BY: Sally Harris

Megan LockridgeTara Peters

Maria Terrezza

When beginning the action planning process a good question to ask yourself is…

“Based on what I have learned from my research, what should I do now?”

At this point we look at what we have learned from the investigation and related research and use this information to decide on steps actions by using the “Steps to Action Chart” shown on next slide…

Summaries of Findings Research Questions

Recommended Action Targeted to Findings

Who is Responsible for Action?

Who Needs to be Consulted or Informed

Who Will Monitor/CollectData?

Time Line Resources

Research question

T=TeacherS=StudentP=PrincipalPA=Parent

TeacherTeam

When willaction monitoring occur?

What will you in order to carry out your action?

•Department Head •Principal•ParentsStudents

•Department Head •Principal•ParentsStudents

There are three levels of Action Planning

1. Individual Action Planning – Simply put…the research is completed by one individual.

2. Team Action Planning- The research is a collaborative effort.

3. School wide Action Planning – Research is prepared by a school community working together with a single goal in mind.

Some investigations may require multiple or alllevels of Action planning.

How can you distinguish if students have or not accomplished your instructional objectives ?

Based on the findings from the research, there should be more than one action taking place.

Actions should be ongoing through formal and informal assessments to determine the next course of action. For example; remediation, re-teaching, or extension

activities.

It is important to reflect during action planning as well, some questions to reflect on might be:

1. Where you have been?2. What you have learned?3. Where you are going?4. What were the effects of your actions (intended and

unintended)?5. What educational issues arose from what you learned

through your research?

Research Challenges Activity (Pg 161)

Lack of resources

Resistance to change:

"When you are reluctant to change, think of the beauty of Autumn. "

—V.B. Brown

Reluctance to interfere with others’ Professional practices

Reluctance to admit difficult truths

Finding a forum to share what you have learned

Making time for additional research endeavors

1) Restructure power and authority

Bureaucratic vs. Professional

2) Both top down & bottom up changes

3) Teachers must be supported

4) Every person is a change agent

5) Change is not neat, linear, or rational

6) Researchers must pay attention to school culture

7) Change should always benefit the student

8) Being hopeful

Things you should know after reading this chapter…

The importance of “taking action” once the research is complete.

How to positively implement educational changes based on results from your research.

How to overcome challenges that may be faced while trying to “take action”.

How to facilitate educational change by improving student achievement.