MARCUS RAILSBACK
GOAL:  How can the shift from a modified block schedule to an eight period day
help the students succeed on the STAAR test?
	Person(s)	Timeline:	Needed
Action Step	Responsible	Start/End	Resources	Evaluation
1. Discuss the shift in schedules with the assistant principals and my site supervisor, Shaye Murphy	Glenn Guderian, A.P., Kathleen Golden, A.P., Shaye Murphy, Head Principal, and Myself	May 2nd, 2012	My action research draft as well as the proposed bell schedule for next year.	Feedback from the administrative staff with regard to my action research plan.
2.  Meet with the entire social studies department during staff development prior to the start of school year to discuss my action research plan.	Myself, Dena Abernathy (WG), Russell Smith (WG-HON) Danny Mitchell (WH), Jud Robinson (WH), Justin Dunnam (U.S.), and Annette Wiseman (GOVT, ECON).	August 20th, 2012	My action research draft, questionnaire regarding their anticipated change in teaching style while moving from a block to eight period days.	Teacher feedback through discussions and questionnaire responses.
3. Meet with the 9th grade World Geography students and assess how they feel about the new eight period days.	Myself and Dena Abernathy who teaches 9th grade World Geography	August 27th-30th, 2012	Simple questionnaire about the first week of school and how it is different from the old block schedule in 8th grade.	Feedback from the 9th grade World Geography students and Mrs. Abernathy
4. Meet with 10th grade World History students and assess how they feel about the new eight period days.	Myself and Jud Robinson who teaches 10th grade World History	August 27th-30th, 2012	Simple questionnaire about the first week of school and how it is different from the old block schedule in 9th grade.	Feedback from the 10th grade World History students and Coach Robinson.
5. Collect data from all of the questionnaires to gain an understanding of the initial feeling of the change from the students, educators, and administrator’s perspective.	Myself	September 1st, 2012	All of my questionnaires which were filled out in my initial meetings with the students, teachers, and administrators	Evaluate all of the data collected from my questionnaires.
6. Evaluate the first benchmark given in February to the 9th and 10th grade students in preparation of the STAAR test.	Myself	February 1st-10th, 2013	Results of the benchmark scores.	Evaluate the initial benchmark scores.
7. Assess the 3rd Benchmark that the students are taking in March in preparation of the STAAR test.	Myself	March 1st-10th, 2013	Benchmark results for the 9th and 10th grade social studies students.	Analyze if there is an improvement over the course of the three benchmarks taken.
8. Meet with the students in the 9th and 10th grade social studies classes and assess their thoughts on the STAAR test.	Myself, Students in the 9th and 10th grade social studies classes.	May of 2013	Questionnaire as to their thoughts on the tests difficulty and how they thought they did on the actual test.  I will also determine whether they thought that the change in schedule helped them when it came time for the test.	Student Feedback
9. Compare the 9th grade STAAR tests with their 8th grade results to see if the percentage that passed has increased.	Myself, Dena Abernathy, C.K. Smith, Junior High Principal	May 28th, 2013	STAAR Test results from 2012 and 2013	Teacher feedback from Mrs. Abernathy as well as the disaggregated STAAR test results from 2012-2013.
10. Compare the 10th grade STAAR tests with their 9th grade results to see if the percentage that passed has increased.	Myself, Jud Robinson	May 29th, 2013	STAAR Test results from 2012 and 2013	Teacher feedback from Coach Robinson as well as the disaggregated STAAR test results from 2012-2013.

WEEK 2 REFLECTION

WEEK 2 REFLECTION

Week two of the course gave me the opportunity to view videos of actual administrators using action research on their campuses.  The videos allowed each of the gentlemen to give testimonials of how they use action research and it provided me with great examples of how several different diverse topics can be researched with this method.  This weeks assignment also reiterated how important reflection is while conducting action research.

Description of what I have learned about action research and how I might be able to use it.

The state of education is changing with the new STAAR test.  Action research is also changing the face of education in that it centers it's research on the campuses and involves reflection of the actual people involved in the every day affairs of the school.  Collaboration between the teachers and administrators allows for changes and suggestions to be implemented at the site of the research.  A common theme so far in the two classes that I have been a part of is that the individual administrator looks more in the mirror for solutions to problems than in some magical book.  I call this the magic mirror.  As a coach we preach teamwork all of the time while attempting to solve problems.  I associate action research as a team effort to initiate change or correct some problem that arises in the school.  By working together and utilizing reflection both of the parties take ownership in the process and bounce ideas off of each other.  This is something I will use when I become an administrator.  Leading by example and encouraging my staff to put the mirror in front of their face will show them that it is o.k. to admit mistakes and initiate change.  Adjustments to the way they are handling their classrooms, shows an effort to reflect on what is best for the students.


How can educational leaders use blogs?

Communication is very important for a successful school environment.  I feel that blogs are a great resource for administrators and teachers to express questions, concerns, and suggestions on a variety of topics.  The great thing about blogs is that the constituents can get on the blog and reflect at their own pace which will ensure thoughtfulness and eliminate confrontation that might happen with differing viewpoints during a staff meeting.