Action Research Process Overview

Completing the Process Overview using Harris' 8 step evaluation of the project did help me to consider some questions that I had not considered.  Here's the draft of the plan:

Action Research Project

Process Overview

Establishing a process to create digital portfolios

• SETTING THE FOUNDATION - Student assessment and evaluation of growth is important to teachers and to the students. Teachers can review student work, past and present to determine growth and acquisition of essential knowledge and skills. As students move from campus to campus and grade to grade a digital portfolio allows for viewing and assessing by all. The use of digital portfolios is not new and with open communication and adequate training the staff it is anticipated that the staff will welcome this opportunity to support student learning.


• ANALYZING DATA - As the process begins it is important to gather data on the knowledge and readiness of the staff and students to actively participate in the use of digital portfolios. Survey tools will used to assess the skills and knowledge of both the staff and the students. Questions will be developed, presented and analyzed to assess what is known and what needs to taught. Additional data will collected through the use of staff meeting presentations with focused feedback. Additional data and support will gathered from literature reviews.


• DEVELOPING DEEPER UNDERSTANDING – Initial interviews with the Instructional Technologist revealed additional steps to my action research. We agreed that the infrastructure needed to be determined before preceding the teacher and student assessment of readiness. The issue of assessing the portfolios was also discussed and we determined that the initial research project should be focused on the process of developing the portfolio with a follow-up project be initiated to develop a rubric for assessment. At this time there is no process so we determined that this should be the focus.


• ENGAGE IN SELF-REFLECTION – Additional questions will become apparent as the research begins and progresses. Such as:

a. How and when will the process be presented to the teachers?

b. What kinds of questions will need to be developed to assess the readiness of the staff and students?

c. What is the best way to utilize the resource tool provided to the district?

d. Who will maintain the data over time?

e. How with the data be used?

f. How can we facilitate district use of the process at a future date?


• EXPLORING PROGRAMMATIC PATTERNS – There will be issues that are determined that will need to be defined and refined as the project moves forward. Several issues will need addressing:

a. Training for teachers after the assessment for readiness. This will include how to use the process to build the portfolios, how to use it for assessment and how to instruct students on how and what to include in their portfolio.

b. Time is always an issue for both the students and the teachers. The process and end result will need to become valuable for all in order to make it worth doing. I will use a favored statement to communicate the message, “If it’s worth creating, it’s worth saving.”

• DETERMINING DIRECTION – A clear path of direction will result in the success of this project. It will be important for me to make sure I have addressed all the possible questions that will arise before the launch of the portfolio development. I am working closely with the Instructional technologist and the building administration to get the needed assistance for technical and administrative support. This support will be essential in order for the staff to understand and appreciate the importance of adding this valuable tool to our assessment resources. The assessment for readiness survey will determine what kind and how much training will be needed for both staff and students.


• TAKING ACTION FOR SCHOOL IMPROVEMENT – My research plan has already been revised to address several important questions that I did not initially anticipate. I have already developed and open an on-going communication with the Campus Instruction Technologist and with the building administrator. Informal conversations with staff have indicated that there is interest in a process for the development of portfolios that could be used for assessment and a representation of the growth a student is making.


• SUSTAIN IMPROVEMENT – Portfolios are an important tool for educational professionals as well as students. My initial project is focused on the process for students but I will propose to the staff that portfolio development is also important and vital for us as educational professionals. Professional portfolios can represent the work we do every day to teach and excite children. It can be tool for sharing what we learn as part of our professional development. I think one of the most important results will be taking active role in presenting our commitment to being life-long learners.