Introduction to Action Research - Delivered through PLCs

1. Pathway 1: Action Research
Joni Allison

2. True or False
The academic success of all students can be
achieved through the use of research-based
instructional practices and techniques.
True False

3. True
Next
According to Zemelman, Daniels & Hyde
(2012), best practice teachers recognize that
all children can re-invent math, reading, and
writing no matter how “disadvantaged” their
backgrounds, and they are eager to tap into the
thinking abilities students bring to school.

4. True or False
Single day professional development sessions
change my behavior and practice as a
classroom teacher.
True False

5. False
Next
According to Learning Forward (2014),
professional learning that increases educator
effectiveness and results for all students
occurs within learning communities
committed to continuous improvement,
collective responsibility, and goal alignment.

6. True or False
Effective professional development is a
transformative process of critical reflection
that leads to thinking and acting differently.
True False

7. True
Next
According to Learning Forward (2014), the
primary goals for professional learning are
changes in educator practice and increases in
student learning.

8. True or False
Action research is a form of professional
development.
True False

9. True
Next
According to Rawlinson & Little (2004) action
research is a process that allows educators to
learn about their own instructional practices
and continue to monitor improved student
learning where the action is – at the school and
classroom level.

10. True or False
Action research does not help me identify a
need in my classroom and work towards a
solution.
True False

11. False
According to Guskey (2000) action research is
a continuous and reflective process where
educators make instructional decisions in their
classrooms based on student needs reflected
by student data.

12. Action Research Process
Identify Area
of Focus
Apply
Innovation /
Intervention
Collect Data
Analyze/
interpret
data
Create
Action Plan
Make
Knowledge
Public

13. Area of Focus
For close to 9 years, our district has asked all teachers of a
subject or course with a state End-of-Grade or End-of-
Course test to administer interim benchmarks. Since the
adoption of the Common Core State Standards, English
Language Arts teachers in my school have not found the
data generated from district interim benchmark assessments
useful in designing and informing instructional units and
interventions. Many middle and high school students do not
see the benefit or purpose of the multiple benchmark
assessments they take each year and often do not give their
best efforts.

14. Research Questions
What is the relationship between teachers' understanding
of and teachers' attitudes toward data-driven decision
making?
Will the use of SchoolNet benchmark reports impact
teachers' attitude toward the usefulness of benchmarks?
Will a broader definition of data by teachers impact their
use of benchmark assessment data with their students?
How can targeted professional development
increase a teacher's sense of efficacy in data-driven
decision making?

15. Intervention
 Design and deliver targeted professional development
sessions on the benchmark reports in SchoolNet
 Design and deliver targeting professional development
sessions on data literacy that incorporates four types of data
(demographic, perception, process, and student learning)
 Create and implement a benchmark discussion guide for
PLCs to analyze the benchmark results through a data
literacy lens

16. Data Collection and Analysis
 Collect current attitudes about benchmarks from teachers
through questionnaires and interviews
 Collect data about teachers’ benchmark analysis through
benchmark discussion guides during PLCs
 Collect and compare student performance data on two
benchmark assessments
 Collect students’ attitudes about benchmarks through
benchmark reflection sheets

17. “Coming together is a beginning. Keeping
together is progress. Working together is
success.”
- Henry Ford -