interacting with others from all areas of education.