Evaluation - Don't forget it!

The most revelatory insight for me in my course on action research dealt with learning how to evaluate the implementation of an action research plan.  While working through the CARE model tool (Harris, 2010, p. 99), I reflected on what is necessary to produce sustained improvement within schools.   This tool called for us to identify the best ways to evaluate the implemented recommendations of an action plan.  As I worked through this process, I found myself suggesting evaluation tools that used data and/or gave specific feedback using surveys or rubrics.   I had a bit a “break-through moment” when I realized that many of the action plans I have been apart of failed to set-up up a system to evaluate the change.  In my nine years of teaching, I have been a part of several experiences where an administration attempted to implement systemic plans for change.  When I look back at the plans that actually produced sustained improvement, I see a common denominator: they all had built-in evaluation tools to ensure that change was indeed taking place.  By using formative assessments throughout the change process, faculty and administrators could also adapt as needed.  This is a critical final piece of action research that I think is often left out of the process.  Evaluation is needed for accountability on many levels.  Without evaluation, there is no way to assess the success-level of the change process or to ensure that teachers are actually following through with what is asked of them.  Therefore, a pre-determined evaluation plan is absolutely necessary for the implementation of an action research plan.

Revised Action Research Plan

My meeting with my site supervisor went very well.  Since we are both members of the district design team, she already had a good understanding of the project we are working on together.  I had to infer much about the future plans of the design team to create the step-by-step breakdown of the action plan.  Since my site supervisor is campus principal and prominent member of the design team, she had a much stronger vision of the plan and where things would be going.  Thus, she was able to help me flesh out some of the steps I didn't originally foresee.  For example, she could suggest some more resources that she knows we are going to use such as the Schlechty Center, Marzano’s Classroom Instruction that Works, The Fundamental Five.  She also reminded me that I needed to add a step where we will seek the advice of stakeholders outside of our own design team.  This would include input from university faculty, parents, business leaders, and community leaders. I added this as step #7 in my action research plan.  I know from all of my research thus far that asking the community and other stakeholders for input is a vital step to any change process, so I was shocked that I forgot to add this step.  This just proved to me how important it is to have other people reviewing an action research plan. Beyond that she just addressed a few minor grammar and formatting issues that I corrected in the new plan.  I have copied the revised version of my action plan below to address the changes I made as result of my meeting (the changes are represented in red).  

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Goal: Research how current educators need to adapt to meet the needs and interests of 21^st century students while still successfully preparing these students for life after graduation.

Action Steps	Persons Responsible	Timeline: Start/End	Needed Resources	Evaluation
1.       Setting the Foundation: Read articles relevant to 21st century learning and the state of education in the US and abroad	·         District Design Team ·         Brianna Riddell	Assigned Sept 21, 2012 Due Oct 11, 2012	Read the following articles: 1.       HPISD Visioning Document 2.        21st Century Student Outcomes and Support Systems 3.       The Most Daring Education Reform of All 4.       Redefining College Readiness 5.       What Socrates would Say	·         Meet with District Design Team to discuss relevance of each article to our district and needs ·         Summary Template for each article
2.       Divide District Design Team into 5 groups to research the following characteristics of educators: a.       Skilled Assessments b.      Creating Academically Prepared Students c.       Adaptability d.      Teachers as designers/explorers e.      Teachers being risk takers	My group is a part of the Teacher as designers research group	Assigned Oct 11 Due Nov 15, 2012	·         Project-based Learning Schools (Coppell’s New Tech High) ·         Buck Institute ·         Data on performance of students from PBL schools ·         Constructivist Theory ·         Lee Crockett Learning Fluencies ·         The Schlechty Center ·         Marzano’s Classroom Instruction that Works ·         The Fundamental Five	Meet as a research small group to discuss outcomes of research done with resources listed and evaluate which techniques should be focused on as a district - or -  if the original 5 characteristics of educators need to be added to or amended.   Also complete a side by side comparison of teacher characteristics based on research.
3.      Design team will share and evaluate the research done by individual groups and decide what further research is needed to formulate a profile of an educator for the future.	Design Team	December 4, 2012	·         Collection of studies done by individual groups	Through discussion, design team will evaluate the research done to confirm, amend, or delete characteristics of an educator.
4.      Agree upon a desired list of characteristics that define the educator of the future.  Use research to flesh out the details of how each of those characteristics should manifest themselves in HPISD employees.	Design Team	Complete by Wed January 23, 2013	·         Research and sources collected in in step 3	Final list of characteristics and descriptions to be approved by district superintendent
5.      Sub committees formed within District Design Team to work on descriptions of agreed upon characteristics of an educator	·         District Design Team ·         Brianna Riddell	Complete work by February 28, 2013	·         To be determined by group research…	Will be evaluated and edited by Design Team
6.      Design Team compiles list of characteristics with descriptors and drafts proposal for the “Profile of an Educator for the Future”	·         District Design Team ·         Brianna Riddell	Complete work by March 27, 2013	·         Compiled list of all sub groups characteristics and descriptions	Will be evaluated and edited by Design Team
7.      Design Team will seek additional input from broad-based groups.	·         Asst. Superintendent ·         District Design Team ·         Brianna Riddell	March – April 2013	·         University Faculty ·         Parents ·         Business Leaders ·         Community Leaders	Design team will evaluate and discuss input from broad-based group and include additional information in research
8.      Edit the format and wording for final “Profile of an Educator for the Future” pamphlet	Editing Sub Group of  District Design Team	Due by May 9, 2015	·         Last year’s Learner of a Profile for the Future pamphlet will serve as a guide	·         Design team will proof and edit final wording to be sent out for publishing ·         Board approval
9.      Publish “Profile of an Educator for the Future Pamphlet”	Asst. Superintendent and Communications Dept.	Summer 2013	·         Final copy of Educator for the Future Profile ·         Sources	Public evaluation: Parents will hold teachers and staff accountable to profile presented Internal evaluation:  Admin will use the new educator profile an assessment tool for current teachers and a hiring tool for future employees