The purpose of this module is:
To empower teachers in leadership development and leadership roles
To foster mutual respect and communication between adults working together
To encourage action research as a daily classroom practice
View professional learning module.https://digitalcommons.gardner-webb.edu/improve/1016/thumbnail.jp

Lynch, Meredith

Weycker, Lindsey

English

Digital Commons @ Gardner-Webb University

Gardner-Webb UniversityDigital Commons @ Gardner-Webb UniversityInstructional Modules for Professional learningResponding to Opportunities and ValuingEducators (IMPROVE)School of Education2018Taking the Lead: Enhancing Student Learning andProfessional Collaboration through ActionResearchMeredith LynchGardner-Webb UniversityLindsey WeyckerGardner-Webb UniversityFollow this and additional works at: https://digitalcommons.gardner-webb.edu/improvePart of the Curriculum and Instruction Commons, and the Teacher Education and ProfessionalDevelopment CommonsThis Book is brought to you for free and open access by the School of Education at Digital Commons @ Gardner-Webb University. It has been acceptedfor inclusion in Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE) by an authorizedadministrator of Digital Commons @ Gardner-Webb University. For more information, please contact digitalcommons@gardner-webb.edu.Recommended CitationLynch, Meredith and Weycker, Lindsey, "Taking the Lead: Enhancing Student Learning and Professional Collaboration throughAction Research" (2018). Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE).16.https://digitalcommons.gardner-webb.edu/improve/16Taking the LeadEnhancing Student Learning and Professional Collaboration through Action Research Purpose of the Professional Learning Module (PLM) • To empower teachers in leadership development and leadership roles • To foster mutual respect and communication between adults working together • To encourage action research as a daily classroom practice PLM Objectives • Develop a plan of action to improve what is already happening; • Implement the plan through action; • Observe the effects of action in the context in which it occurs; • Reflect on these effects as a basis for further planning, subsequent action through a succession of cycles. Alignment to Standards Teacher Leader Model Standards The teacher leader is able to:             • Utilize group processes to help colleagues  work collaboratively to solve problems, make decisions, and promote meaningful change • Model effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs of self and others in order to advance shared goals and professional learning • Employ facilitation skills to create trust among colleagues, develop collective wisdom, build ownership and action that supports student learning;                     • Strive to create an inclusive culture where diverse perspectives are welcomed in addressing challenges National Board for Professional Teaching Standards  Teachers  • are committed to their students and their learning. • know the subjects they teach and how to teach those subjects to their students. • are responsible for managing and monitoring student learning. • think systematically about their practice and learn from experience.  • are members of learning communities.   Action Research Cycle of Inquiry and Other Site Resources  Source: https://valenciacollege.edu/faculty/development/ • Prezi on Action Research: http://bit.ly/2IT3gNi • Operationalizing a Study: http://bit.ly/2JdzkeS Articles on Action Research • Tarrant Institute for Innovative Education: http://tiie.w3.uvm.edu/blog/why-do-action-research/#.XIV3dihKjIV • Creative Educator: https://www.thecreativeeducator.com/v07/articles/Embracing_Action_Research Guides on Action Research • Brown University Action Research: https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf • Valencia College Action Research: https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf  Assessment of PLM  To assess the PLM, go to the following google form:  https://docs.google.com/forms/d/e/1FAIpQLSdPZKOYFWfy4SPJV0LRMS2kX1Zt3ewz3xV5bHmscJXLXFwt6A/viewform Terms of Use The learning cycle featured in this project is based on the STAR Legacy Cycle developed by the IRIS Center (2013;http://iris.peabody.vanderbilt.edu/) and based on the work of Dr. John Branford and colleagues (National Research Council, 2000). About the Authors:  Meredith (Meri) Lynch and Lindsey Weycker are both secondary school teachers interested in supporting and enhancing adolescent learning environments through action research. They have 25+ years combined experience working in secondary school as teacher leaders. Together, they collaboratively authored companion dissertations examining the effects of an adolescent reading program in order to complete their doctoral studies in curriculum and instructional leadership in December, 2018. Lindsey teaches English at a suburban high school in NC.  She is a National Board Certified Teacher and actively leads a Professional Learning Community at her school.  She also serves for the North Carolina Department of Public Instruction as a grader for the End-of-Grade English exams. Meri teaches French, Art History, and Social Studies and is the chair of the World Languages Department at her school. She is also an instructor for the SC Dept. of Education Program for Alternative Certification for Educators (PACE), a program supporting content-area experts who want to become educators. Keywords: Action Research, The Action Research Cycle, Collaboration, Teacher Leadership Collaboration and Outreach If you are an educator looking for a collaborator on an action research project, contact the PLM authors at: lynchme07@gmail.com or lindseyweycker@gmail.com References Anderson, G., Herr, K., Nihlen, A. (2007). Studying your own school: An educator’s guide to action research (2nd ed.) Herr, K. & Anderson, G. (2015). The action research dissertation: A guide for students and faculty (2nd Ed.). Thousand Oaks, CA: Sage. Kittle, P. (2013). Book love: Developing depth, stamina, and passion in adolescent readers. Portsmouth, NH. Heinemann. National Research Council. (2000). How people learn: Brain, mind, experience and school (expanded edition). Committee on Developments in the Science of Learning. J. D. Bransford, A. L., Brown, A., & R. R. Cocking (Eds.), Washington, DC: National Academy Press. Pine, G. (2009). Teacher action research: Building knowledge democracies. Los Angeles, CA: SAGE. Teacher Leadership Expository Consortium. (2012). Teacher leader model standards. Retrieved from http://www.nea.org/home/43946.htm The IRIS Center for Training Enhancements. (2005). How people learn: Presenting the learning theory and inquiry cycle on which the IRIS Modules are built. Retrieved on March 10, 2019 from http://iris.peabody.vanderbilt.edu/module/hpl/ Valencia College (2019). The cycle of action research. Retrieved from https://valenciacollege.edu/faculty/development/teaching-learning-academy/action-research/elements.php   

Taking the Lead: Enhancing Student Learning and Professional Collaboration through Action Research

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Taking the Lead: Enhancing Student Learning and Professional Collaboration through Action Research

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