Reflections of EDLD 5301

I can honestly say that I enjoyed this course. I was very enthusiastic about returning to school after a 2 year hiatus and but was very nervous about my first class being about research and having to conduct an action research plan. After reading the first chapter of Dana's Leading with Passion and Knowledge, it really gave me a clear understanding of what an action research project was. The further readings of the chapters have given me ample enough knowledge to be successful with my action research and I know I can always refer back to my assignments and text if I have any questions.

I have thoroughly enjoyed blogging my educational experience in this course. Years ago in college, I use to blog several times a day about life, experiences, or just my feelings. I strayed away from it but if feels good to be doing it again. I've told several of my friends in education about my blog and they're following me too! I've also used my blog to reach out to others who have completed their masters to obtain any tips or suggestions they may have to make my research plan better.

The assignments in EDLD 5301 have been very meaningful, especially the action research template. I know that after I complete this research plan I'm going to do another! I will have all the tools I need to start from scratch with a new plan.

The greatest thing I've learned in this course is the need for self reflection. Reflection is key and necessary for administrators and teachers everyday and often times we do not have the time to do so. However, time should be made. Reflection offers the administrator or teachers to think of his or her own practices. Are my practices effective? If they're not then why? How can I change these practices to achieve the results that I need? These types of questions can be the beginning of any action research plan in the future as stated in Leading with Passion and Knowledge, "Inquiring professionals seek out change and reflect on their practice by posing questions or “wonderings,” collecting data to gain insights into their wonderings" (Dana, 2009, p.2-3).

Comments. Questions. Concerns.

I've received some great feedback from my cohorts like Nicole Woodard who said:
   Derrick you have a great start. I am interested in seeing your results from your first
task. I teach first grade and had one student that was supposed to be in a bilingual class this
year and was able to test out. I was excited to see that she was able to find success in two short
years of education. I think it is true what they say about it being easier for children to learn
English at an early age. I am interested to see what kind of suggestions your teachers will
come up with in those initial meetings. I think that will be a huge determining factor as to the
direction your research project will go. Good luck with your research and I will continue to
follow on. (Nicole Woodard, personal communication, June 25, 2013)

Another comment was made in the discussion group:
   My research study falls in line with yours. My school/district is experiencing similar
issues. We are introducing a "back to basics" program that highlights ESL best practices not
only for students in bilingual education but all of our students. We are hoping that over time
we are going to see early exiting by third grade which the program is designed to produce. At
my campus, we still have students in the bilingual program in fifth grade. We are going to have
a dedicated time campus-wide to implement this new program. The program has been very
successful in other states with similar populations as Texas. I am looking forward to your
research and following your blog. I will be curious to see our similarities as we both progress
in our research. Sometimes as educators we feel that the problem is isolated when in reality is
wide-spread. Good luck!  (Leigh Adams, personal communication, June 11, 2013)

From what I've gathered, I'm on a good track! I haven't received any comments to change or alter any part of my plan and oddly enough this actually makes me feel a bit uneasy. I feel that I still have a long way to go and I've already begun my initial planning for the PLC I'm presiding over in August. In addition, I've been asked by my principal to be a facilitator of Small Group Literacy professional development for my school in August. Attending these trainings offered by Neuhaus will allow me to help the bilingual teachers implement this into their additional instructional time in English and will allow students to be grouped in tiers and the teachers can monitor their progress and allow the groups to be fluid. Hopefully this will increase their academic performance which is directly tied to my action research project.

I need to do a better job of commenting on my fellow educator's blogs, but it's a 2 way street! COMMENT ON MY BLOGS AND I WILL DO THE SAME!

oh yea on something unrelated, CONGRATULATIONS TO MY ALUMNI CHAPTER XI ETA LAMBDA OF ALPHA PHI ALPHA FRATERNITY, INC. for being named NATIONAL ALUMNI CHAPTER OF THE YEAR!!! 0000000000000-SIX!!

-D

Drum roll please......*inserts paradiddle -diddle left hand six stroke roll*

Comments??!!

Action Planning Template

Goal: To increase in student learning and number of students exiting the bilingual program.

Action Steps(s):

Person(s) Responsible:

Timeline: Start/End

Needed Resources

Evaluation

Set up initial meeting with 1st & 2nd grade teachers to discuss problems in bilingual program on campus and how we can implement changes

Derrick Estes, Laura Gonzalez (Assistant Principal, bilingual chair)

BOY

Copies of bilingual/LEP exit criteria

Identify students who received Advanced-High 1yr on TELPAS 2013 and review Aprenda results for 2013. Discuss with parents possibility of moving them to regular education classes

Classroom Teachers for 1st & 2nd grade

BOY

Copies of TELPAS and Aprenda 2013 results

Develop daily schedule with 1st & 2nd grade teachers that allows for extended instructional time in English in Reading & Mathematics block

1st & 2nd grade classroom teachers, Laura Gonzalez

BOY

Conference with 1st & 2nd grade teachers during PLCs to discuss any pitfalls and make adjustments if necessary

Derrick Estes, Laura Gonzalez

BOY

Administer MOY district assessment in English to track progress on mastering objectives in English language

1st & 2nd grade teachers

MOY

HISD district assessments

Track data on how students performed on MOY assessment

Administer HISD Spring Benchmark in English to track progress on mastering objectives in English language

1st & 2nd grade classroom teachers

EOY

HISD Spring Benchmark

Compare data from Fall assessment and Spring assessment to determine if progress was made.

Review TELPAS results  and review exit criteria for bilingual program. Identify and track number of students who will remain in program and who can exit

Derrick Estes, 1st and 2nd grade classroom teachers, Laura Gonzalez

EOY

TELPAS results, bilingual exit criteria

Review results from TELPAS, Aprenda and collect data on how many students are able to exit the program versus last year.

Week 2..it's getting easier

Week 2 is in the books and it was jammed packed with more information than week 1. Now that I've settled into my groove, lets talk about what I learned this week. I learned that data driven results is the new norm. Everything we do is backed behind data. Coming fresh off a school year where we were introduced to "data tracking", I have a better understanding of its importance that was never shared by my administrators. In order to show growth, you need to mark where you started, what changes you made to effect your growth, and mark your end results. Reminds me of something I did with one my students.

 When "Student A" came to my class in 3rd grade he was very short for his age. On the second day of school, he revealed his insecurities about his height. He stated, " I will never grow tall". I ensured him he would grow taller before the end of the year. So we marked a spot on the back wall on how tall he was at the beginning of the year, after Christmas break, and the last day of school. Sure enough, he had grown. This process really made me think of that situation and how great he felt to know that he had grown. Thats the type of feeling we should get after completing our action bases research.

Alright bloggers, warden says it's lights out. Time to get back to plotting an escape route out of the box I've put myself in as an educator. Until next time...Room 10b signing out.

Blogging: An Educator's Safehaven

It's save to say that we live in an age of endless technology and we can access so much information by just a few taps on our phone or tablet. This burst in technology is allowing leaders from all of the world to communicate, share stories of best/worst practices, and provide a outlet for those who may feel like a loner. Virtual PLC's can be formed so leaders globally can participate in action research plans together or assist others in their journey. What a great to learn when you have someone who's experienced the same challenges you have faced. 

Thoughts and Reflections: Week 1

This has been an interesting first week back to school! After a 2 year hiatus, I decided I needed to finish what I started. I've learned so much regarding what entails action research. In short, it is a great tool for self accountability, reflection, and change. In any field you work in, there has to be a measure in place that allows you to reflect on your current practices and make adjustments to those practices based upn research and data. How else will you know if your methods are effective and how to change them based upon what your DATA says?

As a 3rd grade teacher preparing for the upcoming year, this way of measuring effectivenes will be useful. For instance, less than half of my LEP students was able to exit the program or score higher than they did last year. But why? Was it my instruction? Lack of English language? These questions will allow me to evaluate this area and form an inquiry that will lead to research that will benefit the LEP students in my class. This information would be shared with my colleagues and principal as part of fostering a conducive learning environment for all students.