Janet Kelly- Cohort 13/ET8027
July 31, 2011
EDLD 5397 Internship for Leadership
Week Three, Part Three
Title –
Effect of Utilizing the Data Segregation Program Aware on Standardized Test Improvement
Janet K. Kelly
Lamar University
Author’s Note
Master’s degree candidate in Educational Technology
jkelly@my.lamar.edu
Needs Assessment –
My action research project was decided upon with the suggestion of my mentor. Since I am not employed, we felt surveying employees about a new program used in the district would be appropriate. My mentor decided in April that the May/June timeline for collecting data would be too soon, so I am scheduled to collect data in September.
The data I collect will be opinions on the use of the program Aware. The goal is to find out how the teachers are using the program, how they believe it is helping them, and how they need training to use the software effectively.
Objectives and Vision of the action research project. (ELCC 1.1)
The inquiry question that I will ask will be “How has the program SchoolObjects: Aware assisted you as a teacher?” Through surveying teachers, the research will work to determine how the teachers are utilizing the program. It will search for answers into what aspects of the program are the most useful, which features have not been fully utilized and how teachers believe the program is helping them to differentiate their classroom strategies based on the results of the benchmarks tests created within the program.
Review of the Literature and Action Research Strategy –
Although the product Eduphoria School Objects Aware is new, making decisions based on data is not. Marsh, Pane and Hamilton (2006) state that “information becomes actionable knowledge when data users synthesize the information apply their judgment to prioritize it, and weigh the relative merits of possible solutions.” The authors also found that local assessments done in frequent intervals were more valuable in providing diagnostic data than the once-a-year standardized test. The School Objects:aware program allows for the analyses of TAKS data segregated by sub pops and other factors. It gives districts the ability to make their own benchmark tests and question banks and to print the answer sheets on plain copy paper (Eduphoria School Objects: Aware, 2009).
Working collaboratively with my mentor, we may find places where I need to tweak my questions or plans to find the best data. After the survey, any teacher concerns may become known and addressing those concerns may be a future task. I do believe my timelines are realistic. Creating surveys that encourage teachers to fill them out will be an important step. Everyone is busy and may not wish to spend precious time on a survey.
I made the project decisions with my mentor and approval by our superintendent. We considered topics that the data collected would benefit the Instructional Technology Director. The other possibility was to research the use of Project Share in the schools, but this software is not as directly benefitting to students.
Eduphoria School Objects: Aware. (2009). Retrieved July 31, 2011, from Eduphoria: http://www.eduphoria.net/products/aware/default.aspx
Marsh, J., Pane, J., & Hamilton, L. (2006). Making Sense of Data-Driven Decision Making in Education. Rand Education .
Articulate the Vision (ELCC 1.2) –
This student will communicate this action research project to the staff of the elementary school where I will conduct the surveys. The vision of the project will be outlined in the surveys and will also be communicated through conversations as I ask teachers to participate. My mentor will also be involved in requesting the information on Aware from the teachers. We wish the staff to know how many ways this program disaggregates student data so that educationally data-driven decisions can be made for the betterment of each student. There is not a need to give the research results to the parents, students or community; unless, consideration was given to the program upgrade purchase and knowledge of teacher use was requested.
Manage the organization (ELCC 3.1) –
I will employ several data collection strategies. I will take field notes from a focus group of 7 individuals that will include IT personnel, an administrator, and teachers. Interviews will be conducted with 5 – 8 teachers to get details of how they use Aware. Video and notes will also be taken at August 2011 training sessions for the teachers on the program. Surveys will be conducted after one year of program use. Research will also include other districts that have used Aware and documented their results publicly. Since I only a Lamar student, I am not using any money but my own to do this research. No staff is available to help me complete this research.
Priority has been given to determining how the program Aware has helped students by allowing their teachers to determine the best ways each individual student can be taught. This research does not require student personal data.
Manage Operations (ELCC 3.2) –
Consultation with my mentor is the main strategy used to determine the operations of the project. In addition, the text on action research helped to determine the steps needed to complete this project. Although I can see where another project focused on changing culture or attitudes would require the group process skills and consensus building, this research project does not require that. I do not see any conflict arising from the process of collecting the data. The only conflict could be within the results of the data, if it appears a large portion of teachers surprisingly do not appreciate the qualities and features of the program Aware. My mentor may be disappointed that the survey results would claim a lack of training on the program, since she is responsible for the training. These issues would be one-on-one.
Respond to Community Interest and Needs (ELCC 4.2) –
Since the program Aware is capable of disaggregating data by ethnicity, gender, grade, school, and economic status, this program has the potential to point out previously unknown educational deficiencies in any sub pops in the school system. This is a great tool in the hands of teachers.
Start Date End date Needed Resources Evaluation
Attend Training session for employees on the software program Aware Aug-10 Sept - 11 video device, note pad
Research and watch the training videos for using survey monkey Oct-10 Dec-10 time on the internet
Invite seven people to join the focus group May-11 Sept-11 Time for phone calls and email
Meet with the focus group to gather data Sept-11 Oct-11 meeting room, incentive food
Meet with mentor to go over the survey Sept-11 Sept-11 conference time Site mentor approval
interview teachers individually Aug-11 Oct-11 meeting times
Submit the first survey Sept-11 Oct-11 approved survey, email addresses, permissions
Analyze the survey data Oct-11 Oct-11 Sufficient number of returned surveys
Write up my research report Aug-11 Nov-11 Professor advice, Mentor input, Survey data, interview notes, focus group notes Graded by professor
Sunday, July 31, 2011
Saturday, July 30, 2011
EDLD 5397 Week Three
Web Conference
July 27, 2011
This web conference focused mainly on questions related to our action research project and the discussion post requirement for learning about our district’s IRB policy. It was stated that the past master’s student really enjoyed their research projects. Action research is best received when it contains quantitative data. It is also informative when it contains detailed descriptions of impressions, feelings and opinions of those involved. Since most action research projects are campus based, this information is very beneficial and helpful to the campus administrator. The campus administrator wants to know the morale and culture of the staff and school climate. Action Research projects are one way for them to derive this information.
Students asked questions about the literature review part of the paper. This includes sources that have previously researched your topic. It does not need to be long if you find adequate sources. Our research data is to be mostly our data.
Students discussed the IRB policies in their districts. Schools created these policies to protect those in schools who are vulnerable to misrepresentation.
Dr. Mason also discussed a project that Lamar University is doing to study the use of technology by district administrators. Are administrators modeling technology use well? The administration program has added technology courses to address this issue.
July 27, 2011
This web conference focused mainly on questions related to our action research project and the discussion post requirement for learning about our district’s IRB policy. It was stated that the past master’s student really enjoyed their research projects. Action research is best received when it contains quantitative data. It is also informative when it contains detailed descriptions of impressions, feelings and opinions of those involved. Since most action research projects are campus based, this information is very beneficial and helpful to the campus administrator. The campus administrator wants to know the morale and culture of the staff and school climate. Action Research projects are one way for them to derive this information.
Students asked questions about the literature review part of the paper. This includes sources that have previously researched your topic. It does not need to be long if you find adequate sources. Our research data is to be mostly our data.
Students discussed the IRB policies in their districts. Schools created these policies to protect those in schools who are vulnerable to misrepresentation.
Dr. Mason also discussed a project that Lamar University is doing to study the use of technology by district administrators. Are administrators modeling technology use well? The administration program has added technology courses to address this issue.
Sunday, July 24, 2011
Web Conference July 19th
The July 19th web conference was lead by Dr. Mason and then also attended by Dr. Martin who gave many thoughts on different topics. The first questions were about the discussion board topics for this week. Dr. Mason asked us to discuss the best leadership activity we have done in our internship. Many of the attendees commented on their action research projects. They had questions about the review needed by their site mentor and changes in their site mentor. The topics of the actions research project varied. Some included discipline referrals, scheduling, block scheduling, RTI, communications, and leadership experiences. Much of the discussion focused on administrators’ relationships with staff and teachers, professional practice and the surprises of administration. Many commented on the practices of administrators that they did not want to emulate if they became a leader.
Saturday, July 16, 2011
Web Conference - July 12, 2011
I attended the web conference and listened to the questions and answers. I did not have a specific question so I listened to the answers to classmates questions. One student Debbie was questions about the eight things we needed to change in our internship for the assignment. She also stated that she was a student in Dr. Abernathy’s English class in the eighth grade. The goal of this week’s assignment is to review our internship plans and make sure we have covered all the NETS. We should adjust our planned activities if needed.
Several questions arose about TK20 and the changes made in the program. I am always amazed at how many times students ask the same questions. Obviously, many people assume their emails from professors do not apply to them. One student voiced great dissatisfaction with their IA’s answers to their questions. Maybe if they actually read the first emails, overviews and assignments before they fired off an email, they would realize the answer had already come to them...
Several questions arose about TK20 and the changes made in the program. I am always amazed at how many times students ask the same questions. Obviously, many people assume their emails from professors do not apply to them. One student voiced great dissatisfaction with their IA’s answers to their questions. Maybe if they actually read the first emails, overviews and assignments before they fired off an email, they would realize the answer had already come to them...
EDLD 5397 Week One Part five Reflection
Reflecting upon the knowledge I have gained from the technology self-assessment I would have to say that overall, my strength is I understand the importance of each of the technology standards for administrators. My weakness is in having experience applying this knowledge in the school environment. I lack employment in a school district, but I interact frequently with those that do. When opportunity arises for me to participate in classroom technology, I welcome it. I have one elementary teacher that allowed me access to her classroom and one instructional associate that has helped to find opportunities for training events.
Under the visionary leadership standard, I do believe I can inspire others to use technology and advocate for the funding for technology. I do communicate with my state legislator and for example, spoke with him about the importance of online learning as a cost saving measure for the state. I do believe I am capable of promoting a digital-age learning culture in a school, even just as a parent. Keeping up with the excellence in professional practice standard may be quite difficult. Administrators only have twenty-four hours in one day as well, and keeping up with the latest research is a daunting task. The two most important standards are the need for systemic improvement using technology and the responsible use of technology by school leaders.
I do not believe I have considered myself as a possible administrator candidate. However, running my family with seven children does require management skills. Before in surveys, the assessments have run along the line of knowledge acquired concerning different types of technology. This assessment is different in that it focuses on leading others to come to understand the efficiency, culture, and systemic improvement needed within technology in schools.
Schools leaders must remember the importance of creating a culture that inspires, promotes, models and improves the learning environment for each student. Technology is a great tool for differentiating classroom teaching and expanding the world of students. My success as a school leader would be diminished if I chose to ignore the necessity of any of these standards for administrators.
To promote excellence in professional practice, administrators must attempt to keep up the new hardware and software constantly presented by educational companies. Making sure all these programs are interchangeable is a difficult task. Many times software programs are marketed to be compatible with all systems - save a few hidden glitches. These glitches of incompatibility often become huge political problems for administrators when the purchase involves large sums of taxpayer money. This is a problem because administrators will only get burned once by this problem and then will later be reluctant to make large technology purchases. Technology leaders in school districts must be very wise in the advice for purchases they propose to schools. I would be interested to know how tenured administrators feel toward their technology director’s request for purchases. Often the strategic plan needs will dictate the administrator’s view of a proposed purchase.
As far as my internship plan goes, I have identified several changes I need to make. Recently, a school board outside of Houston named my husband as their sole finalist candidate. This creates a new situation for me here. I will be here with the children until the house sells, but politically, my role is different – actually much better. I will need to delete two activities from my internship plan. One activity is to redo my husband’s website. This is no longer necessary. A second activity that I will drop is to survey the employees on the technology services. Both of these activities are no longer available to me and if I pursued doing them would be awkward, therefore, by dropping them, I believe I will preserve a positive school culture.
Thirdly, I would add the task of reading the book, A New Breed of Leader: 8 Leadership Qualities That Matter Most in the Real World by Sheila Bethel. I will review the book and write a blog posting. Fourth, I will find and attend a seminar/webinar on the program Skyward. This is the student information system used at our new district and I would like to learn about it. Fifth, I plan to read the book Drive by Daniel Pink on motivation. I will publish a blog on the findings in this book. Sixth, using the information in the book Drive, I will create a slide show for the web to teach others the new insights given by the book. Seventh and eighth will both involve the use of the product Moodle. I would like to attend seminars/webinars available that will teach me both how teachers use this product and how students can benefit in using Moodle.
Each of these activities will help me understand and utilize concepts related to motivating others, creating a positive school culture and improving my knowledge of the systemic improvement expected at the new school district.
Under the visionary leadership standard, I do believe I can inspire others to use technology and advocate for the funding for technology. I do communicate with my state legislator and for example, spoke with him about the importance of online learning as a cost saving measure for the state. I do believe I am capable of promoting a digital-age learning culture in a school, even just as a parent. Keeping up with the excellence in professional practice standard may be quite difficult. Administrators only have twenty-four hours in one day as well, and keeping up with the latest research is a daunting task. The two most important standards are the need for systemic improvement using technology and the responsible use of technology by school leaders.
I do not believe I have considered myself as a possible administrator candidate. However, running my family with seven children does require management skills. Before in surveys, the assessments have run along the line of knowledge acquired concerning different types of technology. This assessment is different in that it focuses on leading others to come to understand the efficiency, culture, and systemic improvement needed within technology in schools.
Schools leaders must remember the importance of creating a culture that inspires, promotes, models and improves the learning environment for each student. Technology is a great tool for differentiating classroom teaching and expanding the world of students. My success as a school leader would be diminished if I chose to ignore the necessity of any of these standards for administrators.
To promote excellence in professional practice, administrators must attempt to keep up the new hardware and software constantly presented by educational companies. Making sure all these programs are interchangeable is a difficult task. Many times software programs are marketed to be compatible with all systems - save a few hidden glitches. These glitches of incompatibility often become huge political problems for administrators when the purchase involves large sums of taxpayer money. This is a problem because administrators will only get burned once by this problem and then will later be reluctant to make large technology purchases. Technology leaders in school districts must be very wise in the advice for purchases they propose to schools. I would be interested to know how tenured administrators feel toward their technology director’s request for purchases. Often the strategic plan needs will dictate the administrator’s view of a proposed purchase.
As far as my internship plan goes, I have identified several changes I need to make. Recently, a school board outside of Houston named my husband as their sole finalist candidate. This creates a new situation for me here. I will be here with the children until the house sells, but politically, my role is different – actually much better. I will need to delete two activities from my internship plan. One activity is to redo my husband’s website. This is no longer necessary. A second activity that I will drop is to survey the employees on the technology services. Both of these activities are no longer available to me and if I pursued doing them would be awkward, therefore, by dropping them, I believe I will preserve a positive school culture.
Thirdly, I would add the task of reading the book, A New Breed of Leader: 8 Leadership Qualities That Matter Most in the Real World by Sheila Bethel. I will review the book and write a blog posting. Fourth, I will find and attend a seminar/webinar on the program Skyward. This is the student information system used at our new district and I would like to learn about it. Fifth, I plan to read the book Drive by Daniel Pink on motivation. I will publish a blog on the findings in this book. Sixth, using the information in the book Drive, I will create a slide show for the web to teach others the new insights given by the book. Seventh and eighth will both involve the use of the product Moodle. I would like to attend seminars/webinars available that will teach me both how teachers use this product and how students can benefit in using Moodle.
Each of these activities will help me understand and utilize concepts related to motivating others, creating a positive school culture and improving my knowledge of the systemic improvement expected at the new school district.
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