ACTION RESEARCH - NJ EXCEL



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MODULE SYLLABUS

Leadership Area: Organizational, Instructional & Community Leadership, Strategic Management

Course: EDL 0013 Organizational Leadership for Educational Change and Improvement

Module I-4 Driving Educational Change and Improvement: Field-Based Action Research

(This module is required for NJ EXCEL Models #1, #2, and #3)

Reference: NJEXCEL Standards #1 & #2 (ISLLC Standards #1-#6; TSSA-I-VI)

Required Time: 100 hours

Format: Field-Based Action Research Project and Presentation; Mentoring, Online Support

MODULE DESCRIPTION

PURPOSE

All NJ EXCEL candidates are required to complete a field-based, job-embedded Action Research Project, which is conducted in the candidate’s district/school and focuses on using action research as a systematic process for improving schools, teaching, support services, and learning for all students. Projects must be explicitly linked to the candidate’s district/school goals and improvement plans and address an authentic problem(s) that presents an obstacle to improving schools, teaching, support services, and learning for all students.

Projects must also address professional growth targets in each of NJ EXCEL’s four (4) interrelated areas for leadership development and performance: Organizational Leadership; Instructional Leadership; Community Leadership; and Strategic Management.

Candidates must follow established guidelines for the action research process and the required format for their final action research report and presentation. All projects involve: a review of relevant research; data collection and analysis for needs assessments and evaluation; use of technologies to collect and present data (e.g. Excel, Inspiration, PowerPoint); systems thinking and strategic planning to improve schools, teaching, support services, and learning for all students; and a formative and summative evaluation design.

The Action Research Project MUST follow the required format and content (See Pages 7-8).

ACTION RESEARCH PLANNING and APPROVAL FORM (REQUIRED – PAGES 9-11)

The issues and problems addressed in the Action Research Project are determined by candidates in consultation with their E-Mentors and district/school personnel. All candidates are required to submit an Action Research Project Planning and Approval Form (see Pages 9-11) to their E-Mentors within specified timelines for review and approval BEFORE candidates may begin project development.

MENTORING SUPPORT

E-Mentors are responsible for: (1) guiding candidates through their Action Research Projects; (2) providing feedback through ongoing communication and regular reviews of project drafts; (3) facilitating peer reviews and feedback in Inquiry Group meetings and continuing online support from E-Mentors and peers; and (4) final assessment of Action Research Projects and presentations. NOTE: Timelines for readings, consultations with E-Mentors, and reviews of drafts by E-Mentors should be planned in advance to ensure project completion and the required level of candidate proficiency by the end of the program.

ACTION RESEARCH PRESENTATIONS and DISSEMINATION

Candidates make formal PowerPoint presentations of their Action Research Projects to their E-Mentors and Inquiry Groups at the end of the program. The Action Research Presentation is assessed using the Action Research Project Presentation Rubric. Candidates will also present their action research as part of their Leadership e-folio presentation to an External Portfolio Review (EPR) Panel at the end of the program. Candidates are also required to disseminate their action research to their cohort peers, and within the professional community and their schools/districts.

ASSESSMENT

E-Mentors complete an Action Research Project Assessment Report and Action Research Presentation Assessment Report using the NJ EXCEL Action Research Project and Presentation Rubrics.

NOTE: All documents related to the Action Research Project may be downloaded from

“Documents Section 5.”

|COURSE OBJECTIVE |

The objective of this course is to develop the knowledge, skills, personal dispositions, and emotional intelligence competencies required of organizational leaders who understand and effectively apply research-based leadership practices that develop and sustain districts/schools as productive learning organizations to support continuous educational improvement and high academic achievement for all students.

COURSE LEARNING OUTCOMES

Upon successful completion of this course, the candidate will be able to:

1. Demonstrate an understanding of policies, laws, and regulations enacted by local, state, and federal authorities that are required to effectively operate a district/school and educate all students within federal and state laws, and articulate a personal code of ethics as an educational leader responsible for protecting rights of all staff and students.

2. Demonstrate an understanding of districts/schools as complex political and social systems, principles of organizational culture and development, and effective applications of research-based strategies to drive district/school change and continuous improvement with a focus on enhancing learning for all students.

3. Demonstrate an understanding of systems thinking, systemic reform, and the role of broad-based communication, consensus-building, and strategic planning and management that focus on improving district/school effectiveness, instruction, and learning for all students.

4. Demonstrate an understanding of systematic disciplined inquiry into district/school leadership practice, action research, and the uses of data to drive decisions and planning for continuous district/school improvement through effective applications to authentic problems in multiple district and school settings.

5. Demonstrate an understanding of the role of current technologies as tools to facilitate district/school improvement strategies, enhance personal and staff productivity, model technology use for staff and students, and enhance instruction and learning for all students.

COURSE/MODULE PERFORMANCE INDICATORS

Upon successful completion of this course/module, each candidate will:

1. Demonstrate an understanding of the action research process and its potential to drive improvement of schools, teaching, support services, and learning for all students.

2. Demonstrate an understanding of the uses of data and technology in the action research process and improving schools, teaching, support services, and learning for all students.

3. Demonstrate an understanding of the role of professional literature, research, and resources within the action research and educational improvement process.

4. Effectively apply the action research process to an authentic problem(s) in a school setting and produce a data-driven action plan for improving schools, teaching, support services, and learning for all students.

5. Produce a final written Action Research Report in a scholarly, organized manner with multiple formats of data presentation using varied technology applications.

6. Conduct a PowerPoint presentation of findings, conclusions, and action plans to an audience of peers, faculty, and an External Portfolio Review Panel.

7. Prepare a plan for dissemination of his/her action research to his/her school/district and professional community.

ACTION RESEARCH MODULE SCHEDULE

NOTE: E-Mentors and candidates should use this Module Schedule to plan activities and timelines related to completion of the Action Research Project. Review this schedule and note the space for “DATES” in the left hand column for Inquiry Groups to plan meetings, discussion of the readings and the action research process, submission of drafts to E-Mentors, Action Research Presentations, and submission of final Action Research Project reports.

|Session |Topics of Study |Readings |Notes |

|Session |I. Introduction to Action Research: Overview | |Session I Overview in |

|I |A. School leaders as researchers |Sagor 1-11 |Cohort Seminar; |

| |Role of action research in school improvement process | |Continued in Inquiry |

| |Using collaborative action research to build a professional learning community |Resources (See Binder |Groups |

| |Elements of action research as systematic inquiry |Section 5) | |

| | | | |

| |II. Beginning the Process: Overview | | |

| |Expectations: Action research Assessment Rubric | | |

| |Selecting a focus | | |

| |Writing a problem statement |Sagor 12-27 | |

| |Clarifying theories: Examining the literature and research related to the problem | | |

| |Developing research questions | | |

| |Identifying appropriate resources | | |

| |Research methodology & ethical issues | | |

|DATE: |Research Models (Experimental Design, Case Study, Descriptive Research) | | |

| | | | |

|Session |III. Collecting, Analyzing, & Presenting Data: Overview | |Session II Overview in |

|II |Data collection and analysis | |Cohort Seminar; |

| |Types of data |Sagor 28-57 |Continued in Inquiry |

| |Creating instruments | |Groups & |

| |Probes | |Data/Technology |

| |Using technologies to support systematic inquiry and present data (Excel, | |Training |

| |Inspiration, PowerPoint) | | |

|DATE: | | |Refer to Modules I-2 & |

| |IV. Action Planning for School Improvement: Overview |Sagor 58-77 |I-3 |

| |Using data to improve schools, instruction, and learning |NAESP (Data) | |

| |Using technology to improve schools, instruction, and learning |1-70 | |

|Inquiry Group |V. Action Research Planning and Approval Form | |AR Planning and |

|Meeting |(Download from “Documents Section 5”) | |Approval Form requires |

| | | |E-Mentor approval |

|DATE: |VI. Progress Report (Q1 Status Review) | |before AR Project can |

| |Update on progress | |begin |

| |Identifying appropriate research model | | |

| |Planning for data collection & analysis | | |

| |Discussion of schedule to complete project | | |

|Inquiry Group |VII. Progress Report (Q2 Status Review) | | |

|Meeting |Update on progress | | |

| |Peer Critique | | |

|DATE: |Reviewing & organizing data | | |

| |Revisions as needed | | |

| |Begin action planning for school improvement (if ready) | | |

|Inquiry Group |VIII. Progress Report (Q3 Status Review) | | |

|Meeting |Update on progress | | |

| |Peer Critique | | |

|DATE: |Begin action planning for school improvement (if ready) | | |

| |Revisions as needed | | |

| | | | |

| |(Drafting the Final Report) | | |

| | | | |

| | | | |

|Inquiry Group |IX. Progress Report (Q4 Status Review) Model 3 Only | | |

|Meeting |Update on progress | | |

|(Model 3 Only) |Review of final report draft | | |

| |Peer Critiques | | |

|DATE: |Revisions as needed | | |

| | | | |

|Inquiry Group |X. Finalizing & Submitting the Final Report | |AR Project assessed by |

|Meeting | | |E-Mentor |

| | | | |

|DATE: | | | |

| | | | |

|Inquiry Group |XI. Action Research Presentation | |AR Presentation at |

|Meeting |A. PowerPoint presentation to E-Mentor and Inquiry Group | |final IG meeting |

| | | | |

|DATE: | | | |

| | | | |

ACTION RESEARCH PLANNING AND APPROVAL

The issues and problems addressed in the Action Research Project are determined by the candidates in consultation with their E-Mentors and district/school personnel. All candidates are required to submit an Action Research Project Planning and Approval Form to their E-Mentors within specified timelines for review and approval before candidates may begin project development. The Action Research Project Planning and Approval Form may be downloaded from Documents Section 5.

Candidates are also encouraged to consider the following key questions as they plan their action research and other projects:

1. Is the project manageable?

• Is there enough time to complete the project?

• Are necessary resources available?

• What is the appropriate scope for work? Can a sampling of students, staff, etc. provide sufficient data?

• Who are the appropriate staff that need to be involved, and how will they be notified?

• What approvals may be needed to conduct the project (superintendent, BOE, other)?

2. Does the project focus on an area that will be supported by those who will be involved and affected by its solution?

• Do they support the need for the project?

• Will they have sufficient interest in the project to participate?

• Is it necessary to check with them about their interest in participating before committing to the program?

3. Does the project have the potential to make a contribution to the district/school by improving an identified problem area(s)?

• Is the project significant to the district/school?

• Are their other problems that might be created by the project’s findings and proposed solutions?

• Are there any political and/or ethical concerns about the possible solutions to the identified problems?

ACTION RESEARCH ASSESSMENT

Action Research Projects and Action Research Presentations are to be completed within specified timelines and prior to the end of the program in order for candidates to meet program completion requirements for State certification.

E-Mentors assess projects for candidates assigned to their Inquiry Groups. In some instances, other E-Mentors or instructors may assess projects if the topic is within their area of expertise or for other good reason determined by the NJ EXCEL Program Director or designee. In all instances, projects and presentations are assessed using the Action Research Project Rubric and the Action Research Presentation Rubric. E-Mentors will complete an Action Research Project Assessment Report and an Action Research Presentation Assessment Report. These rubrics and assessment reports may be downloaded from Documents Section 5.

CANDIDATE ASSESSMENT OF LEARNING OUTCOMES

All candidate assessments are performance-based and aligned with the NJ EXCEL Candidate Performance Standards, Assessment Criteria and Rubrics. Multiple methods are used by faculty to assess learning outcomes in a multi-level candidate assessment system that includes evidence collected both formally and informally, including but not limited to: observations; work samples; reflections; demonstrations; essays; problem-solving activities; peer reviews; presentations; action research projects; school-based projects; planning documents; field-based assessments; analyses of case studies, documents reviews; internal and external portfolio reviews; and standardized State test results.

Informal Candidate Assessment is ongoing and includes:

• Faculty observation of, and interactions with, candidates related to module activities;

• Ongoing communications and interactions between mentors and other faculty with candidates related to their projects, portfolio artifacts, and other activities;

• Candidates’ commentaries in electronic communications using the NJ EXCEL Online Learning Community.

Formal Candidate Assessment is ongoing and includes:

• NJ EXCEL Candidate Performance Standards, Assessment Criteria and Rubrics: focused on candidates’ demonstration of personal dispositions and emotional intelligence competencies, and their ability to apply their knowledge and skills to effective leadership practice (Written assessment checklist by multiple mentors using rubrics)

• Technology Project: for candidates with Intermediate/advanced technology proficiency who do not require basic technology skills training (Written assessment by NJ EXCEL Technology Coordinator)

• Job-Embedded Project: focused on addressing needs of diverse students, families and communities (Written assessment report by E-Mentor using rubric).

• Action Research Project: focused on organizational change and improvement to enhance learning for all students (Written assessment report by E-Mentor using rubric).

• Action Research Presentation: candidates prepare a PowerPoint of their action research for presentation to their Inquiry Group peers and E-Mentor at the end of the program (Written assessment report by E-Mentor; peers provide feedback only).

• School-Based Internship Assessment: focuses on I-Mentors’ observations of, and interactions with, candidates during the Internship. (Written assessment report by I-Mentor).

• School-Based Internship Project: focused on a specific professional growth target(s) at the Internship site (Written assessment report by Internship Mentor using rubric).

• Supervisory Internship Assessment (30 hours--Model #3 Only): focuses on Supervisory Mentors’ (S-Mentors) observations of, and interactions with, candidates during their Supervisory Internship (Written assessment report by S-Mentor).

• Supervisory Project Assessment (60 hours—Models #2 and #3 Only): focuses on Supervisory Mentors’ (S-Mentors) observations of, and interactions with, candidates during the planning and development of their Supervisory Project, and assessment of the project using rubrics (Written assessment report by S-Mentor).

• Candidate Summative Assessment Conference: E-Mentor conducts individual conference with each candidate following the last Inquiry Group meeting to review program completion status, project assessments, draft of E-mentor Summative Assessment Report, and Leadership e-folio to approve for External Portfolio Review presentation. (Draft assessment report and EPR approval)

• E-Mentor Summative Assessment Report: focuses on E-Mentors’ assessment of candidates’ overall performance related to Inquiry Group activities, projects, and module activities as measured by performance standards (Written assessment report by E-Mentor).

• Field-Based Observation Assessment: focuses on shadowing and observation of the candidates “in action” in a job-embedded activity(ies) on-site in the candidate’s district/school (Written assessment report by Field Supervisor).

• Leadership Portfolio: Regular conferences and quarterly working portfolio reviews between E-Mentors and candidates to assess progress throughout the program.

• External Portfolio Review: At the end of the program, each candidate develops his/her working portfolio as a presentation “Leadership e-folio” (electronic portfolio) for an External Portfolio Review (EPR) where the e-folio is assessed by a panel of principals and faculty using the “Leadership e-folio Presentation Rubric”, which is based on the seven NJ EXCEL School Leader Standards.

• Candidates’ Pre/Post Self-Assessments: provide data related to candidates’ perceptions of their professional growth from the beginning to the end of the program, as measured by the seven NJ EXCEL School Leader Standards.

• School Leader Licensure Assessment (SLLA): State-required test for principal certification (Passing score required for program completion).

Formative assessment of module activities and informal observations of faculty focus on providing continual feedback to the candidates to inform and guide their professional growth planning. The E-Mentor has primary responsibility for comprehensive assessment (formative and summative) with input from other faculty, as appropriate. The following assessments weigh most heavily (total 75%) in the Summative Assessment of the candidate’s professional growth and demonstration of his/her knowledge and understanding, skills, personal dispositions and emotional intelligence competencies, and his/her ability to effectively apply them to school leadership practice:

• A “Proficient” rating for each of the required projects (Action Research, Job-Embedded, School-Based Internship, Supervisory);

• A “Proficient” rating for presentation of the Action Research Project;

• School-Based Internship Assessment;

• Supervisory Internship Assessment (Model 3 only);

• Field-Based Observation Assessment;

• E-Mentor Summative Assessment;

• Evidence presented by the candidate in his/her Leadership e-folio and assessed by an External Review Panel.

REQUIRED READING

NAESP and Educational Research Service. Essentials for Principals: Data-Based Decision-Making. Alexandria, VA: NAESP

Sagor, Richard. (1992). How to Conduct Collaborative Action Research. Alexandria, VA: ASCD. (ISBN 0-87120-201-8)

RECOMMENDED READING

Berliner, David and V. Casanova (1993). Putting Research to Work In Your School. Jefferson City, MO: Scholastic, Inc.

(ISBN 0-590-46551-1)

Burnaford, Gail, et. al. (2001). Doing Research: The Power of Action Through Inquiry. Mahwah, NJ: Erlbaum Associates.

(ISBN 0-8058-3589-X)

Sagor, Richard (2000). Guiding School Improvement with Action Research. Alexandria, VA: ASCD. (ISBN 0-87120-375-8)

Schmuck, Richard (2000). Practical Action Research: A Collection of Articles. Arlington Heights, IL: Skylight Professional Development. (ISBN 1-57517-267-4)

RECOMMENDED RESOURCES

Videotapes

Caro-Bruce, Cathy. (2002). Action Research (Set of 2). Video Journal.

Action Research to Impact Practice

Doing Action Research

For additional resources, please refer to NJ EXCEL’s Online Learning Community

( “Documents Sections 3 and 5”)

[pic] ACTION RESEARCH REPORT FORMAT

Cover Page

Project Title

Action Research Project

Submitted in Partial Fulfillment of Requirements for the NJ EXCEL Program Model # __

Foundation for Educational Administration

Candidate Name

Cohort and Model

E-Mentor: (Name)

Submitted: (Date)

Acknowledgement Page (Optional)

Executive Summary (Maximum 1 page)

(Succinctly summarizes the context for the problem, problem statement, research questions, findings, conclusions, and recommended actions)

Table of Contents

Introduction (Maximum 3 pages)

• Project Context (Brief description of district/school demographics, relevant background information, and other significant information that may be relevant to the problem, e.g. structures, politics, lack of resources, etc.)

• Problem Statement (Focused statement of the problem to be investigated, which must focus on improving schools, programs, instruction, and learning for Models #1, #2, #3, or focus on improving areas related to district leadership and student achievement for Model #4)

• Research Questions (Several questions that will guide the investigation into the identified problem and related issues)

• Definition of Key Terms (If necessary, define key terms that may not generally be known to readers)

• About the Researcher (Brief background of researcher and connection to project)

Research Base

(Synthesis of relevant research related to identified problems, research questions, and possible solutions; number of citations should be sufficient to demonstrate support for your discussion of the identified problem, conclusions and recommendations, and actions; standard APA or MLA format should be used for quotations, citations, and references)

Methodology (Maximum 2 pages)

(Brief description of methods you used to collect and analyze data to answer research questions)

Findings, Conclusions, and Recommendations

(Summary of data analysis, findings, conclusions, and recommendations; charts, graphs, etc. should be used with brief narrative explanations to present, explain and compare data to support findings and conclusions. Provide a rationale for recommendations.)

Application to School Leadership Practice

(Indicate how your research addressed your professional growth as measured by the standards for the four Leadership Areas: Organizational, Instructional, and Community Leadership, and Strategic Management)

• Applications (Describe what you learned from your project, and how you will apply your research to improve school leadership practice, the school, program, teaching, and student learning.)

• Dissemination (Briefly describe how you may disseminate your research within your district and beyond; identify target audiences; possible publication in journals, conferences, etc.)

• Implications and Recommendations for Future Study (Describe how your project may be a starting point for future investigation of the same problem or other related problems.)

• Action Plan (Develop an Action Plan to guide implementation of your project, and include it at the end of this section. The Action Plan should include vision and mission statement, goals, objectives, strategies, activities, timelines, position of persons responsible, resources needed/allocated, and formative and summative evaluation methods for monitoring progress benchmarks and evaluating outcomes and improvement.)

References

(List all references/sources of information used in your synthesis of research in APA or MLA format; any source cited as a reference should be discussed somewhere in the text; any idea or quotation that belongs to someone else cited in the text must be listed in this section.)

Appendices

(Copies of data collection instruments, charts, relevant documents, etc. should be included in this section)

ADDITIONAL FINAL REPORT SPECIFICATIONS:

• 11-12 point type, double spacing, and 1” margins are acceptable.

• Technology applications are expected to be used as much as possible to present contents of the report, make comparisons, and show explicit connections between elements of the research project, i.e. problem, findings, conclusions, and recommendations. Charts, tables, Excel spreadsheets, Inspiration graphics, etc. should be used whenever possible.

• There is no required minimum/maximum length for the final report.

PROJECT ASSESSMENT

• E-Mentors will use the attached NJ EXCEL Action Research Rubric and Instructions to assess the final report for the project.

• A Final Assessment Rating that is less than “Proficient” is not acceptable, and candidates will be expected to improve their project’s final report until it meets the expectations for a “Proficient” rating. The requirement for completion of the Action Research Project will be met ONLY when a “Proficient” rating is achieved.

PROJECT REVIEWS

• Candidates are expected to routinely share drafts of their action research projects with their E-Mentors as they are developed for continual guidance and feedback. Expectations for the final report are detailed in the Action Research Rubric (see attached), which will be used by E-Mentors to guide reviews of drafts and assessment of the final report.

• Peer reviews in Inquiry Groups using the Action Research Rubric are encouraged to provide additional feedback to candidates as their research evolves. Candidates are also encouraged to have colleagues in their schools/districts review their projects for feedback and suggestions.

PROJECT PRESENTATION

• Project presentations may be made before project reports are completed for submission and are in final stages of preparation.

• Candidates are required to present their Action Research Project to peers and faculty at the end of the program.

• Projects are required to be presented using PowerPoint.

• Presentations will be 10-15 minutes in length with a maximum of 15 minutes provided for questions and answers/discussion.

• Candidates will provide copies of their Executive Summary and other relevant handouts for the audience.

• Presentations will be assessed by E-Mentors/faculty using NJ EXCEL’s Project Presentation Rubric.

• Peers will also assess presentations using NJ EXCEL’s Project Presentation Rubric. Peer reviews will provide feedback directly to presenters and will not be used in the final assessment of the presentation by the faculty.

FINAL PROJECT REPORT SUBMISSION

• An original and one (1) copy of the Final Action Research Project Report will be submitted to the E-Mentor. One copy will be returned to the candidate and one will remain on file for NJ EXCEL records. Final Reports will not be disseminated without authorization of the candidate.

TIMELINES FOR PROJECT COMPLETION

It must be noted that candidates who have not completed all projects and other requirements will not have successfully completed the NJ EXCEL Program. In such cases, an “Incomplete” will be given and remain on the record until all program requirements are met. The following timelines are suggested to guide completion of all required projects by the end of the program. Flexibility in the timelines is allowable by mutual agreement of the candidate and his/her E-Mentor/I-Mentor/S-Mentor.

|REQUIREMENT |SUGGESTED TIMELINES |SUGGESTED TIMELINES |

| |JANUARY COHORTS (Model 1/2) |JULY COHORTS (Model 1/2) |

| |JULY COHORTS (Model 3) |JANUARY COHORTS (Model 3) |

|Supervisory Internship Project (Model 2 & 3) |Determined by S-Mentor and Candidate |Determined by S-Mentor and Candidate |

|Job-Embedded Project Final Report |November |May |

|School-Based Internship Project |November |May |

|Action Research Project Final Draft to E-Mentor |November |April |

|Action Research Project Final Report |December |May |

|Action Research Presentation |December |May |

ACTION RESEARCH PROJECT PLANNING and APPROVAL FORM

(MODELS #1, #2 AND #3)

|NAME: |COHORT & MODEL: |

|E-MENTOR: |DATE OF PROPOSAL: |

|DISTRICT(S) IN WHICH PROJECT IS BEING CONDUCTED: |

| |

|SCHOOL(S) IN WHICH PROJECT IS BEING CONDUCTED: |

| |

|APPROVAL RECEIVED FROM DISTRICT/SCHOOL (YES/NO or N/A): |

PROJECTED TIMELINES for PROJECT REVIEWS and PRESENTATION

|Q1 (DRAFT): |Q2 (DRAFT): |Q3 (DRAFT): |

|Q4 (DRAFT): |FINAL REPORT: |PRESENTATION: |

| | | |

I. EXPECTATIONS

(Briefly describe your expectations for the Action Research Project and mentoring experience related to your personal, professional, and leadership development resulting from the mentoring experience, field-based activities, and opportunities to explore and apply effective school leadership practices?)

II. PROFESSIONAL GROWTH TARGETS

(Based on your Pre/Self-Assessments, what specific professional growth targets will you focus on in your Job-Embedded Project to develop your personal dispositions and emotional intelligence, and the knowledge and skills required for effective school leadership practice in each of the four School Leader Standards areas?)

II. PROFESSIONAL GROWTH TARGETS

Personal Dispositions and Emotional Intelligence Competencies

School Leadership Area I -- Organizational Leadership (Reference Standards #1 and #2)

School Leadership Area II -- Instructional Leadership (Reference Standard #3)

School Leadership Area III -- Community Leadership (Reference Standards #4 and #5)

School Leadership Area IV -- Strategic Management (Reference Standards #6 and #7)

Instructions

Please provide no more than 1-2 brief paragraphs in response to each of the following sections.

It is recommended that you refer to the Action Research resources provided in Documents Section 4 ().

|I. Proposed Title of Action Research Project: |

| |

|II. Provide a general description of your proposed Action Research Project and how it will systemically address improvement of the district/school, |

|programs, teaching, and learning for all students: |

| |

|III. Describe how your Action Research Project will demonstrate your ability to APPLY your personal dispositions and emotional intelligence competencies, and|

|your leadership knowledge and skills in EACH of the four NJ EXCEL Leadership Areas (Visionary, Instructional, and Community Leadership, and Strategic |

|Management): |

| |

|IV. Describe the context in which you will conduct your project (summary of district/school/community profile, relevant demographics, SES, etc.): |

| |

|V. Describe the problem/situation that you plan to address in your action research: |

| |

|VI. List your proposed research questions, which will guide your investigation (NOTE: 3-5 questions are recommended): |

| |

|VII. Describe the methods you plan to use for collection and analysis of data: |

| |

|VIII. Describe your plan for monitoring and evaluating your action plan: |

| |

|IX. What are your projected timelines for data collection and analysis? How do these timelines impact your projected timeline for completion of your Action |

|Research Project? |

| |

|X. Describe how you plan to report your data and research findings (text, charts, graphs, etc.) |

| |

|XI. Describe how you plan to disseminate your action research within the professional community: |

| |

|XII. What are your projected completion timelines for project development, implementation, evaluation, presentation, and dissemination (list approximate |

|completion dates for each phase)? NOTE: Timing for some projects does not provide the opportunity for full project implementation and evaluation. In such |

|cases, a small scale pilot may be included if possible. In all cases, the action plan should include every facet of implementation and evaluation that would |

|be necessary to ensure successful project implementation. |

| |

| |

|XIII. What makes your proposed project significant to your district/school? |

| |

|XIV. Other relevant information: |

| |

Instructions

Briefly describe how your Action Research Project is linked to the following areas.

If a section is not applicable to your Action Research Project, indicate N/A.

|A. District strategic plan and educational goals to improve student achievement: |

| |

|B. School improvement plans and goals to improve student achievement: |

| |

|C. Research-based strategies related to improving districts, schools, curriculum, instruction, assessment, and improving learning for all students: |

| |

|D. Improvement of curriculum, instruction, and assessment: |

| |

|E. Improvement of learning for all students in the targeted student population(s): |

| |

|F. Standards-based instruction and assessment, specifically related to the NJ Core Curriculum Content Standards (and national standards, if applicable): |

| |

|G. Professional development and support for instructional staff: |

| |

|H. Supervision and evaluation of instructional staff (and non-instructional staff, if applicable): |

| |

|I. Diverse learning needs of students: |

| |

|J. Use of current technologies to enhance teaching and learning: |

| |

|K. Use of current technologies to enhance staff productivity, district/school management and operational efficiency, financial management: |

| |

|L. Creating a safe and orderly school environment that is conducive to learning for all students: |

| |

|M. Use of available educational, community, and technology resources: |

| |

|Other Relevant Comments: |

Review, Assessment, Approval to begin Action Research Project:

[ ] Rating = 3 Project Plan Approved; Plan completed with all questions answered and indicates a thoughtful process and planning to meet all project requirements and standards

[ ] Rating = 2 Project Plan Not Approved; Plan completed with all questions answered but it does not indicate sufficient thought and planning to meet all project requirements and standards

[ ] Rating = 1 Project Plan Not Approved; Plan not completed; all questions not answered; indicates little effort, thought and planning to meet all project requirements and standards

[ ] Rating = 0 Project Plan Not Submitted

E-Mentor Signature: ____________________________________ Date: _______________________________

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