New Draft Action Research Plan (Edited 8/3/2010)

Purpose
In the ever evolving world of education, it is important to understand the most effective way to increase positive behavior. As corporal punishment becomes more obsolete, the different methods used to discipline students has moved to the forefront of education. While there is no ‘fix all’ method, where all students do exactly what is expected of them, a new movement of reinforcing positive behavior is taking over. A Positive Behavior Intervention System can be used individually by teachers, or as a campus-wide effort to improve student behavior. For the implementation of this new program to be successful campus-wide, it is vital to understand and evaluate the views and beliefs of teachers.
Wondering
Does the implementation of a Positive Behavior Intervention System have an effect on the methods elementary teachers use regarding student discipline in their classrooms?
Questions for Research
1. What are the discipline methods currently used by teachers on our campus?
2. Does the implementation of a PBIS change how teachers view the support received from administration?
3. Are the effects of implementing a campus-wide behavior system evident in the relationships of students? (i.e. student/teacher, student/student, student/parent)
4. Has the implementation of a Positive Behavior System decreased the number of discipline referrals to the office?
Data Collection Methods
• Survey and/or interview teachers three times throughout the year
• Interview and/or survey parents twice a year on the behaviors of their child at home
• Observe classrooms and other areas of school for expected behaviors
• Obtain discipline referrals numbers from 2009-2010 and 2010-2011
• Collect relevant literature and research previously completed on this subject
Data Analysis
With the help of our current principal, I will form a behavior committee to assist with data analysis. Teachers will be asked to answer questions using SurveyMonkey at three times throughout the year to determine their views on discipline and the effects of implementing a PBIS. We will also take a poll to see what discipline methods teachers are using at the beginning and end of the year. We will use this to determine if the implementation of this program affected how teachers discipline their students in the classroom. We will also use field notes taken during observation times and discuss any positive or negative behaviors seem in the students to determine the program’s effectiveness. At the end of the year, we will compare the 2009-2010 number of discipline referrals to the office to the 2010-2011 number of referrals for improvement. As an ongoing data analysis, we will continue to search relevant literature to find ways to improve our implementation of this program.
Implementing/Monitoring Timeline
Although our inquiry will be ongoing, the initial project will start in July 2010 and continue through July 2011. A presentation of the information gained through this research will be given to district administration at the beginning of August 2011. A professional development seminar will then be schedule to review the research with faculty and train faculty on the new Positive Behavior Intervention System. The behavior committee will continue to monitor and assess how effectively we are implementing the behavior system, and determine if any modifications need to be made.
Proposed Timeline:
• August: Meet with behavior committee to review behavior/consequence matrix and determine the best way to introduce new program to teachers and students, Present program to teachers during in-service week, Survey teachers on current discipline views
• September: Gather baseline data, Survey parents about their child’s behavior, collect 2009-2010 discipline referral numbers, Observe behaviors of students
• November: Continue to analyze data, Observe classroom, Observe general areas for behavior improvement, Meet with behavior committee
• January: Repeat survey on teachers, Observe classrooms and general areas for behavior improvement
• April/May: Interview teachers on any changes seen in student behavior, survey students, observe classrooms and general areas, gather 2010-2011 discipline referrals
• June/July: Analyze data gathered, Compare discipline referrals, compare BOY and MOY surveys to EOY surveys, etc
• August: Present results of Action Research Plan to Administration, schedule professional development for faculty on findings of research

After working through the course content in week 2, I think what stands out to me the most is the role action research will play in my growth as a school administrator and the growth of my school. As a school leader, action research can be used as a process of questioning, data pulling, analyzing, making appropriate changes, and reflecting to increase student achievement. I can say that before this class, I knew as a school leader I would be expected to assess situations and make needed changes, but I didn't know exactly how I would go about it. I have learned however, that there is an ongoing systematic process to assisst me in moving from questioning to action.

Educational Leaders and Blogs

I am sad to say that as a person in my late 20s, this is the first blog I have ever created or even read, for that matter. I am astonished at the world blogging opens up for a person who thinks of herself as up-to-speed with the technological world. As an educational leader, blogging allows me to create, develop, analyze, and reflect on my personal thoughts and practices as they relate to professional development and the academic success of my students. I also feel that blogging is an effective way for the "isolated" principal to create meaningful relationships that foster professional growth and learning.

What is Action Research?

Action research and blogging is transforming the educational world. Both of these semi-new concepts (at least the blogging part to me) are giving teachers and administrators the opportunity to take charge of their own learning instead of relying on studies and research from outside sources. Action research or professional inquiry can be used to improve not only your own life, but the lives of those around you. Many times as teachers or administrators, we 'tell' people what to do and how it should be done, receiving mixed reviews. Practicing action research allows those who know the particular issue, to be an integral part of finding the solution. It has been found that when those faced with the problem are a part of finding the solution, they are more likely to facilitate the change necessary for improvement. We have to encourage this type of culture in our schools to see the academic achievement of students improve. In Harris' text, Examining What We Do To Improve Our Schools, we find that action research is not only asking questions, but it is the actual on-going process of thinking and questioning. It is a systematic way for us to move from the analysis of problem to the actions needed for improvement. As an administrator, it is easy to fall into the cycle of simply "putting out fires" as they arise. However, action reasearch can assist administrators in making the change from reactive leading to proactive leading.