PART III: SUMMARY & REFLECTION
As I complete this Action Research, I was reflecting on the entire process starting from my search for a learning partner. I am now thinking back that perhaps it should have been the Cycle One. That was after all the whole point for about 4 months. As apparent volunteer, my journey was unique in this way. My experience and reflection:
The search for a learning partner. Establishing the relationship and building trust.
As a parent volunteer, I had to navigate my way into getting the support and permissions to do my action research. What campus would most benefit from my efforts? What campus was most open to new ideas? What relationships could I leverage? Which campus would provide the least amount of resistance? In the midst of all of these, which organization did I really belong to within the school district? These were my initial questions and challenges.
Over a period of four months, contact with key district personnel (including the PTA Council President, the district Teacher on Special Assignment for 21st Century Teaching and Learning, district superintendent, two school principals and the High School PTSA, and teacher friends) was undertaken. Conversations about possible areas of exploration and intervention were explored. This was done via email, face to face meetings, and phone conversations.
My conversation with one elementary school principal was so hopeful, reflective of the relationship she and I had as we worked together while volunteering as VP of Communications at Grand View Elementary. Having just started schooling at Pepperdine, I found myself recounting some of my learnings were landing on an eager and open mind.I thought surely that this campus would be wonderful to work to have an administrator like her to have your back. The superintendent granted me a request to be on the District Technology Committee for the incoming school year was made. Fortunately, this was granted on the assumption that there would be such a committee. PTA Council president granted me a seat at the council with no particular title. The district Teacher on Special Assignment (TOSA) for 21st Century Teaching and Learning told me about an upcoming Professional Development Day for teachers, sharing their planned sessions and logistics. The HS PTSA President relayed her concerns about the BYOD program at the high school. In the end, it was the enthusiastic positive response of a teacher friend in the Middle School that made the decision for me. I was going to work and do my Action Research in the middle school.
So it was that our school district was open for me to select a field of action from many choices. I had worked with many key individuals over the years, and was very hopeful. I volunteered in Tanya’s class for about 4 years at Grand View Elementary School. I had high confidence we could work together easily.
So what have I learned?
In this Action Research, I have learned about the importance of establishing robust working relationships with key stakeholders in my school district. Healthy relationships are like the oil to an engine of change, no matter how small the change is. The working relationship established with the Tech. Integration Specialist gave me insight into what set of actions to pursue and which one not to. He was integral to my work with Tanya. One relationship I should have nurtured was the with the school principal. If that relationship was robust, perhaps the request for more time to plan may have been granted.
As I began my research, I had visions of establishing an online community of practice with the middle school so teachers may have other avenues to collaborate. I was imaging having teachers share at their weekly staff meetings their recent experience in teaching and learning with iPads, be it positive or negative. I was imagining holding a Twitter workshop, introducing them to the tool and to fellow educators to follow. I was imagining a renaissance in teaching and learning! I have learned to have the grace to accept that big change come sin small steps. The small step came in the way the tables were arranged one morning as I walked into Tanya’s class: the tables were in small group configurations, no longer in rows!
In the end, my biggest learning is this: Learning is directly related to a healthy and trusting relationship with your teacher. The healthier that relationship, the more learning.
As I complete this Action Research, I was reflecting on the entire process starting from my search for a learning partner. I am now thinking back that perhaps it should have been the Cycle One. That was after all the whole point for about 4 months. As apparent volunteer, my journey was unique in this way. My experience and reflection:
The search for a learning partner. Establishing the relationship and building trust.
As a parent volunteer, I had to navigate my way into getting the support and permissions to do my action research. What campus would most benefit from my efforts? What campus was most open to new ideas? What relationships could I leverage? Which campus would provide the least amount of resistance? In the midst of all of these, which organization did I really belong to within the school district? These were my initial questions and challenges.
Over a period of four months, contact with key district personnel (including the PTA Council President, the district Teacher on Special Assignment for 21st Century Teaching and Learning, district superintendent, two school principals and the High School PTSA, and teacher friends) was undertaken. Conversations about possible areas of exploration and intervention were explored. This was done via email, face to face meetings, and phone conversations.
My conversation with one elementary school principal was so hopeful, reflective of the relationship she and I had as we worked together while volunteering as VP of Communications at Grand View Elementary. Having just started schooling at Pepperdine, I found myself recounting some of my learnings were landing on an eager and open mind.I thought surely that this campus would be wonderful to work to have an administrator like her to have your back. The superintendent granted me a request to be on the District Technology Committee for the incoming school year was made. Fortunately, this was granted on the assumption that there would be such a committee. PTA Council president granted me a seat at the council with no particular title. The district Teacher on Special Assignment (TOSA) for 21st Century Teaching and Learning told me about an upcoming Professional Development Day for teachers, sharing their planned sessions and logistics. The HS PTSA President relayed her concerns about the BYOD program at the high school. In the end, it was the enthusiastic positive response of a teacher friend in the Middle School that made the decision for me. I was going to work and do my Action Research in the middle school.
So it was that our school district was open for me to select a field of action from many choices. I had worked with many key individuals over the years, and was very hopeful. I volunteered in Tanya’s class for about 4 years at Grand View Elementary School. I had high confidence we could work together easily.
So what have I learned?
In this Action Research, I have learned about the importance of establishing robust working relationships with key stakeholders in my school district. Healthy relationships are like the oil to an engine of change, no matter how small the change is. The working relationship established with the Tech. Integration Specialist gave me insight into what set of actions to pursue and which one not to. He was integral to my work with Tanya. One relationship I should have nurtured was the with the school principal. If that relationship was robust, perhaps the request for more time to plan may have been granted.
As I began my research, I had visions of establishing an online community of practice with the middle school so teachers may have other avenues to collaborate. I was imaging having teachers share at their weekly staff meetings their recent experience in teaching and learning with iPads, be it positive or negative. I was imagining holding a Twitter workshop, introducing them to the tool and to fellow educators to follow. I was imagining a renaissance in teaching and learning! I have learned to have the grace to accept that big change come sin small steps. The small step came in the way the tables were arranged one morning as I walked into Tanya’s class: the tables were in small group configurations, no longer in rows!
In the end, my biggest learning is this: Learning is directly related to a healthy and trusting relationship with your teacher. The healthier that relationship, the more learning.