GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Name __________________________________________________
WHEN
WHAT
New Class Profile OR Class
Profile Reflections
Triad meeting

Lesson Observations of
experienced teachers:
* 1 Lesson Study (if possible)
* 1 Colleague observation OR
2 Colleague observations

To observe and discuss
experienced teachers’ lessons

Hard copy of your typed
Revised Class Profile and
Reflection to your February
Cohort meeting

Begin Action Research
Project

To create a research study around
an area of need and interest with a
Plan of Action

Hard copy of your typed Triad
meeting with signatures to
your February Cohort
meeting

Professional Learning
Seminar

To collaborate around Action
Research Project
March
Action Research Project

To collect data around AR question
April
Complete Action Research
Project -due April 30th

To analyze data and determine
next steps around AR question

Hard copy of your lesson
observations by April 30th
Hard copy of your Action
Research Project due to the
TCIP office by April 30th
January

WINTER/SPRING INQUIRY: this is the documentation you need to complete your program requirements
WHY
Due to TCIP

February


To document deeper
understanding of students
To discuss Action Research (AR)

May 24th
4:00 –
6:30

Candidate Advancement
Ceremony

To share, reflect, learn and celebrate
Bring your completed Credential Request
Form (which will be given to you after your
Action Research Project is approved)
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1
GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Name_________________________________________
Directions: (If you have a brand new class, complete a new Class Profile for the class period you are going to focus on). If you have
the same class of students, reply to the following questions here. Bring this typed document to your Seminar in February.
Class Profile Reflections
1. What have you discovered about your students and how they learn since you completed the Class Profile in September

(remember to use students’ initials)?
Behavioral differences:

Social differences:

Academic differences:

Other differences (health, testing, etc.):
2. How have you worked with families to support student learning?
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2
GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Name ___________________________________________________
CLASS PROFILE
(only complete this if you have a new class) Bring this typed document to your Seminar in February.
Period: _____________ From _____ : ______ to ______ : ______
Students’
INITIALS
no names
Ethnicity
Home
Language
Age/
Grade
Reading
ability
CELDT
Level
Health
Concerns
IEP or
504
Classroom
Modifications/
Behavior
Plan/SST
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3
GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Students’
INITIALS
no names
Ethnicity
Home
Language
Age/
Grade
Reading
ability
CELDT
Level
Health
Concerns
IEP or
504
Classroom
Modifications/
Behavior
Plan/SST
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4
GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Name _______________________________________________________
TRIAD MEETING – JANUARY
Use this form to take notes on and then type them up and get everyone’s signatures. Bring a copy of this with you to submit at your
February meeting. Handwritten notes will not be accepted.
School __________________________________
Grade/Content Area __________________________ Date ______________________
Questions to ask your Administrator:
Comments
For the last part of my induction program I am considering researching __________.
What do you think of the question________________________________________?
Can you think of any reason why I couldn’t complete this project within 6-8 weeks?
What resources or readings are you aware of that can help me?
Is there anything you would like for me to consider along with my Action Research
questions?
What is your final Action Research question?
_________________________________________
Signature of Site Administrator
_______________________________________
Signature of Mentor
_____________________________________________
Signature of Candidate
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5
GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Name _________________________________________________________________
Colleague Observation – FEBRUARY
Print this out and bring it with you to your observation with your Mentor. You will include a copy of this observation with your Action Research Project.
Date of observation_________________________________ Name of teacher observed ____________________________________________
School ___________________________________ Grade level ____________________________ Content Area __________________________
1. Relate your observation to your Action Research question (type your response here).
2. How can you incorporate what you observed into your teaching practice to support student learning (type your response here)?
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GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Observation T-Chart
Print this out and bring it with you to your observations. You may want to bring multiple copies of this form. These observation notes are for your information
only and do not need to be submitted.
What the teacher says or does
What the students say or do
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GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
The next pages are for your use only and do not need to be submitted. Please print them out and bring with you to your February meeting.
STEPS TO WRITING AN ACTION RESEARCH PROJECT
Develop a Question about an event or circumstance that illustrates an issue you are interested in addressing during this inquiry. The
problem/passion is stated in the form of a question AND must be something you do not currently do. Additionally, identify the CSTP
element in which the question supports.
Starting Points
1.
Consider the "Starting Points" questions (see below). Think broadly about many areas for possible questions.
2.
List all of the different areas that surface from the questions below.
3.
Take one of the areas and practice writing a question in that area.
4.
Generate characteristics, qualities, and guidelines for what makes a good action research question.
o I would like to improve...
o I am perplexed by...
o Some people are unhappy about...
o I'm really curious about...
o I want to learn more about...
o An idea I would like to try out in my class is...
o Something I think would really make a difference is...
o Something I would like to do to change is...
o Right now, some areas I'm particularly interested in are...
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GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Guidelines for Developing a Question
1. One that hasn't already been answered.
2. Higher level questions which get at explanations, reasons, relationships. "How does...?", "What will happen when...?"
3. Not "Yes-No" question.
4. Everyday language; avoid jargon.
5. Not too lengthy; concise; doesn't have to include everything you're thinking.
6. Something manageable; can complete it.
7. Something do-able (in the context of your work).
8. "Follow your bliss"; want to feel commitment to the question; passion.
9. Keep it close to your own practice; the further away you go, the more work it is.
10. Should have tension; provides you an opportunity to stretch.
11. Meaningful to you; provides you a deeper understanding of the topic.
12. Question leads to other questions.
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GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Sample Action Research Questions
Kindergarten: How will centers and literacy group instruction promote academic growth for all students?
2nd grade: How will modifying the scheduling and delivery method of first instruction increase student engagement, participation, and retention of
math skills during daily math lessons?
5th grade: How will mastering the times tables affect the overall achievement for my most struggling math students?
Elementary Physical Education Specialist: What positive changes have classroom teachers noticed in their students since the implementation of
weekly Physical Education?
Elementary Education Specialist: Will frequent conferencing and incentives encourage a selective mute child to speak while in the educational
setting?
Middle School Math: Will heterogeneous cooperative learning groups improve student learning outcomes?
Middle School English: Will AVID strategies improve student writing?
Secondary Education Specialist: How will using specific visuals on a daily basis increase my students’ understanding and retention of key
mathematical concepts?
Secondary English: How will the use of technology affect student engagement, performance and comprehension in my 10th grade classes?
Secondary Math: What impact can structured group activities have on the development of higher level questioning and answering skills and peer
support?
Career Technical Education: Does participation in the RealCare baby infant training and active learning baby simulation experience help students
understand the skills needed to become a parent?
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10
GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Develop a plan to answer the question. The Plan of Action should include an appropriate and manageable timeline.
Month
February
Action
Suggestion:
Establish baseline data (i.e. give a
pre-test, describe current conditions,
give a survey)
Collect data
Consider taking pictures
Write Phase I and II (see next pages)
March
Write Phase III
Collect data
Consider work samples
April
Final data (i.e. give a post-test,
survey, etc.)
Put data into tables
Analyze data
Write Phase IV and V
Project is due by April 30th
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11
GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Include qualitative and quantitative data in your Action Research project.
Qualitative Data
Overview:




Deals with descriptions.
Data can be observed but not measured.
Colors, textures, smells, tastes, appearance, beauty, etc.
Qualitative → Quality
Example 1:
Quantitative Data
Overview:




Example 1:
Oil Painting
Qualitative data:





blue/green color, gold frame
smells old and musty
texture shows brush strokes of oil paint
peaceful scene of the country
masterful brush strokes
Deals with numbers.
Data which can be measured.
Length, height, area, volume, weight, speed, time, temperature,
humidity, sound levels, cost, members, ages, etc.
Quantitative → Quantity
Oil Painting
Quantitative data:





picture is 10" by 14"
with frame 14" by 18"
weighs 8.5 pounds
surface area of painting is 140 sq. in.
cost $300
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12
GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Example 2:
Example 2:
Latte
Qualitative data:




robust aroma
frothy appearance
strong taste
burgundy cup
Example 3:
Freshman Class
Qualitative data:




friendly demeanors
civic minded
environmentalists
positive school spirit
Latte
Quantitative data:




12 ounces of latte
serving temperature 150º F.
serving cup 7 inches in height
cost $4.95
Example 3:
Freshman Class
Quantitative data:




672 students
394 girls, 278 boys
68% on honor roll
150 students accelerated in mathematics
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13
GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Consider:
WHY you are collecting these data -- What are you hoping to learn from these data?
WHAT exactly you are collecting -- What different sources of data will allow you to best answer your question?
HOW the data will be collected and displayed
Data I will collect:
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14
GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Analyze data collected. Analysis of Data should include patterns, insights, and new learnings.
A Process for Analyzing Your Data
When using qualitative research, you will be collecting and analyzing at the same time. These processes inform each other. Be
open to new ways of thinking as you learn more from your data.
1. Go through everything you have collected. Make notes as you go.
2. Look for themes, patterns, big ideas. Key words and phrases can trigger themes. Determine these themes by
your scan of the data, not on your preconceived ideas of what you think the categories are.
3. Narrow the themes down to something manageable. (3-5 of your most compelling and interesting)
4. Go back through all of your data and code or label information according to the themes in order to organize
your ideas. Some ideas may fit into more than one theme. Create sub-groups under each theme.
5. Write continuously. Jot down what you are seeing, what questions are emerging, and what you are
learning. Keep notes on those new ideas which are unanticipated. These may be findings or surprises which
you had not planned.
6. Review your information after it is coded/labeled to see if there is
 a frequency of certain items and/or
 powerful, interesting, unusual comments or behaviors which are of particular interest to you. This may be an
incident which gives you a new insight, and it may be one of the most important to hold on to.
7. Identify the main points which appear most frequently and are the most powerful. It will be hard to let go of
some of your information, but it is important to sift through it.
8. Write up your major points. You can write them up by theme, chronologically, or the different modes you used
for collecting information.
9. Draw the information together to include some of the evidence which supports each of your themes. The
reader should be able to draw conclusions based on the evidence you have presented.
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15
GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Putting it all together – writing the Action Research Project, Prezi, PowerPoint…
Include these 5 Phases:
Phase I – Question
o
o
o
o
o
Your name/what you do (district position)
Background information (setting, population, school, class)
Question (expectations, assumptions, evolution, if applicable)
Why you chose the question; (rationale). What drew you to the question?
Why this question is important to you. Educational philosophy, if applicable to question.
Phase II – Plan of Action
o
o
Formulation of plan; laying out what actions and measurements you took
Planned timeline
Phase III – Data Collection
o
o
o
Instruments used to collect data (surveys, questionnaires, etc.)
Actual data (students' samples, quotes, voices; adult quotes; observations)
Literature review/references (if used)
Phase IV – Analysis of Data
o
Organization of data/analyzing data by themes, chronologically, by questions, by source
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16
GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Phase V – Plan for Future Action
o
o
o
o
o
Struggles (to arrive at question, to collect data, findings, etc.)
Changes you've gone through in the process; insights, inconsistencies
Conclusions/findings; what you learned; interpretation
Future directions; Where do I go from here?; impact; new questions; ideas for implementation
changes in practice/perspective; recommendations
Pictures
Other thoughts:
o
Remember you are telling a story. You can organize this chronologically, by themes, by data source
(i.e.: students, parents, staff), or some other way. It's up to you!
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17
GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Please make this the last page in your Action Research Project.
Name ______________________________________________________________________________________
Best email to contact you with questions _________________________________________________________
May we use your Action Research Project in future trainings? _______ Yes ______ No
Describe how your Mentor assisted you with your Action Research project (type your response here):
By signing below, you are indicating that the work included in this Action Research project was completed to the
best of your ability and at a graduate level.
_____________________________________________________
Signature of Candidate
A hard copy of your Action Research project is to be submitted to the Tri-County Induction Program office at
970 Klamath Lane, Yuba City by April 30, 2016
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18
GENERAL ED YEAR 2 – WINTER/SPRING ACTION RESEARCH – due by April 30th
Accelerating educator effectiveness to accelerate student learning
Purpose: to continue your development as a professional educator by designing and implementing an Action Research project
Components
Question
1 - MINIMAL
Analysis of
Data
Plan for
Future
Action
3 - PROFICIENT
4 - THOROUGH
Statement derived from
problems or passion lacks
specificity and/or not in
Question form.
Question derived from
problem/passion is specific but
not measurable.
Question derived from
problem/passion is specific and
measurable
Question derived from
problem/passion is specific and
measurable. Includes background
information that led to question.
Plan of Action missing.
Plan of Action not stated clearly
or not directly linked to Question.
Plan of Action stated clearly,
supports the Question, and
includes a timeline or steps to be
taken.
Plan of Action stated clearly, supports
the Question, includes a timeline, and
documents research.
Data Collection missing; or
had no direct link to Question
or Plan of Action.
Data Collection had valid
evidence but a weak connection
to Question or Plan of Action.
Data Collection had valid
evidence and was relevant to
Question or Plan of Action.
Data Collection had valid evidence
and was relevant to Question and Plan
of Action.
Analysis of Data missing; or
had no direct link to Question
or Plan of Action.
Analysis of Data reflected
Question or Plan of Action, but
not both.
Analysis of Data reflected both
Question and Plan of Action.
Analysis of Data with collected
evidence present.
Analysis of Data reflected both
Question and Plan of Action. Multiple
types of evidence were individually
presented and analyzed. Trends and
patterns discussed.
Plan for Future Action
missing or not supported by
the Data Analysis. No
conclusion apparent.
Plan for Future Action was
partially supported by the Data
Analysis, future actions not
based on new findings or not
clearly defined. Conclusion
present but limited connection to
findings.
Plan for Future Action
supported the Data Analysis and
how new findings will impact
practice for self and/or others.
Conclusion present but limited
connection to findings.
Plan for Future Action supported the
Data Analysis and how new findings
will impact practice for self and/or
others. Conclusion present and
connected to findings from multiple
types of evidence.
Plan of
Action
Data
Collection
2 - PARTIAL
Evidence of plan for changes, future
directions, and new questions to
address.
Candidate Competency 4 of 4: any area marked “Minimal” or “Partial” will need to be re-done and re-submitted.
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19