Action Planning Template
Goal: To improve and maintain a positive school culture on the campus.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Administration Questionnaire on their feel of the campus  culture	All Administration	Aug 5th –Sept 27th , 2013	Administration Questionnaire	Compile and analyze data from questionnaire
Teacher and Aide Questionnaire curriculum and administration support	Teaching Staff and Teachers Aides	Oct 14th-Dec 19th, 2013	Teacher and Aide Questionnaire	Compile and analyze data from questionnaire
Support staff Questionnaire on the support from teachers and administration	All Paraprofessionals Custodians, Security and Cafeteria staff	Jan 6th -Mar 6th , 2014	Support Staff Questionnaire	Compile and analyze data from questionnaire
Parent Questionnaire on expectation for coming school year	Elementary and Middle School Parent	Mar 28th- June 1st 2014	Parent Questionnaire	Compile and analyze data from questionnaire
Interview Teachers on changes in campus culture	Teaching staff 6th ,7th ,and 8th grade	Aug 4th -Oct 9th , 2014	1st Interview data	Data analysis from Interview
Interview Teachers on changes in campus culture	Teaching staff 3rd 4th and 5th grade	Oct 24th-Dec 18th, 2014	2nd Interview data	Data analysis from Interview
Interview Teachers on changes in campus culture	Teaching staff Kindergarten 1st ,2nd , and 3rd grade	Jan 8th -Mar 6th, 2014	3rd Interview data	Data analysis from Interview
Interview support staff on changes in campus culture	Teaching staff 6th,7th,and 8th grade	Mar 28th- Jun 3rd, 2014	4th Interview data	Data analysis from Interview
Observation of students in classroom setting	Students 6th, 7th, and 8th grade	Aug 2nd-Oct 8th, 2013	Data from first student observation	Data analysis
Second observation of students in classroom	Students 6th, 7th, and 8th grades	Mar 28th- Jun 3rd, 2014	Data from second student observation	Data analysis
Observation of students returning at the beginning of the second on their attitudes towards the teachers	Students 6th, 7th, and 8th grades	Aug 7th -Oct 9th, 2014	Data from student’s observation	Data analysis
Observation of students  at the end of the second if attitudes have changed toward their teachers	Students 6th, 7th, and 8th grades	Oct 18th- Dec 10th, 2014	Data from student’s observation	Data analysis

Analysis

Blogs help leaders get out information not only to their staff, but also the community. Blogs can be setup for all to see or just the school staff.  They function like an internal memo or press release but they can allow the users to give feedback as well

Description

Inquiry and action research are both invaluable tools for not only principals since a classroom teacher can also find them beneficial.  Using action research along with inquiry strategies will help a principal understand the issues on their campus. The principal may be aware of most of the issues that are in need of attention on his or her campus, but they are not aware of every issue that requires attention.  Leaders cannot resolve these issues without input from the practitioners that are directly affected. Having the input and willingness from the practitioner can enable steps to be taken that will resolve those concerns. If you as a leader do not take the time to inquire, you will not be able to devise a good plan to correct the problems on your campus.

There are four types of inquiry strategies that were discussed in the lesson; university course work, superintendent/district meetings, leadership teams, and professional learning communities (PLC). All four encourage a principal to use inquiry as a tool to find or focus on areas that need attention. These strategies are all action research based since they require that data be collected from both teachers and testing results. These strategies help principals apply enrichment methods to further support what already is working. The case study that was part of the reading used PLC to help prepare students and staff for the up and coming school year.

Dana (2009) describes the following four “contexts that are ripe for principal inquiry. How it differs from traditional educational research, how it contributes to principal professional development (page 19). Stances for practicing and prospective school administrators – university coursework, superintendent/district meetings, leadership teams, and professional learning communities” (page 20), the action research for principal perpetration education used by Ringler (2007) in a higher education institution “incorporated the study of action research into its curriculum and instruction course... as well as the effects of this study on future administrators' perceptions of the efficacy and benefits of action research” (page 28).

      

1. Administrative inquiry and action research are strategies that focus on collecting meaningful data to help resolve issues. Dana (2009) stated administrative inquiry as, “the process of a principal engaging in a systematic, intentional study of his/her own administrative practice and taking action based on what he/she learns as a result of the inquiry” (p. 2). When a principal evaluates the role of administration as it affects his or her campus it encompasses every aspect of that school. Meaningful inquiry and feedback that specifically addresses campus concerns and issues supports the school’s hierarchy and function and ultimately results in an improved system.

   2.  Action research is implemented only after all data is collected from the research. Action research is much like problem-solving. After a problem or concern is identified needing attention, it is researched. Strategies or solutions on how to address the item are then initiated and the findings if successful are applied in practice. This approach is very different from traditional educational research in that the practitioners are not involved with research but are responsible for implementing any changes. Moreover action research is focused on “providing insight into an administrator's own practice in an effort to make change and improve the school” whereas other research paradigms are focused on “control, prediction, or impact” or “explaining a process or phenomenon” (Dana, 2009, p 7).

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

One extreme example of action research found in an educational setting was when Terry Buckles principal of Mellon Elementary in Florida had to address that her school was being placed on corrective action. Terry turned to inquiry in order to gain insight as to why the problem was happening. This helped her engage practitioner research as part of her administrative work. One way to engage inquiry is to schedule a time to meet once a week to go over that week’s inquiry. As noted by Dana (2009) “scheduling a planned, consistent time for reflection and inquiry in the same way you schedule menu items for a lunchroom” meant consistency and discussion would help resolve or address problems much more effectively (p. 19).

A second example is leadership teams. Leadership teams are created by the principals and usually include any assistant administrators and at least three teachers who typically have classroom responsibilities. The leadership team shares problems, responsibilities, and decision making with the administrators. (Dana, 2009). The manner in which a principal initiates the duties of his leadership team is based on the needs of the campus. The one thing that needs to be clear is that “team learning is vital because teams, not individuals are the fundamental learning unit in modern organizations” (p. 21). Engagement of the team leaders under direction of the principal can be a natural tool for administrators and assures them that the actions of the leadership team are an effective tool for the organization.

A third example is a professional learning community (or PLC). These groups are dedicated in conducting research in order to solve a problem. Along with problem solving, they help the principals identify and work on school improvement on areas that need attention. Another example mentioned involves school principals forming their own inquiry-oriented learning communities where they support and help each other (Dana, 2009). This coming year I would like to represent my campus, on the district’s Educator's Professional Advisory Committee (EPAC). This will help me practice action research intended on technology based curriculum improvement. “Whatever context you find yourself as a principal-inquirer, your first step in your inquiry journey is to develop a question or “wondering” you wish to study” (Dana, p. 23).

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