Final Reflection:

What I have discovered within this course, EDLD 5301, are tools that I can use in order to be a more effective learner and educator. First off, I was inspired after listening to the three school leaders, Dr. Johnny Briseno, Dr. Timothy Chargois, and Dr. Kirk Lewis give inspiring advice and insights into their own personal journeys into the effective practices of action research. I especially identified with Dr. Briseno's appeal about using qualitative information in addition (secondarily) to enhancing what we know about the child; in essence to “hone” in on how to serve, because numbers don't always tell the whole story. He confirmed what Nancy Dana illustrates about the passions that drive your journey: look around you and read all you can about what motivates you – look at what is needed surrounding your school.

  As we were encouraged to ask questions of ourselves about where our passions lie in regard to making effective improvements, it was presented to us that a systematic approach would be necessary in order for those changes to be effective and sustained. We explored possible areas of action inquiry within nine common areas of action research. Completing this activity allowed me to think through several areas, and with the help of my site supervisor (principal) and RTI team, we brainstormed several areas that we felt needed immediate attention. 
  Right away, I felt a big burden lifted. Because we too often clutter our minds with the many areas needing improvement, but with no formal approach, we cannot complete the task of creating positive changes. Together we chose the question, “How can the slow learner be helped (successful) within the RTI process?”

  After I identified the question I hoped to explore, I realized that I needed clear direction about how to begin the journey. In the first chapter of In Examining What We Do To Improve Our Schools, it was explained that

            Establishing the foundation is essential 
            for genuine improvement to occur and requires        
            having a shared vision, understanding the 
            need for inquiry, valuing improvement by 
            investing time and building interpersonal trust.

           (Harris, Edmonson, and Combs, 2010, p. 13)

  This text provided many tools for conducting action inquiries, and reflection along the way. I see great value in employing the techniques for gathering information to form consensuses in order to take the inquiry from its foundation to sustainment. The templates 7.1 and the CARE Model provide a systematic way to map out a plan of action. Strategies outlined to collect data, such as the Force Field Analysis, Delphi Method, and the Nominal Group Technique all appear to be valid methods of allowing all stake-holders to engage in ways to sustain improvement.

  To be honest, reading the “Travelogue” chapter in Nancy Dana's book, Leading with Passion and Knowledge felt somewhat laborious, but I know I will be rereading it later on as my inquiry begins to take shape.

  One area I hope to improve upon is in the area of discussion and reflection. Much has been written in the required reading within this course about the merits of sharing and reflecting, and as much as my brain knows this is a valid requirement, it takes deliberate effort for it to become practice. I am lucky to have my RTI team to share my concerns, questions, and responses with already, but know I should broaden that reflection to a larger community if I am to gather insights outside my context to consider. 

Fichman, Nancy Dana (2009). Leading with passion and knowledge:  The principal as action Researcher.  Thousand Oaks, CA: Corwin Press.

Harris, S., Edmonson, S., and Combs, J. (2010). Examining what we do to improve our schools: 8 steps to improve our schools.  Eye on Education Press.

Action Research Reflection

I am eager to begin the study of how to help the slow learner. I hope this inquiry will inform and equip my school to help this population of struggling learner. Within the RTI process, we can successfully (mostly) intervene appropriately for those students that have some learning "gaps," or for those students that struggle with staying on task, and usually are successfully in identifying those that have true learning disabilities. Where we are not as successful is in a "grey" area of identifying and helping the slow-learner. I hope this process empowers our teachers and interventionists to help these students earlier so that they can remain on grade level, making steady progress, and reaching set goals.

As we build a repertoire of research-based interventions and classroom strategies, I hope to apply what we learn to all students that we suspect to be slow-learners (as well as those that are identified) beyond our monitor group. Additionally, I hope to build the confidence and lesson the anxiety of our teachers in helping these students.

I feel this study will help our RTI team to add to our "tool-kit," the appropriate strategies for these students, as we are always seeking to find interventions that meet specific needs of each learner within the RTI process.