CARE Model

After completing the Action Research Plan, I reviewed the 8.1 Tool provided in Examining What We Do to Improve Our Schools by Sandra Harris, Stacey Edmonson and Julie Combs.  This helped me break down the specific challenges that might be a part of implementation as well as ways that we will know if the flipped classroom has been successful.  Below is the CARE Model.

Examining What We Do to Improve Our Schools Sandra Harris, Stacey Edmonson, Julie Combs

Tool 8.1 CARE Model: Planning Tool

Identify Concerns that must change (look to the future)

(Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)

1.  Developing new curriculum components such as podcasts and vodcasts must be implemented and tried immediately to make certain that the technology is working properly and user friendly for teachers and students.

2.  Teachers must be trained on how to generate “flipped lessons”.

3.  Students who do not have access to technology devices or the internet outside of the school must be given access to the lessons to be used at home or during off times at school.

Identify Affirmations that must be sustained (look to the present)

(Assign points to affirmations from 1 to 3 in the order of the most important issues to consider.)

1.  Rigorous curriculum that is aligned with the TEKS and school vision must be maintained.

2.  Curriculum planning with the cadre and World Geography must continue once a month at the minimum.

3.  Student opportunities to succeed must be present at all times.

SMART Recommendations that must be implemented:

(Specific, Measurable, Attainable, Relevant, Timely)

(Assign points to recommendations from 1 to 3 in the order of the most important recommendations to implement.)

1.  The use of edmodo or moodle must be tracked to make sure that students are utilizing the flipped lessons.  Usage can be tracked and grades assigned to coordinate usage and academic standards.

2.  Data can be measured on CBA’s one, two and three to compare the same teachers from 2012-2013 with their new scores 2013-2014.  This data will let us know if a flipped model can generate further academic success.  Additionally, data can be compared between teachers maintaining traditional methods verses those in the cadre using flipped methods.

3.  Online surveys can be used to measure the success felt by students and parents.  Additionally surveys can provide information from cadre teachers regarding student success in turning their assignments in, being caught up on make up work and academic success.

EVALUATE – Specifically and Often

(Identify the best ways to evaluate the implemented recommendations.)

1.  Testing data at the end of each unit and on CBA's will provide the best feedback on whether or not students are being more or less academically successful.

2.  Response to monthly surveys will let us know feelings of all stakeholders—students, teachers, parents, etc.

3.  Observation of academic grades, assignment completion, as well as depth and complexity of assignments turned in will let us track the success of flipped implementation. This information can be shared at monthly meetings by the cadre.

Action Research Plan

After many hours and revisions, I think I finally have a final preliminary draft of my plan.  I think . . . . : )Here goes nothing!

ACTION RESEARCH PLAN

 

RESEARCH QUESTION:  How would the implementation of a “flipped classroom” that is aligned to the state standards and school vision of a rigorous curriculum effect academic achievement of students in World Geography?

GOAL:  To determine whether a “flipped classroom” will improve student academic achievement in World Geography.

 

ACTION STEP (s)	PERSON (s) RESPONSIBLE	TIMELINE START/END	NEEDED RESOURCES	EVALUATION
1.  Investigate articles and blogs about flipped classroom models. (Setting the Foundation)	Traci Graham	April 2013 – May 2013	Blogs and articles on flipped classrooms.	Research best practices of those flipping the classroom.
2. Create a cadre of teachers who will implement the flipped classroom model during the 2013-2014 school year. (Setting the Foundation)	Mary Peacock Dr. Leone Clark Traci Graham	April 2013 – May 2013	Semester Class Averages CBA Test Scores	Survey candidates to determine their willingness to flip their classroom model.
3.  Collaborate with members of the science department that are currently implementing the flipped model in order to research the advantages and disadvantages of the model. (Developing Understanding)	Traci Graham Carey Driskell Dr. Leone Clark Tiffaney Clark Kristen Sledge	April 2013 – May 2013	Meeting location	Discuss best practices, things to improve upon and ways to be uniform with flipped Biology classes as we work to flip the World Geography classroom.
4.  Survey students and parents of those currently involved in flipped classroom instruction in Biology. (Analyze Data)	Traci Graham Careen Howard	May 2013	Online Survey	Gather input from major stakeholders in the flipped classroom model.
5.  Observe classrooms using the flipped model of instruction. (Exploring Patterns)	Traci Graham Kristen Sledge	May 2013	Questionnaire of things to look for while observing.	Investigate more closely what a successful flipped classroom looks like.
6.  Determine the technology platform to be used to upload materials, while being user friendly and being aligned to our district technology initiative. (Determining Direction)	Traci Graham Careen Howard Brandon Weaver	April 2013 – May 2013	Technology Policies and Procedures Software information and data	Monitor the ease of teacher and student use of various software including edmodo, live binders and moodle.
7.  Upload current items that can be utilized from the curriculum bundles into the technology platform that will be implemented. (Self Reflection)	World Geography Cadre	June 2013 - August 2013	Curriculum Bundles Share Drive Resources	Self Reflection
8.  Create podcasts and vodcasts for  each curriculum bundle in order for students to use for their interactive notebooks and Cornell note taking activities. (Taking Action)	World Geography Cadre	June 2013 – August 2013	Curriculum Bundles Share Drive Resources Ipad Video Camera	Self Reflection
9.  Create a pre survey for students that will be utilizing the flipped classroom model in World Geography.  (Analyze Data)	Traci Graham Careen Howard	August 2013	Online Survey	Analyze student knowledge of a flipped classroom prior to utilizing the flipped classroom model.
10.  Monitor the progress of student completion of assignments by interviewing teachers monthly. (Sustaining Improvement)	Traci Graham Mary Peacock Dr. Leone Clark	August 2013-January 2013	Collaborative Meeting Time	Discuss the progress of implementation.
11.  Analyze data from cadre teachers on CBA 1,2 and 3 to determine the success of the flipped program as compared to the same teachers that used a traditional approach in 2012-2013. (Data Analysis) (Sustaining Improvement)	Traci Graham Mary Peacock Dr. Leone Clark	August 2013 - January 2014	Aware Data	Using the data from Aware comparisons can be made from the same teachers at the same point in 2012-2013 using traditional teaching methods with the flipped classroom methods.  Data can also be used to compare the flipped classroom cadre of teachers with those using traditional methods.
12.  Blog regarding findings from student test performance data and other data analysis techniques to share the findings of the action research plan. (Sustaining Improvement)	Traci Graham World Geography Cadre	August 2013 - January 2014	Aware Data Collaborative Interviews Focus Groups	Present findings to World Geography team, campus faculty and others regarding our action plan and improve by using information gathered from this investigation.

Reflection on Research

This week, I learned that action research is the way that professional educators answer the various questions that arise throughout their career.  I learned that most administrators are constantly asking questions about how they can create the most successful campus possible for students, faculty, staff and the community.  I learned that there are nine different areas of study from concerns about students, teachers, leadership, curriculum, accountability, management, staff development, campus climate and ethical issues, administrators have a myriad of areas that raise questions and become the catalyst for their research.  I believe that investigation in these ares can sometimes overlap and create research based actions that can ultimately change the campus to create a more successful environment for all involved.

From educators, such as Drs. Briseno and Lewis, it is observed that most schools do not make any important decisions regarding the journey of their school without data to back up their paths.  Both of these interviews helped me gain insight that educators should remain life long learners and should read the research of others, but should always keep in mind, the unique characteristics that our individual campuses contain.  The power of action research is evident in the idea that these superintendants rely on it daily and throughout the course of a school year and that their research continues year after year and is tweaked to create the most positive outcome possible.

Why Blog?

Blogging can be a powerful way to collaborate and reflect. I believe that leaders can use blogs as a way to organize their thoughts and reflect on their actions. It allows them to collaborate with stakeholders in their school and community as well as opening up that collaboration to others worldwide. By blogging, administrators can empower themselves by creating an even deeper approach to inquiry. They can use the process to provide a detailed account of their own thoughts and can go back and see the responses of others. This could generate even more proactive results in their schools. The most important concept that I took from my first class on Instructional Leadership is that an effective leader is one that uses all types of leadership skills to lead by example. I think blogging incorporates many of the 38 qualities including technology, collaboration, consensus building, strategic planning and effective communication.

What is Action Research?

"If history repeats itself and the unexpected always happens, how incapable must man be of learning from experience."
George Bernard Shaw

I believe action research is the ability to empower educational administrators to learn from their experience. It is a unique research model that deviates from traditional research models and instead allows educators to use inquiry and investigation to study their own body of work. Traditional models used research and solution based techniques that implied that every situation is created equally and that solutions imposed would always be successful. The methodology usually began with a problem that assigned blame and looked for a solution from outside of the school. This theory might look great on paper but might not be great in practice. Rather than forcing "top down" strategies from experts in educational research, action research values differences in schools, education systems, students, teachers and communities. Action research makes the stakeholders the experts in the school and demands that the investigation begin from within. This type of research model creates evidence of the idea that administrators should lead by example as a lifelong learner. To me, action research is an invaluable approach to education administration in schools today.
As I read The Principal as Action Research by Nancy Dana, I could not help but think of my own experience as a teacher with various administrative leaders during my career. I could quickly delineate between principals who have used action research versus traditional methods. It has been those leaders who have used administrative inquiry practice that have inspired the type of leader I hope to someday be. As I read I could easily recognize the steps of action research through their use of inquiry, collaboration, supportive data, action, change and reflection. I truly believe that action research is the only way a school can truly achieve proactive changes to benefit a majority of stakeholders and promote a school and district vision.