Teacher Survey

Teachers are still participating in a survey which will be used as qualitative data in this research project. The purpose of the survey is to determine teachers' familiarity, implementation rate, and success with Gifted and Talented strategies. The survey also provides teachers the opportunity to briefly describe what they believe are constraints preventing them from being able to help students realize the full potential of their gifts and talents.
Teachers may also voice their perceived training and support needs regarding G/T.
Demographic information is collected in this survey on a voluntary basis.

The anticipated outcome of the survey is that needs will surface in terms of training and support from the campus and the district.
When the survey closes, I will post it so the questions may be viewed but the survey cannot be taken.
The survey closes Thursday, February 3, 2011 at 6:00 PM.

Documents used for Research

For My Action Research, I am using the following documents as part of my lit review:
TEA State Plan for the Education of Gifted and Talented Students
HISD's Secondary Guidelines Chapter 13, Advanced Academics Gifted and Talented Standards http://cms7.houstonisd.org/GiftedTalented/Home/Forms%20&%20Documents/Forms%20&%20Reports/GTStandardsBoardApprovedMarch8200710.pdf

HISD's Scholars and Knowledge Framework
http://www.houstonisd.org/GiftedTalented/Home/Forms%20&%20Documents/Forms%20&%20Docs%20PRIVATE/Program%20Services/S&K_PDF.pdf

Renzulli Learning System Format
This Duke TIP web article is the most extensive public information:
http://www.dukegiftedletter.com/articles/vol7no3_tm.html

Rogers, Karen. Reforming Gifted Education. Great Potential Press, 2002.
http://www.amazon.com/Re-Forming-Gifted-Education-Parents-Teachers/dp/0910707464

G/T Teacher Toolkit II
http://www.texaspsp.org/toolkit2/Toolkit2.html

Action Research Plan

School Vision:The mission of Carnegie Vanguard High School is to provide a unique and challenging learning environment to prepare the diverse gifted & talented population of Houston Independent School District for leadership in a global society.

Goal:The goal of this action research project is to analyze the effectiveness Carnegie Vanguard High School’s delivery of Gifted and Talented instruction in accordance with TEA and HISD philosophical and practical expectations.

OUTCOMES
Determine if faculty has a deep understanding of the philosophies and expectations of TEA and HISD in reference to delivery of instruction for Gifted and Talented students. Conduct surveys with faculty.
Review state and district documentation related to instructional delivery methods regarding G/T secondary learners.

ACTIVITIES
Survey questions
Stakeholder input


RESOURCES/RESEARCH TOOLS NEEDED
Literature for review
TEA policy related to the education of Gifted and Talented learners
HISD’s Secondary Guidelines for G/T learners
HISD’s Scholars and Knowledge G/T framework
Time


RESPONSIBILITY TO ADDRESS ACTIVITIES
Researcher/Student
Mentor

TIMELINE
First Month:
Identify the elements and definition of Gifted and Talented program and its goals and purposes as according to the district, the state, and the campus. Conduct Literature Review


BENCHMARKS/ASSESSMENTS
Review of all qualitative data and revise and focus the research, leading to saturation of data, revision of resources and the desired outcome.


REVISIONS TO SIP/PIP BASED ON MONITORING AND ASSESSMENTS
Revised professional development goals based on teacher understanding of philosophies and expectations.


OUTCOMES
Determine the effectiveness of instructional delivery model based on surveys, professional development certificates and state and district documents.

ACTIVITIES- MONTH TWO
Examine TEA and HISD documents, professional development transcripts, Renzulli model, and literature and compare those documents to teacher survey responses.
Discuss findings with administrative committee Literature for Review


RESOURCES
Professional development transcripts for teachers
Renzulli Model
HISD’s G/T walkthrough form
TEA State Plan for the Gifted


PEOPLE RESPONSIBLE
Committee

TIMELINE
Second Month:
Review survey data and literature in a comparative manner to surface issues related to instructional delivery
And conduct committee meetings to review all data so far.
Continue Literature Review
Blog about project/ seek input from other leaders/aspiring leaders with the same issues.

BENCHMARKS/ASSESSMENTS
Review of all qualitative data and revise and focus the research, document committee conclusions and recommendations, revise and narrow towards hypothesis


REVISED SIP/PIP
Revised instructional goals based on data to this point

OUTCOMES
Proposed implications to improve G/T delivery of instruction

ACTIVITIES
Compose final paper, summarizing findings and articulating implications and possible solutions All data used in the research process.


PEOPLE RESPONSIBLE
Student
Mentor (for guidance and revision as needed)


TIMELINE
Third Month:
Finalize research and present findings.

REVISED SIP/PIP
Finalize the research process and present findings, implications, and recommendations Create an SIP goal that addresses the recommendations in the final research project.

Week Two Reflection

The emphasis in week two centered on types and topics of action research, as well as research methods.

Of particular note were interviews conducted with various members of upper level administration in different Texas school districts. Regardless of each individual's position and perspective within a district, each highlighted the importance of analyzing data as a reflective part of research. Both qualitative and quantitative analysis form the basis of educational inquiry and the most authentic reflective practices. While many schools continue to stay mired in older practices, operating from ideas rather than facts, more and more schools are looking at the reality of what data reveals about all aspects of the school.

In this week's reading, nine passion areas of educational research were outlined as a foundational template from which action research might be conducted. The analysis of data and honest, unflinching reflection of what that data communicates is present in all nine passion areas.

Week One- Using Blogs as an Educational Leader

Blogging proves useful for educational leaders, particularly in terms of reducing isolation and developing virtual networks for inquiry and support. Not only will administrators share their thoughts on issues and events at their own campuses, they will be able to see commonalities across campuses as they build relationships with other educational leaders who maintain blogs.
Additionally, administrators may work collaboratively in the inquiry process to develop possible solutions to issues they encounter and that may be systemic.

Week One- Action Research/Administrative Inquiry

If administrative inquiry is generally defined as the process by which an administrator reflects upon his or her practices in a methodical manner in order to positively change those practices to improve leadership of the school, the means by which the administrator should conduct those inquiries should illustrate considerable reflection on issues that arise on the campus as a direct or indirect result of the administrator's leadership.

The reflection process leads administrators to pose specific questions related to campus issues, which results in the gathering and analysis of both qualitative and quantitative data. Data used as a reflective tool can be a powerful mirror for school leaders, particularly if their inquiry involves surveys of stakeholders and professional literature reviews. Sharing the relevant findings with others and either refining current practices or developing new strategies to improve student learning are the most commonly sought results.

Action research is similar, though often conducted by teachers as well; this process examines and produces best classroom practices. But both action research and administrative inquiry provide a window into how professionals behave as they do in the school setting, allowing for professional growth and development.

Action research can be conducted in a myriad of ways to address almost any campus issue related to student achievement. However, the most effective action research is conducted on a continual basis, with constant reflection and improvement as the primary goals.
Some examples of action research on campuses may include improvement of statewide assessment scores, development of cultural proficiency or parental involvement, or the effects of various bell schedules on student learning.