Reflection on Teacher Leadership Standard 3: Educational Research

Prior to this program, I had little time to look into research concerning my teaching practice. The practice of teaching occupied my mind constantly, but other than the occasional professional development, I rarely took time to consider the profession of teaching and how to improve it. Not that I had ignored research or had no desire to look into research; I just never set that as a priority in my career. While taking Action Research and Applying Research, however, I saw the potential for becoming a better teacher through educational research, both through practicing such research and reviewing it.

Through the Action Research class I devised a plan to improve how I use revision in my AP English Language & Composition class. I developed a workshop model that used peer review to improve student writing. I was able to measure both how students improved developed action plans to improve their writing and how they used those plans to improve their writing. The end results were promising, and I have used that model regularly since I conducted the study.

Through that research I identified multiple articles that apply to my practice. One, for example, considered the reliability and validity of peer review specifically in AP English classes. The study found that “carefully designed peer review tasks can provide students with helpful feedback” (Schunn et al., 2016, p. 22). Through that research I have expanded my own use of peer review in my classroom, and I intend to continue looking into and conducting research on peer review as a means of improving my students’ writing.

In the Applying Research class I saw the potential for identifying good research and critiquing said research. The class helped me identify the different components of research and examine the relationship between those components.

Again, the assignments in that class aligned with my own classroom practice; the secondary research article I analyzed dealt with the need to identify propaganda and promote media literacy, while the primary research cited in that article studied strategies for teaching how to identify fake news and propaganda. While I initially found the secondary article by Hobbs (2017) informative and valuable, I later analyzed that she had overgeneralized the results found in the primary research by Kahne & Bowyer (2017). The overgeneralization did not significantly affect Hobbs’ (2017) argument, but it did cause me to pause and reflect about the importance of examining the primary research.

Upon reflection, I wish I would have had the Applying Research class before Action Research. After taking Applying Research I find myself more familiar with the terms used in research paper. I better understand what independent and dependent variables are, I comprehend how research is assembled and carried out, and I know the statistical tools being used and their purpose. I had none of that knowledge when I conducted the literature review for my Action Research project, and that information may have affected my use of that literature to guide my own research. For example, a study by Yoder (1993) examined how peer review could be used to help journalism students in college. Had I known about external validity, I might have realized that the results Yoder (1993) found were unlikely to be able to be generalized to my particular population of high school English students. Besides, Yoder (1993) had a small sample size that may not have been representative of the larger population.

I plan to continue to consume and examine educational research throughout my career. One challenge I foresee is access to primary research; through the Seattle Pacific teacher leadership program I have access to the library’s databases, but when that access has ended, I will have to find other means to access primary research. I am not worried about secondary research; the internet is full of that, and I feel confident in my ability to sort the wheat from the chaff. For example, a recent article by Ford and Lee (2018) in the English Journal offered a case study on how to improve high school vocabulary instruction. The authors cited 11 sources, most of which were other secondary or curricular sources. The one piece of primary research came from a study of fifth graders, focused on learning in context, and was 34 years old (Jenkins et al., 1984). I found several ideas within the article, but without more solid research proving their efficacy, I’m reluctant to change my entire vocabulary program based on one piece of secondary research.

References

Ford, R. D., & Lee, M. E. (2018). Fostering a new approach to vocabulary, 30 years in the making. English Journal, 107(4), 39-44.

Hobbs, R. (2017). Teaching and learning in a post-truth world: It’s time for schools to upgrade and reinvest in media literacy lessons. Educational Leadership, 75(3), 26-31.

Jenkins, J. R., Stein, M. L., & Wysocki, K. (1984). Learning vocabulary through reading. American Educational Research Journal, 21(4), 767-787.

Kahne, J., & Bowyer, B. (2017). Education for democracy in a partisan age: Confronting the challenges of motivated reasoning and misinformation. American Educational Research Journal, 54(1), 3-34.

Schunn, C., Godley, A., & DeMartino, S. (2016). The reliability and validity of peer review of writing in high school AP English classes. Journal of Adolescent & Adult Literacy, 60(1), 13-23.

Yoder, S. L. (1993). Teaching writing revision: Attitudes and Copy Changes. Journalism Educator, 47(4), 41-47.

EDU 6600 final reflection

When I began this course I did not see the title, “Communication and Collaboration,” as reflecting the emphasis placed on professional development. I was surprised by how much of the course was about professional development, and not necessarily in a positive way. My previous experience with professional development has generally been negative, especially when such activities were organized by the school district. My initial reflection and most of my initial discussion group posts were about my dissatisfaction with my experiences in professional development.

“I have taught at two different schools and I have seen two different models, neither of which has been particularly effective, of delivering professional learning. I have experienced an overabundance of professional learning with no common theme, and I have experienced too little professional learning.”

As I progressed through the course and developed an understanding of adult learning, I began to see why my previous experiences had not worked: I had never been in charge of my own learning. Dalellew and Martinez (1988), as cited in Zepeda (2013) state that adult learning is more self-directed, but I did not direct any of my own professional development until recently. My districts have required trainings for a variety of reasons: to introduce new programs, to reinforce old programs, or to satisfy the union contract. I may have found some of the sessions interesting, but those were rarely followed up on with practical classroom applications; the needs of the classroom have always been so great that I rarely found time to follow up myself.

The examination of different learning models brought attention to my limited and poor experience with professional learning. Honestly, one area where I wish I would have done more with was my experience as an academic coach early in my career. I spent two years sitting in an office because I did not know any better. Had I known the benefit of coaching, and had I been coached on how to coach, I could have taken advantage of this valuable opportunity to learn. My problems were not unique; Johnson and Donaldson (2016) reported a study that found that second-stage teachers in these leadership roles had challenges that discouraged teacher leadership. What was missing in my experience was leadership at my school; I had two principals during my coaching tenure, one of whom was transferred midway through his first year, the other who was coasting toward retirement. I did not know how I fit into the school’s plan, and according to J. C. Maxwell (2008), “one way to add significance to the lives of the people you lead is to show them the big picture and let them know how they contribute to it” (p. 86-87).

Another aspect of my professional learning has been through professional learning communities, both in California and Washington state. Neither has been an ideal situation, but then I never viewed them as vehicles for professional learning. In California we were prescribed by administration to accomplish certain tasks (take minutes, discuss data, etc.) and in Washington the groups were more for planning curriculum than looking at data. Some of my PLCs were more collaborative than others, and those I found more beneficial to me as a teacher, regardless of the tasks we accomplished. What I strive for is the collaboration cited by Angelle (2016) when she writes that “to ensure success for these teacher leaders, the school culture must value their work, the school principal must support their work, and their teacher colleagues must be willing to work alongside them as they strive for a more effective school” (p. 107).

By looking at my own practice through the lens of professional development, I now see where collaboration and communication come in. My previous experiences lacked those components, and when I reflect on my more positive professional learning, collaboration and communication are the highlights. My best training sessions have been Advanced Placement summer institutes, and those have been highly collaborative. In the Seattle Pacific teacher leadership program, I have collaborated and communicated with my cohort and have found it highly rewarding.

As I move forward into larger roles of teacher leadership in my career, I will keep those two aspects of professional learning foremost in my mind. I must be willing to collaborate with my colleagues and keep open all lines of communication. I must keep the door open, literally and figuratively. That will do the most to bring up myself as a teacher and my colleagues as well.

References

Angelle, P. S. (2016). Teachers as leaders: Collaborative leadership for learning communities. In E. Blair (Ed.). Teacher leadership: The “new” foundations of teacher education (p. 101-108). New York: Peter Lang.

Johnson, S. M., & Donaldson, M. L. (2016). Overcoming the obstacles to leadership. In E. Blair (Ed.). Teacher leadership: The “new” foundations of teacher education (pp. 157-162). New York: Peter Lang.

Maxwell, J. C. (2008). Mentoring 101: What every leader needs to know. Nashville, TN; Thomas Nelson.

Zepeda, S. J. (2013). Professional development: What works. New York: Routledge.

Most teachers start their careers after a period of training that includes student teaching or an internship. As students they take classes, observe other educators, then gradually work themselves into their student teaching role, always under the guidance of a master teacher. Eventually, they move into the workplace with that little bit of experience.

Not me. I had a year of substitute teaching, with no training, and they threw me into an English classroom with an understanding that I would start my classes in a year. It’s a wonder that 14 years later I’m still in the profession. Somehow I learned the skills necessary to not only survive as a teacher, but to thrive as an educator and professional. As I read about adult theories of learning, I realized that most of my education did not come from the classroom. I learned how to be a teacher informally, within the context of my particular assignment that first year, which included three different preps, an intervention class among them. I had colleagues who listened and offered suggestions. I had a paraprofessional who guided me through that intervention class, giving me tips on how to handle different students and situations. I had a wife who was a new teacher in her own right, albeit one who had the standard training before she got her first job. I learned how to be a teacher through self-directed instruction, informally, and in the context of my work experience.

Hansman (2001) relates a similar experience in which she learned how to be a writing teacher “in the unplanned intersection of people, culture, tools, and context” (p. 44). Teachers in these situations often live day-to-day, and we learn what we need to get through that day’s situation. We do not plan these experiences; they happen when other teachers stop in our classrooms after school and ask how we’re doing. Through those conversations we get ideas that we can use to implement the next day’s lesson. As time goes by, we slowly add skills to our multilayered toolbox: classroom management, lesson planning, curriculum development. This context-based learning happens in other ways. I joined the National Council of Teachers of Education shortly after getting my job; Hansman (2001) notes that membership in such organizations “can also provide adults with the cultural context, tools, and social learning to progress in their fields or professions” (p. 49).

My formal teacher training eventually gave me the background necessary to succeed, but I constantly sought training in different areas of practice that I felt I needed to excel. This self-directed training involved mostly learning through books and texts that I sought, but the application of that learning gave me the biggest gain. At one point, I researched whatever I could about teaching The Crucible just so I could make my unit more engaging. I sought out colleagues, I consulted online forums, and I read reviews of plays. I was able to apply the knowledge to my unit immediately, and the results showed more students involved and discussing the themes presented in the play. This action matches what Merriam (2001) describes as characteristics of a self-directed learner.

My most important learning has happened informally. In the fifth year of my career, I was given an assignment as an English-language arts coach, and while the two-year assignment came with little direction or objectives, I learned greatly simply from observing and talking with other teachers. Through these discussions and conversations we reflected on our practice, and my style of coaching developed to one of asking questions, rather than providing answers (as a fifth-year teacher, I often wondered whether I had any answers). Marsick and Watkins (2001) refer to research being done on informal learning that studies “how teachers learn informally through reflection and action” (p. 26), and my work as a coach followed that model consistently.

Even today, much of my learning is informal. I sit at my desk and wonder how to better teach a particular skill, turning toward my bookshelf and pulling out resources until I find something that will work in my context. I teach, I reflect, and I change my practice as necessary. No classroom lecture taught me how to do this.

Significance and uncertainty as part of my theory of action

As part of my action research project, I created a graphic reconstruction of my theory of action. In the next step of determining research questions I first determined the significance of the different aspects and relationships of my theory of action. Those are visualized below, with an S showing a significant aspect or relationship.



The second walkthrough determined my confidence in the assumptions of my theory of action. Those are visualized below, with a U showing that I am relatively uncertain about the aspect or relationship.

Master of education in teacher leadership program standards

Seattle Pacific University | Master of Education in Teacher Leadership Program Standards

Competencies: The Seattle Pacific University Master of Education in Teacher Leadership will center on the following program competencies aligned with the Washington State teaching criteria but also serve as a foundation for teacher leadership:

1. Continuous improvement of teaching and learning, promoting student growth

2. Commitment to high levels of achievement for all students

3. Development of safe and responsive community schools

4. Commitment to the moral, ethical, and professional practices that characterize leadership in education

	Standard	Course	Product/artifact/portfolio exhibit
		Foundations and Research
	Teacher Leaders…
1	model ethical and moral behavior.	EDU 6085    Moral Issues in Education (3)	A document that articulates the moral piece of a vision as an educational leader that can guide the student as they proceed in their professional career.
2	analyze learning to promote student growth.	EDU 6979   Action Research in School Settings (3) EDU 6528 Accomplished Teaching	Review of educational material for specified group of students.  Analysis of classroom practices/environment for student engagement.
3	improve teaching and learning through the use of educationalresearch at the classroom and school levels.	EDU 6979    Action Research in School Settings (3)	Initial action research project – classroom level
		EDU 6980   Applying Research in School Settings (3)	Article critiques and data analyses connected to both primary and secondary sources
		Teacher Leadership Focus
4	engage in analysis of teaching and collaborative practices.	EDU 6528     Accomplished Teaching (3)	Analysis of teaching and collaborative practices that support improved instruction. Video segments of classroom and coaching strategies.
5	establish a culturally inclusive learning climate that facilitates academic engagement and success for all students.	EDU 6525     Culturally Responsive Teaching (3)	Plans for improving the cultural sensitivity of an educational setting.
6	communicate and collaborates with a variety of stakeholders	EDU 6600     Communication and Collaboration:  Parents, ​Colleagues, Community (3)	Educator Professional Learning Plan connected to SIP
	communicate and collaborates with a variety of stakeholders	EDAD 6589   Engaging Communities (3) EDU 6600   Communication and Collaboration (3)	CEP – Community Engagement Plan Educator Professional Learning Plan connected to SIP
7	utilize instructional frames to improve teaching	EDAD 6580   Leadership in Education (3)	1. LEP – Learning Environment Profile Analysis  2. Introduction to the Professional Growth Plan
8	present professional practice for the review of colleagues	EDU 6990     Teacher Leadership Capstone (3)	Presentation of reflective capstone project – end of program reflections aligned to all TL standard areas.
		Curriculum, Instruction, and Assessment Focus
9	evaluate and use effective curriculum design	EDU 6524     Curriculum Design (3)	Curriculum maps or analysis of curriculum alignment
10	understand effective use of research based instructional practices	EDU 6526     Survey of Instructional Strategies (3)	Analysis of implementation for several classroom-basedinstructional strategies
11	Utilize formative and summative assessment in a standards based environment	EDU 6613     Standards Based Assessment (3)	Comprehensive formative and summative assessment plan for a classroom-based unit of study.
12	evaluate and use technology for teaching and learning	EDTC 6433   Teaching with Technology (3)	Student and teacher tools, strategies, products demonstrating effective use. (ISTE standards)