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......................

Last night's webconference was primarily about the action research plan.  This was most beneficial to me as I am getting a relatively late start this week due to illness.  The information discussed during the webconference, along with the examples posted today, have confirmed for me that I really need to simplify things.  I was trying to formulate some mega-project that really would have been toooooo broad.  Dr. Abshire kept reminding us to use the templates provided.  Doing so, keeps me from allowing this project to spiral out of control.

I thank you all for sharing, for viewing my posts, and for your comments once my research plan template is posted later today.  Please follow my blog and I will do the same thing to yours.

Musically Yours,
C. Mollyn Cole

Principal inquiry, et al --- the Reasons That We Are Here

Again, this week's assignment provided me with more examples of authentic action research.  More importantly, the readings walked me through the steps of reaching a focused inquiry topic for research.  The videos were helpful in that they all showed varied aspects of where I should find myself as the project progresses and nears completion.  I should be able to cognitively verbalize the initial cause for inquiry, as well as the measures of measurement, standards, possible outcomes, and actual outcomes with conviction and clarity, as evidenced by Mr. Briseno, and Dr. Chargois.

"Effective principals recognize the importance of continued mentoring of teachers in mid-career" (Matthews & Crow, 2003 pp 94-95).  Gehrke is quoted in the same publication as saying that "mentoring as an 'awakening' to a new way of seeing things can be a powerful learning resource for improving their teaching".  These two citations seem to corroborate all of the evidence that ALL teachers need continued mentoring via professional development, mentoring, etc --- not just new teachers.  Many persons would cast aside veteran teachers thinking that their grasp of new and energetic ideas was sufficient. However, through principal inquiry, we can clearly see that the inherent educational benefit to the students is priceless and limitless. 

Action research ------ principal inquiry ------- one must actively engage in the process and implement necessary findings to ensure students receive the highest quality education possible.

Learning the Art of Action Research

 Prior to beginning this course, I had no idea what the official definition of action research was.  This is particularly ironic because I have unknowingly participated in several of the highlighted contexts that are identified as ripe for principal inquiry / action research.  I have engaged in advanced university coursework (previously as well as currently), departmental leadership teams, professional learning communities, and the Superintendent’s teacher advisory council.

·       Of particular use to me will be an adaptation of the professional learning communities.  Professional learning communities (PLCs) connect and network professional groups to learn from practice.  This context meets regularly to study more effective learning and teaching practices and is often structured by the use of protocols (script or timed steps) to ensure focus and deliberate dialogue.   Our district is in a state of rebuilding our fine arts programs.  We are often allowed opportunities to meet amongst ourselves (away from the general populous) to share best practices, craft performance opportunities, share material, and identify logistical concerns that require administrative intervention.  I can also see great benefit in using action research via PLCs to increase performances amongst peer throughout the course of the year.  In years past, what has happened is that some of us have been exceptionally busy with numerous performances throughout the course of the year, whereas other colleagues have only performed once or twice during the school year.  Perhaps creating a solidified PLC that remains functional and intact throughout the course of the year will allow for more of a peer-tutor type of experience.  The end result should be increased performances / participation by all.

·       An effective way for educational leaders to utilize blogs would be as an informal tool for sharing facts without going through the rigors generally associated with formal writing.  This is not to suggest that grammatical and syntactical rules should be abandoned.  It simply means that blogs are a less obtrusive way to get straight to the point.  With all of the concerns surrounding the usage of social media and the workplace’s right to monitor it, blogs dedicated specifically to the campus (campus, district, department, etc.) could be the answer.  These course-specific blogs could serve as the bridge between PLCs, etc.  Blogs would allow educational leaders to capture thinking and inquiry as it unfolds and would also model a love for writing for the teachers and students.  Blogs would allow educational leaders to combine text, images, and links to other blogs --- as well as post comments in an interactive format.  In this aspect, they are now able to interact with various persons from around the world.