EDLD 5352 Updates

All of my campus supervised activities have been completed.  I thoroughly enoyd the activities and gained vast experience in numerous areas.   At one point, my classes were shut down so that I could provide constant instructional support in core classrooms that were preparing for the STAAR exam. I was able to use much of that time and related activities to fulfill my requirements.  I am grateful to my campus leaders and colleagues for allowing such.

My action research project is completed, as well.  The results were predictable.  What was impressive was that the precipice of the research project actually served as active motivation for less than active parents to become more involved in their children's activities and everyday school lives.

Thankfully, I already had a firm grasp of technology applications prior to enrolling in this class and this program.  However, technology is constantly evolving and the resources available for classroom innovations are limitless.  The greatest benefit to me was learning to use Google docs to share and update documents in real time.  I can truly see where this will open many collaborative doors for me.  Additionally, learning more about he concept of flipped classroom is a tremendous professional asset, as well.  I found this course to be very enlightening and engaging.  

EDLD 5352 Comes to a close..... Instructional Leadership Web conference Reflection

I truly enjoy and greatly benefit from attending the web conferences offered by the professors.  I attempted to attend the first web conference but was locked out.  I was greatly disappointed.  Thankfully, I was able to attend the second conference.  Dr. Jenkins stressed the importance of collaboration and technology integration and tools in the modern classroom.  He also spent a lot of time addressing individual professional concerns.  While there was an agenda posted, conference attendees took advantage of the opportunity to glean from Dr. Jenkins regarding the program (in general), certifications, and testing.  As always, Dr.  Jenkins was most helpful in this regard.  He is a wealth of knowledge who represents the best of what our field has to offer.  I look forward to learning more from him as I race to the finish!

Action Research Update EDLD 5397, Spring 2013

Well, it has been quite some time since I posted.  My project has changed quite a bit, as well.  Dr. Cortez-Rucker says that our projects should be a living creature.  Mine is truly that!  You have no idea.  He also indicated that a number of challenges his students face have to deal with changes in leadership / site supervisor.  That has been my primary issue, as well.  I think I have altered the project to meet my specific needs and easily adjust to any additional changes that may be forthcoming WITHOUT sending me back to the drawing board ---- again!  Happy blogging to you all!!

Week 3 Assignment, Part 3

Draft Action Research Project Progress Report

 

1. Title:  An Action Research Study of Efficient and Effective Rehearsals in Elementary (Choral) Music Programs
2. Needs Assessment:  Participation in the required number of UIL sanctioned competitions has sharply declined within our school district over the past few years, resulting in fewer trophies and plaques awarded on the national and state level, fewer scholarships being awarded to prestigious collegiate music programs, and fewer students opting to participate in the rigorous music programs in preparation for participation on the secondary level.  We have fewer than 20% male participation in many of our district’s music programs, and less than 1% Caucasian.
3. Objectives and Vision of the action research project (ELCC 1.1):   Elementary music programs will function at a productive high once again.  By integrating the technology of the 21^st century in to the traditional concepts of the music of old,  we should be able to spark a rekindled interest in choral music programs throughout the district and resume building the secondary programs by sending competent, interested, and engaged projects forward.  My plan is to survey music colleagues about what technology they use in class, instructional methods during class and rehearsals, revision of CScope curriculum for performances and contests, participation in learning opportunities provided by professional organizations (CEDFA, TSTA, NATS, NAMM, etc), administrative support, and how to bridge it all together.  The survey also includes adequate space for summary info for the organizations I was unable to view personally.  Some have submitted videos of areas of challenge or success for study and/or inclusion. 
4. Review of the Literature and Action Research Strategy: - My extensive literature review of related books, articles, and videos was divided into three sections:  (a) literature which looked at specific music instructors and conductors and their personal ideals; (b) literature that included some pedagogical ideas drawn from general music education books related to obtaining high-level musicianship on every level, including elementary; and (c) literature where related studies were discussed and examined for relevancy in efficient and effective rehearsals. Although there are many articles on rehearsal strategies and techniques, I found that the adolescent learner is often treated in a manner comparative to other age groups.  Adolescent learners offer unique challenges that need to be addressed.  For instance, Worthy (2003) examined the differences with the same expert instructor rehearsing a high school honor band and a college band.  He noted there was a difference with the pacing of the rehearsal and the amount of directions given to the musicians at one time.  
5. Articulate the Vision (ELCC 1.2): I shared the vision of this project using compiled data from previous competitive years, award results from UIL, and declining enrollment figures gathered from the various music teachers during in-service meetings via powerpoint, emails, etc.
6. Manage the organization (ELCC 3.1): No funds were used to conduct this experiment.  All of the information was publicly accessible.  When videotaped journaling was used, no students were captured via camera to protect their right to privacy.  Most directors found it most prudent to submit recordings of their reflections, rather than broach acquiring permissions for all of the students.  We discussed challenges that we had witness throughout the years then sought ways to offset them.  We were then able to trace their effect on what elementary teachers do and how much more interesting we have to make guided instruction in order to have our rehearsals be effective and efficient because students were no longer seeing value in participating on the secondary levels.  As opposed to every child who plays pop warner football who dreams of an eventual career in the NFL, they will participate in pop warner, elementary intramural, middle school, and high school (with their parents’ full support) because they see scholarship and professional opportunities directly linked to them.  We lost that connection in our fine arts programs and the redirect needs to occur at the elementary level to support the demands of the upper levels.
7. Manage Operations (ELCC 3.2):  Oddly enough, getting some of my elementary colleagues to see the need for revamping our efforts was exasperating.  An exhaustive review of the data was needed and discussed at length prior to them buying in.  We were able to design some professional development opportunities that showcased positive attributes of the elementary music program functioning as a performance entity, rather than a general ed class providing a 45 minute required prep period for classroom teachers.
8. Respond to Community Interest and Needs (ELCC 4.2): We know that students of all intelligence levels are affected by music and can express themselves via music.  We also know that research shows increased brain activity when classical music is being played.  It is not logical to think that every student is headed to a career in the Metropolitan Opera.  However, when more effective and efficient instruction and rehearsals are utilized in elementary instruction and beyond --- and the students see successful evidence of such --- an interest is sparked that may open new worlds and produce more successful performance groups, as well.  The link between added success in the arts is akin to other areas.  Particularly in the educational setting, participation not only on skill in that particular area, but also largely depends on satisfactory academic progress, model behavior, and other desired characteristics we link to acceptable and successful student behavior.

The end of 5326.....!

The end of 5326 is a welcome arrival for me.  Graduate matriculation while teaching full time is not for the faint at heart.  This has truly been a challenge.  Borne out of that challenge was a wealth of knowledge that will serve as a crucial portion of my leadership experience.

I regularly attend the webconferences with the professors becvause I prefer to converse with them regarding the particulars of the coursework.  I understand that the courses and videos were previously built.  However, I prefer the webconferences with the professors because it seems more personable.  The ability to be able to ask questions and receive answers is key during this process.

Many of my colleagues continue to express disdain with the mandatory usage of tK20.  I am not a fan of tK20, either.  However, it is a necessary evil so I am learning to navigate through it.  My efforts in my action research project and my internship plan will be able to surge within the next few weeks.  Achieving my educational goals have been preempted by the implementation of a new instructional plan on our campus.  I will be able to accomplish all that is set before me now that the school year is well under way.

EDLD 5301 End of Course Reflections

The lectures for EDLD5301 were quite informative.  Drs. Arterbury and Jenkins did a respectable job in providing a video version of the weekly overviews we received from the professor.  However, I truly feel the lectures would have more of an impact if they allowed the professor of record to present them.  Dr. Abshire stressed that the courses are built ahead of time, but it was still a bit unsettling having such crucial content and instructions delivered by persons with whom we would have absolutely no additional contact.  I attended all of the web-conferences in the first course.  However, I still felt out of sorts and unsure of my success in the Masters program (as it pertains to this construct).  However, this drove me to strive to attend each of the web-conferences with the actual professor which proved to be priceless! As I stated to Professor Abshire during one of our web-conferences, I was initially concerned about the assigned reading.  At first glance, the readings seemed redundant and unnecessary.  However, the more I read, the more I discovered that I knew absolutely nothing about action research.  I appreciated the fact that the content of the readings was assigned sequentially, contextually, and repeatedly.  Just as with out students, repetition was the key for me to adapt from a traditional research perspective. The searches were second nature to me.  However, I was pleased to have more practice. The assignments and activities were quite involved and demanded the utmost attention.  I appreciate the fact that we had far more assignments than those of my colleagues involved in traditional face-to-face matriculation.  The assignments and activities were designed to ensure we are just as prepared (if not even more so) than students learning in the traditional setting.  I feel very confident in what I am learning and have every confidence I will be a strong, confident, and compassionate leader whose ethics and leadership skills help continue to mold future generations.  The discussion board and blogging was new to me.  However, I embraced both concepts with the mindset that they would benefit my program and my students.  The first thing my colleagues and I noticed was that these are tools that I can incorporate into my program to maintain connectivity and interaction between all parties involved, particularly the stakeholders. Dr. Abshire’s guidance made me (and countless others) feel grounded in the program and ready to accomplish the tasks ahead.  She provided thorough explanations, insight, and encouragement.  I am looking forward to continuing on to the doctoral program immediately after successful completion of this Masters’ program.  THANK YOU!

My Action Research Project

Action Planning Template
Goal: To determine how increased student participation in Fine Arts performances / extracurricular activities help increase parental involvement in academic endeavors and daily instructional success
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1.     Formulate staff action research committee, as suggested by assigned AR reading   2.     Obtain summaries of parent participation from selected open house, parent nights, and parent teacher conferences.	Cordelia Cole {K. Nelson, S. Ramirez, T. Bellard, D. Williams} Cordelia Cole, Mrs. Trahan, Registrar, or designee.	August, 2012 – June, 2013 September, 2012 (allow school to begin and work out all the kinks).	Secondary handbook, syllabus, tentative performance schedule Summary reports	N/A N/A
3.     Determine focus group for project through choral music auditions.  Select 3 students each from 3rd, 4th, and 5th grade.	Cordelia Cole	August 27, 2012 -- Sept. 18-19, 2012	Music Room and Band Hall for Choir auditions; Signed permission slips;	Students perform selected pieces with noted mastery; permission granted by parent
4.     Acquire signed parent volunteer / consent forms	Cordelia Cole, Mrs. Trahan, Registrar, or designee.	First open house night hosted by the school; Sept. 2012	Sign-in sheets and consent forms	N/A
5.     Align PAISD course syllabus and policy on participation and grading from secondary handbook; modify for elementary usage.	Cordelia Cole, Middle School / High School Choir Director, Fine Arts Supervisor	Complete prior to first open house night hosted by the school; Sept, 2012	Officially adopted organizational handbook and syllabus for secondary choirs; elementary syllabus	N/A
6.     Parent meeting to review expectations, issue practice and performance logs, and award expectations based on performance.	Cordelia Cole Action Research Project Committee	Sept, 2012 {Initial meeting at open house; subsequent meeting scheduled afterward to reach parents who were not in attendance afterwards}	Classroom technology, copies of syllabus	Parents complete an evaluation form similar to what is submitted after in-service meetings
7.     Research the relationship between participation in the arts with  parental involvement in academic success	Cordelia Cole	Aug. 27, 2012  - Dec 7, 2012	Professional journals, articles, colleagues’ research, books	Summary presented to Site Supervisor
8.     Monitor & communicate with parents inre grades in 3 week increments (prog report / report card);	Cordelia Cole & AR committee	Sept, 2012 – June, 2013	Gradebook system, newsletter,mailout, and parent email; phone calls	N/A
9.     Implement practice and performance schedule w/attendance logs for students and voluntary supervision logs for parents	Cordelia Cole & AR Committee	Sept, 2012 – June 2013	Gradebook system, newsletter, mailout, and parent email; phone calls	N/A
10.   Collaborate w/other Fine Arts directors & classroom teachers on successful strategies that keep parents and students engaged and involved; implement new strategies	Cordelia Cole, PAISD Fine Arts Teachers	Aug 22, 2012 – June, 2013	Various technology	Successful implementation of mandates and participation by students and parents
11.  Survey students, teachers, and parents within target group; also examine disciplinary reports on included students	Cordelia Cole	May, 2013	Survey monkey, Zoomerang	Survey parents, students, and teachers on how  increased participation in fine arts affected students overall academic success
12.  Write paper based on collected data, generated reports, and evaluations.  *Share w/school admin & faculty.	Cordelia Cole	June – July, 2013	Professional literature, reports, and evaluations. *E-copies of research paper	Did implementing strategies to increase successful student participation in fine arts and extracurricular activities help increase parental involvement in academic endeavors and daily instructional success
13.  Self-reflection	Cordelia Cole	August, 2013	Feedback from blogs, research paper	Reflect; research experience & findings; prepare to implement new strategies into new school year.

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)

Finalizing the Action Research Plan....

I have fine tuned my action research inquiry a tadbit to adequately address valid concerns on our campus while attending to my job responsibilities.  I have decided to conduct my action research project based on the following inquiry:

*How can increased student participation in Fine Arts performances / extracurricular activities help increase parental involvement in academic endeavors and daily instructional success?*

I scaled it down and narrowed the focus so that I could adequately monitor student participation and parental involvement / attendance.  Details to follow......................