Action Research Plan

Tool 7.1 Action Planning Template

Goal: The goal of the peer coaching cycle is to respond to the teacher’s interests, goals, and concerns. The following model was identified by Stephen Gordon (2004) and is know as responsive coaching. Each action step is a stage in the cycle and is described below. The objective is for teachers to act as peer coaches in order to help their peer address a behavior or instructional need. My goal is to investigate whether the process of peer coaching encourages teachers to learn and grow in their profession.

Action Steps Person Responsible Timeline Resources Evaluation

1. Initially, four teachers will be requested to participate. Each of these coaches will be of part of the same academic team to ensure trust and collegiality. They will undergo a brief training period to review the parts of the coaching cycle and practice observation skills, conferencing skills, and other details such as meeting times and forms/surveys. Below are the action steps that they will be using to complete the coaching cycle.	Researcher	One conference period. (60 min.)	The stages of responsive peer coaching (Gordon, 2004).	No evaluation
2. Pre-conference- During this stage, the peer coach and teacher will meet to discuss the context of the lesson, environment and students. They will then identify the targeted behavior or strategy that the teacher would like to collect data on.	Teacher and peer coach.	This meeting usually will take between 30 and 50 minutes to complete. I will ask participants to complete this the first week of research implementation.	A well-defined observation system will need to be decided upon at this meeting. Examples of the observation systems will be provided for the team to decide upon. Figure 3.1-3.4 Gordon (2004)	The pre-conference outcomes will be outlined through documentation. This will ensure that all of the pre-conference steps have been completed and we are ready for the observation.
3. Observation- The coach will be gathering data during this stage of the coaching cycle. They will use the agreed upon observation tool to gather data. Only information directly agreed upon at the pre-conference will be gathered, this is not an evaluation of the lesson.	Teacher and peer coach.	The gathering of data may last one lesson or more. This stage must be complete by the third week of research implementation.	The observation system will be needed for collection of the data.	There will be no evaluation during this stage of the coaching cycle.
4. Analysis- The coach will organize and review the data in preparation fro the next conference.	Teacher and peer coach.	This coaching stage will be completed within two days of the observation.	The observation system data, collected during the observation.	All data collected will be evaluated for quality.
5. Post-conference- The coach shares observation data and interprets, with the teacher, trends. In addition, the observed teacher and coach will reflect on future implications.	Teacher and peer coach.	This stage in the coaching cycle will take place by the end of the fourth week of research implementation.	The observation data, action plan template for future implication.	Notes taken by coach regarding alternatives for improvement, or a developed action plan for instructional improvement.
6. Critique- The final stage requires the teacher to critique the process and discuss the value of the coaching cycle. During this stage, the teacher will complete the research survey for data collect regarding the effectiveness of the peer coaching process.	Teacher and peer coach.	This stage in the coaching cycle will take place by the end of the fourth week of research implementation.	Research Survey	Research Survey

What have I learned in week number 2?

As I progress through the course, I can't help but be intrigued by the amount of support action research has gained. What I mean is that many are beginning to view action research as a viable tool for ALL educators to use to solve problem and engage in meaningful inquiry. Our three scholars, viewed within the course, discussed the benefits of data and how many decisions are driven by data on our campuses. Imagine how beneficial data can be when it is collected by our own stakeholders to use on OUR students. Campus level action research is focused on the needs of our students and teachers. Action research is an exciting tool for change!

How can educational leaders use blogs?

Blogging is an excellent tool for the action researcher. Blogging serves as an online diary which allows for reflection and chronological sequencing of thought. In addition, the ability to receive comments and coorespondence with other peers enhances the use of a blog to receive feedback and even post images relevant to the research (Dana, 2009).

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

What have I learned about action research?

During this first assignment, I have learned that action research is a process undertaken by educators to seek out answers to a problem which affects the quality of instruction and learning. This systematic approach allows a practitioner to gather necessary information, reflect on possible solutions, develop a plan of action, and revisit the result to determine the adjustments needed to progress. Action research is cyclical in nature allowing the researchers to continually make adjustments needed to ensure progress toward instructional improvement. Because of the nature of action research, there are many avenues to introduce the process on a campus. Through teams, or even with individuals, action research provides beneficial inquiry and insight. It is an effective avenue to enhance professional development that is substantial and meaningful for all educators.