The purpose of my Action Research project was to find ways to help teachers
use their classroom computers more effectively. In order to accomplish
this goal, I conducted a study to determine the effectiveness of one-on-one
coaching
as a model of professional development.
I decided work with two teachers at my school who were willing to participate
in this project. Each has expressed a desire to incorporate technology
into their classrooms, but needed some help getting started. The focus
of my coaching
was to show teachers how to use PowerPoint in different ways for students
to present projects.
As a result of one-on-one coaching with the two members of my study, I found
that this is a very effective model of professional development. Both members
commented that they enjoyed the individual attention, having an opportunity
to ask specific questions, and having lots of hands-on time to become familiar
with PowerPoint. Once I completed several coaching sessions with teachers,
I observed them delivering lessons to their students. I used an observation
rubric to collect data to determine the effectiveness of the lesson. In addition,
teachers completed pre and post evaluations of their teaching practice. Each
has shown significant improvement in their ability to incorporate technology
(PowerPoint in particular) into classroom lessons.
For my next steps, I plan to continue one-on-one coaching with two new teachers
next year. The original members of this study will be responsible for sharing
what they’ve learned with at least one other member of their grade level
team. This way we are spreading the knowledge base of technology integration
to other teachers.
Responsibility #1: Continued improvement of professional practice that requires
critical inquiry, professional development, and reflective practice
While developing the action plan for this research project, I attended several
district training sessions that focused on how to deliver effective professional
development to teachers. This helped me determine the best course of action
to take with participants, as well as learning some techniques to use when
working on a coaching project. My reflections on the results of my action research
helped me understand what I can do differently next time in order to best meet
the needs of participants.
Responsibility #2: Designs instruction or human performance strategy to meet
the needs of learners
The basis of my action research came from identifying a problem (teachers
are not using their computers effectively), analyzing the results of a survey
given to teachers that asked them to self-assess their own technology use,
deciding on a course of action (one-on-one coaching project), and following
up my research through a pre and post assessment of an Evolution of Thought
and Practice continuum. In order to meet the needs of the learner, I worked
closely with each participant to determine the best strategies to teach advanced
PowerPoint techniques, and developed outcomes (student-created final products)
as a result of my coaching.
Responsibility #5: Manages complex projects and resources in support of learning
This project is part of
a larger building-wide professional development model that is being implemented
in our school. My role as Student Achievement Specialist
allows me to help teachers learn to integrate technology into instruction
in order to best meet the needs of students. By combining one-on-one coaching
with other types of professional development (after school study teams, mini-lessons
during staff meetings, and ‘just in time’ training as needs arise),
I am able to manage a building effort to help move our staff forward in their
use of technology.
Responsibility #6: Uses incisive and relevant assessment and evaluation techniques
I incorporated four different data collection techniques to assess the effectiveness
of my research. The purpose was to utilize various assessment strategies
in order to evaluate the effectiveness of my coaching project.