Action Plan - Essay Example

Action Plan Action Plan PART 1. Describe the Purposes of action planning as an integral step in the action research process Action planning plays an integral part in solving real organizational problems such as teams, schools, and districts. In this case, action planning plays a major role in implementing new practices that have been shared in class. Such practices might include presentations, research reports among many others. In this chapter, Mertler states that there are various outcomes that an individual expects from an action plan. The outcomes are aimed at discovering any upcoming challenges, and getting an insight on the existing education circumstance. Also, the outcomes are aimed at developing an effective program, finding any modifications that should be incorporated in the program and realize any modifications that are not effective. 2. Why is professional reflection an essential component of action planning? Describe two main ways that the teacher researchers should engage in reflective practice as part of their action planning. Professional reflection is an essential part of action planning because the process of implementing new practices requires competent personnel who had specialized in a given field. For instance, one must have enough knowledge in order to come up with an effective research report. In this Chapter, Mertler states that the process of action planning in an organization entails using steps to action chart. This implies that only competent personnel can execute the whole process. 3. Create a brief action plan for future cycles of action research as well as for instructional or other educational practices Review on the “Next Steps and Future Cycles: Developing an Action Plan" by Mertler In this chapter text, Mertler discusses the fundamental component of action research as the action planning. The text clearly explains the different forms of action planning that can be used in a number of set ups during research. They are provided as the informal and the formal plans. Although the author provides the typical outcomes that are likely to arise from the action research depending on the type of plan that is applied, he does not provide in-depth information on how to apply each in different circumstances. The piece is however insightful in the way that it guides the reader on how to plan and perform action research in varied ways. It provides the various steps that can be taken in the development of an action plan during research. This comprises the period from the initial planning to the final implementation stage. In a clear way, the author provides instructions on how action planning can be organized as well as the different levels on which action planning can occur. Thus, it is possible to apply each form of plan based on whether the research is being conducted by an individual, a team, at the school or the district level. In this case, action planning can occur at various levels of the organization that include the individual, team, school and the district level. The developing stage is made up of the formulation of a plan of action for the future which is based on the interpretation and the analysis of the results. Therefore, the relationship between the strengths of two variables can be determined using quantitative data analysis (Mertler, 2011). PART 2: 1. Summary on "What happens When a School District Supports Action Research" by Schmuck In this article, Caro-Bruce and McReadie highlight the important factors and benefits that come with the school District being involved in action research. Although it has been indicated that action research can take place at various levels that include the individual, the team and the school. It is more helpful if it can also be done at the district level. The authors indicate that action research can be implemented in a better way if it is done in a wider area and buy a larger group of people. In particular, support of the action research by the school district leads to the professional development of the tool that enhances the quality of teachers in the charter schools. This is done within the chapter that discusses the initiative to build a community of action researchers in the form of a project. This is done in the local community of the Madison area. Therefore, Cathy and McReadie form this initiative after they have attended a conference and obtained information about the action research. They decide to start a similar program in their schools for the interested teachers. In the first year, they begin with a group of about 11 teachers. At the start, there were only few interested teachers. However, over the years the group has continually grown over and over to the point where there are about over 500 members. The local teachers have worked over the initiative and the plan to work on the action research project. This is an indication that for the project to take off, the most challenging and difficult element is the planning. However, after the getting enough teachers and members, the progress of the group can be visible. For this reason, in most of the schools around the region, more people have become interested and have taken part in the activities of the program. They include both the staff and the head teachers. The district has even started to pay for the teachers not to attend their classrooms for a day in order for them to get the chance to attend the groups and get to interact with their peers. The facilitation of these groups has been well coordinated as each of the groups is assigned to two action researchers who are experienced as they re mostly classroom teachers. In order to attract and reach more people, the study results that are found by the teachers are published and made available throughout the entire district. Other convenient areas such as the web and the TV shows are also used to ensure that a large number of teachers are accessed using these information. They are provided with the opportunity to go on air and talk about the research findings. In this case, the student teachers in the area will get the chance to work with teachers who have taken part in the action research. Ultimately, there is a higher chance of having a practicum and a high level of cooperation among the teachers who will assist their colleagues in conducting their research activities. At times, they will even join them during the performance of collaborative research (Schmuck, 2009). 2. Review of "Professional Development as a Tool to Enhance Teacher Quality in Charter Schools," by Ricci Rodriquez-Elkins This article talks about the benefits of professional development in helping teachers to enhance the quality of their services especially in charter schools. One of the key ways that has been highlighted in making this possible is through the element of team work. The author illustrates that professional development can only be achieved when individuals work together as a team. This is mainly shown through the collaboration that is obtained from the action research plan. The quality of teacher education and service is enhanced in the sense that the practice is made easier by students who are able to get the same supervisors and work continuously with them. The author illustrates how this is possible though the creation of the safe and the supportive environments that are provided by the regular program throughout the semester. He illustrates that this can only be made possible if the teachers and the students are focused and consistent. It is therefore an extremely powerful resource for teachers who would like to work together and improve the quality of the studies as well as their teachings by conducting research, interacting with others and sharing in the different ideas. The author explains how the members can organize themselves and collaborate to obtain the desired results (Schmuck, 2009). References Mertler, A. C. (2011). Action Research: Improving Schools and Empowering Educators. New York: SAGE Publications. Schmuck, A. R. (2009). Practical action research: a collection of articles. Thousand Oaks, Calif.: Corwin Press. Read More