Stuckness

Stuckness

Ricky B. Eades

Lamar University

EDLD 5333 Leadership for Accountability - SU1 11 - EA1251

It is a downright dirty shame that we measure student performance, for the most part, through summative assessment.  And, consequently, use the numbers in regards to progress as opposed to achievement that can’t be measured with percentages. I will go out on a limb and state that you could venture onto an academically unacceptable, continually failing AYP, campus to interview teachers and they would tell you that their kids are achieving, but the progress can’t be measured in numerical value.  So what do we do about schools such as these that are stuck?  How do we raise standardized test scores to acceptable levels? Also to ponder, what about those high performing schools that are increasingly leaving certain subgroups behind?  We have implemented many reform efforts to rectify the “stuckness” dilemma, but the fact of the matter is that many low performing institutions “are not performing much better than they did in 1983”. (Lashway, 2003)  This is some valuable information with the inference being that all the strategies, activities, programs, and personnel replacements have not fixed the problem to any measurable degree which leads us back to the drawing board of uncertainty.  It seems that the pat answer in education to solve an academic performance issue is to throw money at it.  For example, and I have never exactly understood the rationale in this, is to give campuses thousands of dollars for consistently not meeting average yearly progress. Thus, for lack of a better word, reward schools for low performance.  Should it not be the other way around?  How about we give Exemplary and Recognized campuses those monetary incentives!  But, even if we did this, the stuck problem is still not fixed and remains a thorn. I do have a proposal for you to consider.  I am going to contend that the problem originates in the home rather than the school and this is where the reform must first take place.  A classroom becomes a family in a sense and the teacher inherits all the complications that are associated with this bond. When we begin to believe that “educators need to be the village for every student” (Richardson, 2005, p.33) then we can start on the needed reform. When we use terms such as “buy in” and “consensus”, it is usually directed towards the campus.  These terms must engulf stakeholders, such as parents, of our low performing students.  Moreover, educators are realizing that low performing schools go hand in hand with the achievement gap.  “Many struggling schools serve largely minority populations whose test scores persistently fall below those of white students”. (Lashway, 2003)  So in a nutshell, the answer for reform is to provide students a warm and caring environment and their parents a basketful of support.

References:

Richardson, M. (2005).  Consensus leadership. Principal Leadership, 6(4), 32-35.

Lashway, L. (2003). The mandate to help low performing schools. Eric Digest 169. Retrieved from http://eric.uoregon.edu/publications/digests/digest169.html

Ushomirsky, N & Hall, D. (2010). Stuck schools: A framework for identifying schools where students need change---now. The Education Trust. 1-19.

I Do Make A Difference

Hey there, Mr. Eades! It's Ryan. Come on, you remember me, right? Ryan Farmacka?

It's been such a long time since I've seen or heard from you! For a long time now, I've wondered how you've been. It feels like it was yesterday that I was a part of the Chess Club back at Santa Rita... Wow, 5th Grade. It's hard to imagine that was 7 years ago. I still remember all the fun times I had that year with the 5th Grade students and teachers. From Rocket Day to Enrichment Week, I remember that year of Santa Rita as being my greatest year as a student...

Most of all, I remember you, Mr. Eades. You pushed me to do the things I loved to do, and to always put forth the necessary effort to achieve my goals. You inspired me, and I saw you as more than simply a teacher. You were truly a great friend. You recognized me as an individual, and helped me when I needed it... No relationship I have ever had with a teacher has ever been as meaningful as what I felt with you. It's hard to imagine, really, because I was never even a homeroom student of yours!

Before Santa Rita, though, I remember Holiman Elementary School. If memory serves, I believe that was actually the first place I ever met you... The first place I ever learned your name. It wasn't until I was transferred to Santa Rita, though, that I actually became "your student." It was the lessons I learned from you that have helped to guide me to where I am today, and now that I have found your email address, I wish to thank you. You're an inspiration, Mr. Eades... You showed me that the lessons a student can learn from a teacher are not restricted to classroom studies. A teacher can be a life mentor, and that's exactly how I see and remember you.

As I'm typing this email, I am almost a loss for words. What does a high school senior say to a man who has impacted his life in ways I cannot begin to describe, when he hasn't even seen the man for years and years? Well, I'm not entirely sure what the answer is to that question, so I guess I'll just try this...

I am now a student of Lake View High School. I am a member of the graduating class of 2011, and graduation is only about a week away. May 28th, 2011 is the big day... The day I walk the stage.

5:00 PM, San Angelo Coliseum, May 28th, 2011. 

But, there is more to it than that. That is the day that I'll be giving my speech!

I have been declared the valedictorian of the Lake View Class of 2011!

I know that large part of what got me here is your motivation, Mr. Eades. That is why I would be honored if you could attend the event. Please, come see your student speak. I want to show you what I've done, and who I've become, thanks to the lessons I learned from You, the "Greatest Teacher I Never Had!"

You are cordially invited to the event... I could not imagine a higher honor than to see you there.

Respectfully,

Ryan Dale Farmacka

Technology Action Plan 2011

Technology Action Plan 2011

Ricky B. Eades

Lamar University

EDLD 5352 Instructional Leadership - SP2 11 - EA1251

Organizational Chart

Technology Improvement	Person(s) Responsible	Roles and Responsibilities	Principal’s Role
Read 180 Software implemented for 6th grade at Lee Middle School. After noted success with both 7th and 8th grade and dramatic improvement on the 2010 TAKS test this is seen as an immediate technology need. The objective is for 6th grade reading to have a goal of 90% passing on the 2012 Reading Taks test.  The AEIS data indicates a shortcoming at this grade level at 84%.	Instructional Technologist: Laura Howard Instructors: Jennifer Feck and Michelle Castro	The instructional technology department will install and maintain the Scholastic Read 180 software on 24 computers furnished by Lee Middle School. Further, the approximate 40 students served will be entered into the Read 180 database by no later than September 30th..The 6th grade Read 180 lab will be housed in Room 117 and the teachers will operate the lab in two blocks of two hours each.  The software will be integrated with GradeSpeed and allow Language Arts teachers to monitor progress.	The Principal will provide funding in September 2011 for purchase of Scholastic Read 180 software. The principal will also provide a hands on approach to monitor the progress of the program and supply rewards for students as they reach set goals.
The Lee Middle School Computers on Wheels or C.O.W.S.  will be completely refurbished in the Summer of 2011.  The keyboards will be replaced if needed and 2 megabytes of memory will be added to the 60 Dell Laptops.  The policy regarding the classroom use of the Lee C.O.W.S will be revised for ease of teacher workload and time constraints.	San Angelo ISD Computer Technologists:  Doris Wendlekin and Wendy Wimers Campus Technology Committee and Teacher Technologists: Devina Varela, Ricky Eades, and Pete Grace	The district technologists will install new keyboards on approximately 26 of the 60 laptops available.  Additionally, a plastic protective cover will be installed over all keyboards to prevent the accidental damage to the delicate keys. The C.O.W.S. policy will be written by the Teacher Technologists.The new policy for using the C.O.W.S. in the 2011-2012 school years will not require teachers to individually assess each computer before use.  The students will be assigned a specific computer at first usage and will use this computer through out the school year. There will be approximately 5-6 students assigned to each computer throughout the year. The responsibility of computer condition will be passed onto the student.	The Principal will address the student body in August 2011 to explain the importance of responsibility in specific relation to the laptop computers. It will be stressed that the laptops are the students responsibility.
The Lee Middle School campus will begin a televised to classroom Morning Show starting in August  2011 in compliance with the Campus Improvement Plan and the need stated for better communication.	Teacher/Technologists: Ricky Eades and Devina Varela Network Specialist: Perry Roberts	With the completion of the Bond construction, the Lee campus will have the infrastructure in place for receiving cable television.  All classrooms will be equipped with flat screen televisions. The existing cable will become the media for transmitting a daily show to all classrooms.  The presentation of the show will take place in the newly constructed media room on campus. The show will be presented live, as well as, taped and posted on YouTube for later viewing by parents and the community.	The Principal will be the main focal point of the program as she talks with students, teachers, parents, and the community.  As the wishes are for the show to be student directed, the campus principal will be the facilitator.

Professional Development Planning

Professional Development Need	Description of Professional Development	The Expected Outcome After Completion of Activities
To relieve teacher frustrations due to fighting with technology without effective trouble-shooting guidelines as noted in the Campus Improvement Plan 2010.	Teachers at the Lee Campus will have the opportunity to attend bi-weekly classes in the following courses offered inside the newly built Lee Computer Lab. The courses include: 1. Install Network Printers Easily. 2. Easy and Trouble Free Use of My Interwrite Pad! 3. Clickers that Click and Without the Hassel. 4. My Document Camera is Useless! 5. Using the LCD Projector the Way I Want. The courses are equipment based and will be conducted both before and after school for 45 minutes.  The courses will be repeated throughout the 2011-2012 school years and will be taught by teacher/technologists Devina Varela and Ricky Eades.  Teachers will sign up for the classes on Learning Curve and receive credit for their proficiency levels.	Teacher frustration levels will decrease and the use of possessed technology will increase.  Teachers will use their technology for uses other than administrative functions such as grades and attendance.  Student performance and achievement will increase as a direct result of teachers using their technology for direct student instruction.
The completion of Level 3 Teacher Technology Proficiency as outlined in the District Improvement Plan for 2010.	This development will require teachers to construct a lesson plan that is technology based. Laura Howard, Instructional Technologist will be the facilitator of the class.  The class requires no attendance and is online based.  The template for the requirement is located on the SAISD homepage.  This development requires teachers to submit student work and document the required TEKS.  Teachers must have this class completed by March 2012.	The classroom teacher will prove their proficiency in using the available technology to provide instruction for their students. The teacher will hopefully use this lesson template as a regular tool and not a onetime occurrence.  The teacher will discover that our 21st century learners require much more than textbook education.
The implementation of electronic and online resources such as Email, Cell Phones, Twitter, Face Book, and Blogs for communication purposes.	This will be a professional development that allows teachers the opportunity to propel their classroom communications into the 21st century. This class will be offered three times throughout the 2011-2012 school years and taught by Teacher/Technologists Devina Varela and Ricky Eades.  Teachers will be given and instructed on how to communicate with parents electronically.  The classes will guide teachers on setting up classroom Twitter, Face Book, and Blogs for daily communications. The use of Groups via Group Me will demonstrate the use of instant mass communication through text messaging.	Both parents and stakeholders will feel well informed of the operations inside the classroom. The need for traditional paperwork going home with the student will be drastically diminished.  A virtual relationship will be established that is extremely advantageous for the busy lives of all stakeholders.

Evaluation Planning

Assessment or Evaluation Tool	Purpose of Tool	Expectations or Outcomes
Texas 2011 STaR Chart	This is an assessment to measure the technology progress of a campus and district. The chart is completed by Texas educators yearly and the results posted by the end of each school year.  The chart places a campus in one of the following categories: Early Tech Developing Tech Advanced Tech Target Tech	The expectation is for Lee Middle School to, at a minimum, advance to the Developing Tech category.  Our focus for the 2011-2012 school years is centered on Teaching & Learning and Educator Preparation and Development.  These are our two weakest areas.  The professional development opportunities within the action plan will dissolve these short comings.  Also, staff will be educated on the importance of the STaR Chart and accuracy in honest completion is essential.
AEIS 2011 Data	This assessment is directly related to student performance and steers the direction of a campus.  The data indicates both the strengths and weaknesses of a campus in math, reading, writing, social studies, and science.  Crucial and important decisions are based upon the information provided.	The Lee Middle School Campus Improvement Plan 2010 has set definite achievement goals for 2011.  The reading and math scores are set at an achievable 90%, as well as, science and social studies.  Based upon the outcomes of the 2011 TAKS test will be the future plans for both professional development and technology needs.  We anticipate the professional development listed in this action plan will propel the school to exemplary.
Online Teacher Professional Development Evaluation Assessment	This assessment will allow teachers to evaluate the effectiveness of in school professional developments and with the anonymity of honesty. Teachers will use online Google Spreadsheets to give input to the program.	The online method will allow stakeholders the courtesy of honest feedback and the opportunity for instructors to evaluate the effectiveness of the professional development. An example can be found at https://spreadsheets.google.com Future professional developments and decisions about direction will be planned based upon the results of the teacher surveys.

Texas STaR chart for Lee Middle School

STaR Chart Presentation For LEE MIDDLE SCHOOL

Texas STaR chart for Lee Middle School

View more presentations from reades.

National Educational Technology Plan Summary

Executive Summary of National Educational Technology Plan

Ricky B. Eades

Lamar University

President Obama has made clear two definite goals.  First, we will increase the college graduation rate from 41% to 60% and second, that all students will graduate from high school.  The NETP contains goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure, and productivity.  The goals for each are very desired, yet dreamy in my opinion.  For example, the goal for learning expects for each student to have enriched learning experiences both in and out of school.  Learning experiences must be available anytime and anywhere.  The expectation for assessment is more realistic as we must learn to measure what matters and then use this data for improvement. Most, if not all, teachers would whole heartily agree with the goal for teaching.  It is centered on support!  The teacher is supported by technology that allows them to inspire even the most unmotivated of student.  The infrastructure will demand a system of complete connectivity in which access is available for everyone.  The new goal for productivity will demand better use of time, resources, and money.  The NETP calls for “revolutionary transformation rather than evolutionary tinkering”. (U.S. Department of Education, 2009)  The new plan asks for us to be clear on our outcomes and actively monitor our progress. The learning experiences for students must be powerful and engaging while technology is at the core of every aspect of our lives. According to the plan, students will become critical components of a system in which we create.

References: U.S. Department of Education, (2009). http://www.ed.gov/technology/netp-2010/executive-summary

Progress Report on Long-Range Plan for Technology, 2006-2020

Progress Report on the Long-Range Plan for Technology, 2006-2020

Ricky B. Eades

Lamar University

The progress report for the Long-Range Plan for Technology, 2006-2020 was created in December of 2008.  The data from the submitted STaR charts was used to create the reports.  I was particularly impressed with a few areas of the progress report.  In the report, a question was posed to 6^th-8^th graders of, “Besides not having enough time in your school day to use technology, what are the other major obstacles you face using technology at your school”? (TEA, 2008, p.6) The most prevalent answer was that filters and firewalls blocked web sites needed by students to answer their inquiries.  Other concerns were the restrictions placed by teachers, the inability to access personal emails, and slow internet connections. I must agree that the students do have a point in their complaints.  I have often had problems of my own trying to access legitimate web sites due to filtering restrictions.  Another area that awakened my attention was that of Technology Immersion and the schools involved.  This plan benefitted students as it supplied individual laptops to each and every student.  The data from the project shows positive benefits; however, as the grants run out in 2011, the school districts involved will have to make important financial decisions.  Another aspect of the report shows that distance learning has gained some ground over the past four years. The concept is starting to appear quiet frequently in many Texas secondary schools.

References: Texas Education Agency, (TEA), (2008), Progress Report on the Long-Range Plan for Technology, 2006-2020, p. 1-180

Texas Long Range Plan for Technology, 2006-2020

Texas Long Range Plan for Technology, 2006-2020: Teaching and Learning

Ricky B. Eades

Lamar University

The area of Teaching and Learning as outlined in the Texas Long Range Plan for Technology, 2006-2020 is one that continues to place the majority of Texas schools in the Developing Tech category.  Out of 8087 schools surveyed in 2010, over 50% (59.3%) continue to be labeled as developing.  However, there are 3054 schools or 37.8% that are considered advanced and a mere 73 schools in the state of Texas that has achieved the Target level. The stated data is created with the completion of the STaR chart by Texas teachers.  Each teacher and administrator fills out an evaluation of their current campus once per school year.   The state plan for improvement was created in 2006 and has reached its 5^th birthday.  It is disappointing that we do not have more Texas schools at a minimum meeting the advanced stages of development.  It appears that the majority of Texas schools are still following the trend of teacher directed technology as opposed to teacher-facilitated and student directed.  The “one size fits all” approach no longer meets the demands of our Texas students according to the Texas Long Range Plan for Technology, 2006-2020. Students must be communicating with their peers, as well as, experts to try and solve worldwide problems.  My local area is for the majority in the advanced range with 14 of 20 schools being evaluated as Advanced, four as Developing, and two as Early Developing. The schools across Texas are making progress and we continue to strive for excellence.

The Concerns of Educational Blogs

The Concerns of Educational Blogs

Ricky B. Eades

Lamar University

EDLD 5352 Instructional Leadership – SP2 11-EA1251

Educational blogs also have some hidden pitfalls that one must be careful to avoid.  First, a person must be aware of their audience and understand that the writings are available to the virtual world and that includes your immediate community.  It has been my experience to be extremely careful when stating information, opinions, or data concerning your own school or district.  The thoughts that you deliver could possibly become ones of controversy and misunderstanding if not delivered correctly.  My uses of blogs are ones for informational purposes and not any type of slanderous or resentful vendetta.  A good rule of thumb is to keep your writing research based and verifiable. The opinionated approach can leave a lot of room for innuendo and skeptic inferences.  One must also remember that blogs are written words which don’t contain the elements of emotion. Thus, the feelings of the writer and those of the reader are not always identical. With all this said the advantages of educational blogging still outweigh the perils and have a tremendous potential for educational reform.

Web Conference 2-27-11

Greetings,

I attended the web conference hosted by Dr. Abernathy and Ms. Cummings from Lamar University on Sunday, February 27 at 5 P.M. The course is EDLD 5352 and section EA 1251

    My first impression was Wow!  There were nearly 100 people in attendance and the chat was scrolling faster than the human eye could focus.  Then we get to the fun part of adding video and audio from the attendees.  To my recollection, we successfully were able to display four video images across the screen and I lost audio several times with the exception of Dr. Abernathy which came in loud and clear.  Our question and answer session started promptly a short bit after 5.  The questions flew in rapidly by the students.  Dr. Abernathy answered in a due process the best possible.  The questions focused primarily on required textbooks, instructions, assessments, and blog spots.  There were a few out of bounds comments made in the process but for the most part they went unnoticed in the confusion. Things settled down to an extent about 30 minutes into the conference and most students received answers to their questions.  At least, I did.  The professors were more than helpful as they juggled email addresses and vast amounts of information. I was happy with the outcome of the conference.

    In my opinion, there are a few things that could make the conferences run smoother.  First, the conferences could be scheduled by sections and eliminate the 100 peep gathering.  Second, the only video and audio transmitted come from the professors and thus opens up neccessary bandwidth. Third, the "Raise Hand" option is utilized throughout the conference assuring each student that they have the stage. With this said, I would like to elaborate on the video and audio portion of my comments.  I think that this type of technology is super cool, however, I have ample experience in dealing with it to know that is there seldom enough bandwidth to run it successfully.  It usually creates more havoc than smooth sailing and especially with a large group of people such as 100.  Please do not misunderstand, I think that this type of media is fantastic given the correct circumstances and equipment.

Overall, I gained knowledge from the conference.  I have a good idea now of what my leaders expect and their philosophies.  The course will be fast paced and definately worth the effort.

Ricky B. Eades

A Minister Of Education

    My  choice of reading for this week is the article Where’s the Ministry In Administration? Attending to the Souls of Our Schools by Paul Graseck.  Graseck writes, “a wise school administrator discovers that those who say education has nothing to do with religion do not know what education means”. (Graseck, 2005, p.378) To listen, comfort, support, and inspire are critical elements of an administrator’s career, that is if they wish to be successful.  A very miserable message or inference that can be given to a learning community from an administrator is “my job is more important than yours”. (Graseck, 2005, p.374) Once the proverbial wall has been erected the administrator loses all connection and ministerial obligations and their fate is directed towards lone survival.

    A much more preferred choice is for the administrator to become the pastor of the school.  One that does comfort and nurtures good feelings to the school congregation.  The writing is not advocating that biblical or religious teachings become curriculum standards, but instead suggesting that “people are spiritual beings, seekers reaching beyond themselves”. (Graseck, 2005, p.374) The fact of the matter is that we are all very curious and inquisitive about our world and ourselves and rejoice in this spiritual uplifting. It is crucially important that administrators not divorce the classroom entirely.  After all, they are still teachers by example and should remain so throughout their career. “Ideally, administrators will not abandon classroom teaching.  Instead, they will, whenever possible, teach a class”. (Graseck, 2005, p.376) 

    The word administrator in its meaning is not defined as “Boss”.  It is actually derived from the Latin administrare meaning to help or assist or in our context “to minister to”. “Imagine if school administrators saw themselves as ministering to teachers, if they saw their jobs as genuine caring for the teachers they supervise”. (Graseck, 2005, p.376)  The administrator often offers a shoulder to cry on, a confident, softy spoken words, and friendship.

    So exactly how do administrators become bosses rather than ministers?  How is it that they are on occasion viewed as teacher enemy number one?  The evidence is overwhelming in reference to the above statements.  Just walk into the teachers’ lounge inside a school where the principal is considered “on the other side”. And, the comments you will hear are not without merit.  Graseck tackles this phenomenon with three observations leading to the development of an ineffective leader. First, “Administrators sometimes become administrators to escape teaching”. Second, “Teachers who enter administration quickly forget the hardships of the teaching life”, and third, “Many teachers become administrators too early in their career”. (Graseck, 2005, p. 376) So in summary, good administrators should never forget the stresses inside the classroom and the many faces the classroom teacher must portray throughout the school day, and, all without a secretary!

    “School administrators who exhibit pastoral strengths with usually emerge from among

seasoned, successful teachers”. (Graseck, 2005, p. 377)  The viewing of administrators as ministers is not one of high popularity nor is it the status quo.  We are all convinced somewhat that our monies are best spent on buildings, technology, and peripherals.  The human factor that builds great communities has become a low prioritized necessity.  If we cannot at least dream of doing things differently someday then we probably will not make change or do anything different whatsoever.

References:

Graseck, P. (2005). Where’s the ministry in administration? Attending to the souls of our schools. Phi Delta Kappan, 86(5), 373-378.

Emotional Intelligence

    I chose as my  reading, Emotional intelligence. What it is and why it matters by Cary Cherniss.  Cherniss presents a writing describing the importance of emotional intelligence and the effect it can have on potential leaders. The writer states that “IQ by itself is not a very good predictor of job performance”. (Cherniss, 2000, p.4)  It is also argued that “it is more important to be able to persist in the face of difficulty and to get along well with colleagues and subordinates than it is to have an extra 10 or 15 points of IQ”. (Cherniss, 2000, p.5) The concept is a comparison of both cognitive and non-cognitive abilities in people and which characteristic is most advantageous for a leader.

    “The ability to manage feelings and handle stress is another aspect of emotional intelligence that has been found to be important for success”. (Cherniss, 2000, p.6) One important fact learned is that emotional intelligence is knowing what to say or emotion to present at the right time that will infect the audience.  However, emotional intelligence is not the guaranteed requirement for a fruitful life but rather a foundation that builds emotional competencies. For example, “the ability to recognize accurately what another person is feeling enables one to develop a specific competency such as Influence”. (Cherniss, 2000, p.8) 

    A problem arises of just exactly how do you measure or test an individual’s emotional intelligence?  There are several assessments that have been implemented over the past 10 years but the validity of each comes under suspicion.  Cherniss lists the instruments (p.8-9) as:

1. Bar-On’s EQ-1

2. Multifactor Emotional Intelligence Scale (MEIS)

3. Emotional Competency Inventory (ECI)

4. EQ Map

One particular test stands out according to Cherniss, such as “Seligman’s SASQ, which was designed to measure learned optimism and which has been impressive in its ability to identify high performing students, salespeople, and athletes, to name just a few”. (Cherniss, 2000, p.9-10)

    Finally, the study of emotional intelligence is important to many of us because it can directly affect our work performance and the output of those around us.  What I hope that we learned is that a “person’s ability to perceive, identify, and manage emotion provides the basis for the kinds of social and emotional competencies that are important for success in almost any job”. (Cherniss, 2000, p.10)  The values of emotional perception are becoming increasingly higher in our workplaces as cognitive traits decrease in productive worth.

References

Cherniss,C. (2000). Emotional intelligence. What it is and why it matters. Paper presented at the annual meeting of the Society of Industrial Psychology. New Orleans, LA.

Reflection and Thoughts

This was an outstanding read for me.  I had several “Ahh” moments and took a considerable amount of time for reflection.  There was one thought that kept popping into my mind about emotional intelligence. Do and did all of our great leaders possess this quality?  For example and as Dr. Carolyn Crawford noted in her lecture, what if Dr. Martin Luther King had addressed his audience with “I have an idea or I have a thought instead of the emotion invoking…I Have A Dream”! This leader certainly possessed a tremendous amount of emotional intelligence as he was able to influence a nation.  Further, as I studied this ideal, it became apparent to me that the leaders I respect most are engulfed with emotional intelligence. 

    I certainly do not wish to imply that we completely throw cognitive or high IQ intellectual abilities out with the dishwater. After all, a person must have a somewhat high level of cognitive intelligence to receive college degrees and such.  But, once you are in the workplace the emphasis becomes less associated with IQ differences and more with social and emotional factors.  The extra 20 or so points would be nice to add to my intellectual ability, however, facing difficulties, following through, and getting along with colleagues is far more advantageous in my occupation of choice.

    Again, this topic readily generated my interest.  It could be in part because it made me realize a few things and really think about my own self and abilities. The need for self improvement is constantly on my mind.  I find myself falling short of expectations on many occasions, however, the willingness to plow forward keeps my emotional intellect on high alert.

 

Advice to New Teachers

My advice to a new teacher would be associated with my above statement. I would strongly suggest to everyone that we build relationships with our students. I am talking about wholesome relationships full of honesty and trust. Teachers need to be seen outside their classrooms with their kids. It is awesome to go play a game of kickball with some 6th graders or to eat lunch with a few 8th graders, perhaps spend some conference time with a needy 7th grader. The kids love to see you at their sporting events and extra-curricular activities. You are indeed building an emotional bank account with these youngsters when you develop a healthy relationship. And, the benefit is enormorous because when we as teachers do make a mistake, the student is willing to forgive. New teachers, take some time each and every day to reflect. Look in the mirror! What adaptions need to happen for student success? Are my lessons relevent to the student? Finally, teach from the heart and not the textbook. Kids recongnize fakes immediately. They do know the difference. Teach within your comfort zone and have strong resistance of becoming a teacher puppet.

Ricky

Final Reflections On Action Research

The final hours are upon us and the action research blueprint is complete.  I am well satisfied with my chosen inquiry dealing with the “Consequences of Classroom Referrals and How They Affect Student Achievement”.  One troubling reflection or perhaps question that has been a concern is the following:  Am I following this wondering for the completion of course work or is it for the purpose of actually following a passion and conviction?  To answer that question is rather difficult.  I asked myself some reflective questions.  Was this issue a concern for me before the introduction to EDU 5311?  And, would I have ignited it on my own without the influence of a course requirement? The honest answers to both questions are Yes to the first and a reluctant but honest No to the second.   With this said, I would also like to point out that great changes often happen due to a series of events.  Perhaps this could be a perfect example.

The course Professors, Dr. Arterbury and Dr. Jenkins, has been terrific leaders throughout this endeavor.  Their understanding style of lecture motivated me to really do some looking inside the proverbial mirror while trying to develop understanding about my plan.  Dr. Jenkins and the late evening video conferences were something to look forward to as we discussed our course work and even to a small extent Odessa Permian and MOJO football.  Diane Mason also helped tremendously by acting as our moderator and coach and showing her patience with our frustrations.

The assignments and activities for our course were rigorous, but fulfilling.  Perhaps I put more work in them than was needed.  I realize that I can be a tad over winded at times and tend to ramble.  It is something that I am working on!  However, at the end of each week, I felt very enthused and anxious to share my work with my colleagues.  This might perhaps sound a bit silly, but the completion of the assignments gave me a sense of pride. I only wish that I could convey this intrinsic emotion to my students.

The forums were perhaps my most favorite times of the week.  I really enjoyed the sharing of action plans and thoughts between my colleagues.  The tone was always very positive and professional.  I was able to piggy back several ideas from my classmates and implement them for the improvement to my own plan.  The forums for me provided a private arena in which to share thoughts.  I preferred this venue over the world wide audience of our “Blog Spots”.  I find myself on the Blog talking very generally and not very specific.  However, the Blog reaches such a huge audience of readers when compared to the Forums.  This could prove to be very advantageous for an action researcher as we gather data and information from many sources. 

I would like to introduce to you one very influential and true confident in this new direction with my education.  Her name is Elaine Stribling and she is my site supervisor. Without her direction and friendship, I would be a lost lamb in a big pasture.  Mrs. Stribling is an accomplished administrator that I have been privileged to work alongside for 15 years and counting.  We both share the same educational philosophies and consequently have created a dream team of vision. 

Finally, while stopping this writing and reflecting a few minutes ago, I came to realize that I do have the passion for making education and students a top priority. This is not only my current job but is starting to become an obligation that I am pleased to fulfill.  The action research issues will be a steady focus for the next several months if not years. I actually am not convinced that one’s action research ever comes to a completion as one issue revolves into another and the cycle continues and exponentially grows.   

Classroom Referral Action Research

Greetings,

My chosen research of Classroom Referrals and its effect on student achievement is opening up more complex questions for me rather than developing a conclusion.  Each and everytime I think that my data points in one direction, my topic seems to become unfocused. 

For example, the wondering is easy enough in itself.  The original question is when we give a student an office referral and they are removed from the classroom for any length of time, is classroom achievement minimized for that student? The data certainly points in that direction as TAKS scores are directly related to the attached referrals.  However, new questions then arise.  Why is the student misbehaving?  What are the alternatives for punishment?  Do teacher behaviors support the campus vision? Are staff members and PARENTS willing to accept responsibility for student behavior? Are teachers allowed control inside their classroom? Is there consistency in enforcing discipline?  And, these are just a few that come to mind.

This is where I get off task and find my mind wondering and rambling.  One colleague of mine made a very good analogy.  One of my biggest concerns with the research was to be very careful and try to avoid any conflict among my colleagues as conflict resolution is not my strong suit.  I was really worried about throwing a stone in the calm pond and causing ripples.  But, as my friend stated, "Calm and still waters become stagnant"! This was very interesting and did make complete sense as change and progress are often married to disagreements and opposite trains of thought.

Now back to how we can decrease teacher office referrals and increase student performance.  I am open for suggestions because I do need some input as I don't have a clue at this point on possible remedies.  I suppose you could just make it a rule to never punish a student with an "outside the classroom" consequence, however, is this acceptable? I am starting to see a trend in my study that indicates a good majority of teachers simply want the undesired behavior to cease rather than a punishment phase.  On the other hand, opposite research shows that a few of our colleagues desire a public display of ultimate punishment.  I just finished reading What Great Teachers Do Differently by Todd Whitaker and it was simply amazing and has helped me a great deal with this inquiry.

The time is rapidly approaching that I must start determining direction and sustaining improvement or else the project has been taskless.  I do have a roadmap and just hope that I can stay within the navigational beacons.

Ricky

I am just testing my mobile blogging capabilities. This has been an awesome week for me. I was introduced to a new student who actually thinks I am SuperMan.

Waiting For Superman

This is a real eyeopener in education.  The theme really arose my attention.  Please Watch! So many of our schools in America are so fortunate.

Ricky

http://www.youtube.com/watch?v=ZKTfaro96dg

http://www.youtube.com/watch?v=X_QRxKAs_a4

Action Inquiry-Classroom Referrals

SCHOOL VISION: To Promote Success for All Students









GOAL: To decrease the number of student office referrals and increase student achievement.






OUTCOMES



ACTIVITIES

RESOURCES/ RESEARCH TOOLS NEEDED

RESPONSIBILITY TO ADDRESS ACTIVITIES

TIME LINE

Benchmarks/

ASSESSMENT

Revisions to SIP/PIP based on monitoring and assessments


Setting the Foundation

Identification of and a concern for the need of an improved plan for discipline management after discussions with the campus principal. The amounts of classroom referrals are viewed as problematic.

The Lee Middle School Online Referral Software

Ricky B. Eades

Elaine Stribling

Jay Law

October 2010








Analyzing Data



Data will be gathered from both past and ongoing student office referrals. Also, comparative middle schools with similar social economics will be studied.

The Lee Middle School Online Referral Software.



Peims Software for Texas Schools.

Ricky B. Eades

Jay Law

November 2010






Developing Deeper
Understanding

The data will be desegregated according to:



Gender

Ethnicity

At Risk

Limited English Proficiency

Learning Disabled

Regular Education

Gifted And Talented

Student Taks Score

Month Of Year

Day Of Week

Time Of Day

Teacher

The Infraction





The Lee Middle School Online Referral Software

Ricky B. Eades

Jay Law

November 2010






Engage in Self Reflection

I will ask myself several questions.



Are teacher referrals seen as a problem pertaining to student achievement on the Lee Middle School campus?



Can I get campus buy in to solve this problem?

Lee Middle School 7th grade teachers

Ricky B. Eades

November 2010






Exploring Programmatic Problems

Discuss with my campus supervisor the results of the gathered data. I will lay out my findings and the problem areas of greatest concern. The remedies of fixing the office referral problems could create frustrations among teachers. How do we ease those feelings while promoting a successful school climate?



A committee composed of Administrators, Teachers, Parents, and Students.

Ricky B. Eades

Elaine Stribling

December 2010 –January 2011






Determining Direction

The data has made obvious the need for change. Students that are absent from class due to discipline do not perform to satisfaction. The new direction will be the enhancement of our already placed discipline management system at Lee Middle School. The current policy of Out Of School placement will be modified to increase student achievement.

The Lee Middle School Online Office Referral Software.



TAKS Data

Ricky B. Eades

Elaine Stribling

Jay Law

January 2011






Taking Action For School Improvement

The Diana Day Vision Management Program will be improved upon.

Diana Day Vision Management

Ricky B. Eades

Elaine Stribling

Jay Law

February 2011








Sustain Improvement

A complete set of new data will be gathered based upon the changes. The data will be shared with all campus personnel. The correlation between student achievement (TAKS Scores) and student discipline placement will be evaluated.

The Lee Middle School Online Discipline Referral System.



2011 TAKS Data

Ricky B. Eades

Elaine Stribling

Jay Law

May 2011

Action Plan

Action Plan Template

Action Planning Template
Goal: To decrease the number of student office referrals and increase student performance.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Target the Lee Middle School 7th grade office referrals. Desegregate the data according to: Student Gender Ethnicity At Risk Limited English Proficiency Learning Disabled Regular Education Gifted and Talented Student TAKS SCORE Month of Year Day of Week Time Of Day Teacher The Infraction	Ricky B. Eades Jay Law	October 25th/ November 23rd	The Lee Middle School Online Referral System	The data will be analyzed and the results posted here once the process is complete.
Create a committee of administrators, teachers, parents, and students to discuss the results of the gathered data.	Ricky B. Eades Elaine Stribling Jay Law	November 29th/ December 17th	The Lee Middle School Site Based Decision Committee. The Lee Middle School PTO and the Lee Middle School Safe School Ambassadors.	The committee will evaluate and discuss possible solutions to the problem.  The evaluation will be posted upon completion.
The further development and enhancement of a school wide discipline management system that promotes the success of all students. The Out Of School Placement Program will receive modifications.	Ricky B. Eades Elaine Stribling Jay Law Diana Day Steve Gill	January 3rd/ May 15th	Diana Day’s Vision Management Program.	The comparison of student referrals and TAKS scores will be evaluated.