EDLD 5327 week 3 assignment

Week 3 Assignment, Part 3

Draft Action Research Project Progress Report

 

 

Can a collaborative culture, characterized by pre-k and kindergarten teachers communicating, understanding, and sharing expectations for all students be developed in my school? How does this collaborative culture affect students’ learning in kindergarten?

 

Needs Assessment

Over the last two school years, the number of students referred for Tier 2 assistance has increased by 10%. Many pre-kindergarten teachers were surprised because the students referred are students who were considered on level in pre-kindergarten. During staff meetings, the issue of a collaborative culture across grade levels between the pre-kindergarten and kindergarten teachers was seen as a problem. In a short informal survey, many pre-kindergarten teachers expressed that they did not know what the expectations are from the kindergarten teachers in order for students to transition to kindergarten successfully, and the kindergarten teachers expressed that the pre-k teachers did not inform them of concerns they may have with certain students, and strategies they used to help these students engage in the learning process. As a result of this survey, I determined that there was a great need for a Professional Learning Community across grade levels on my campus.

Objectives and Vision of the action research project

            The objective of the action research project is to develop a Professional Learning Community between the pre-kindergarten and kindergarten teachers. During the meetings, teachers will have the opportunity to communicate concerns, expectations, and strategies used to help students transition into kindergarten and be successful in the learning process.

Review of the Literature and Action Research Strategy

According to Routman (2012), “ongoing professional learning communities (PLCs) are the bedrock of the work that creates a whole school of effective teachers (p.58). Routman (2012) also explains that teachers are able to understand what effective teaching looks like across grade levels when they are able to ask questions and examine students’ work with the goal of improving their own teaching practices. Kennedy, Deuel, Nelson and Slavit (2011), conducted a five year study of five middle and high schools where teacher groups moved for voluntary to compulsory school wide professional learning communities. For three years cross-grade and cross-content area teachers discussed different approaches to meet students’ needs, and conducted collaborative action research (Kennedy et. al, 2011).Their study revealed that that when the “adults in a school continually engage in dialogue and inquiry to support student learning, a re-culturing takes place. A result of this re-culturing is that teachers take risks and tolerate a level of vulnerability in order to learn and enact productive change” (Kennedy et. al., 2011, p.23).

Articulate the Vision

            I met with the teachers and administrators on my campus during a staff meeting. I provided them with background information, data of the number of students referred for Tier 2 assistance, and the results of the survey from the teachers. After sharing this information, I expressed the need and purpose for a collaborative culture across grade levels in order to help students engage in the learning process successfully.

 

Manage the organization

            Most of the project was my responsibility. The teachers were asked to fill out an informal survey. The principal approved a Professional Learning Community for the pre-kindergarten and kindergarten teachers to collaborate, share strategies, and expectations.

 

Manage Operations

The Professional Learning Community across grade levels agendas were created as a result of input from the teachers. The teachers were allowed to identify and share any strategies that they used or would like to learn about in order to help me the needs of the students. At the beginning of the meetings, teachers were allowed to address any concerns or questions that they have about a particular student. At the end of the meeting, teachers were allowed to post any comments or questions to be addressed at the next Professional Learning Community meeting.

Respond to Community Interest and Needs

            The goal of the action research project is to build a collaborative culture across grade levels in order to help meet the needs of all students, and allow every student to engage in the learning process. By implementing a Professional Learning Community across grade levels, pre-k teachers will understand the expectations of the kindergarten teachers, and kindergarten teachers will learn and apply different strategies to help students who were successful in pre-k transition into kindergarten and be academically successful.

 

 

 

 

References

 

Kennedy, A., Deuel, A., Nelson, T., & Slavit, D. (2011). Requiring Collaboration or Distributing Leadership?. Phi Delta Kappan, 92(8), 20-24.

Routman, R. (2012). Mapping a pathway to schoolwide highly effective teaching. Phi Delta Kappan, 93(5), 56-61.