This action research plan aims to use learning communities to facilitate teacher professional growth and improve student achievement. The goal is for teachers to work collaboratively in learning communities to conduct action research on issues identified in student performance data. Key activities include aligning teacher leaders to form a learning community, analyzing student achievement data, discussing how learning communities can address issues, and creating grade-level learning communities to conduct research. Surveys will gather stakeholder input and newsletters will communicate findings to stakeholders. The plan expects this process will enhance teacher instruction and positively impact student academic performance.

1. Action Research Plan Lynda Kieler
Question:
How can I use learning communities effectively to facilitate the professional growth of
teachers through the use of action research on group identified issues that then impacts
student achievement in a positive manner?
_________ _________________________
School Vision:
All stakeholders will keep student achievement as the main focus so that our students
can compete in a global society.
___________________________________
Goal:
Improve teacher instruction and student academic performance through the utilization of
learning communities that focus on issues identified as critical from AEIS reports and
formative evaluations, conducting action research and enhancing our teaching skills,
techniques through that research.
Outcomes Activities Resources/Rese Responsibi Time Benchmarks/Asses Revisions
arch Tools lity to Line sment to PIP
Needed Address based on
Activities monitori
ng and
assessme
nts
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leaders to form a n to SBDM computer/ 2010
learning team on the Article: "What Is a
community creation of Professional
a learning Learning
community Community by
to do action Richard DuFour
research on
how to best
facilitate
and use the
learning
community
to support
action
research in
each grade
level /area
With rules set Set up rules Chart Paper/ L Kieler Aug Rules set/ goal in none
begin discussion and article/ Pen/ 2010 agreement for need
on article meeting highlighters/8 to learn effective
times, give Steps From learning community
book to Analysis To skills, collaboration
begin Action by Harris, and interaction.
reading. et. al.
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sections to
members
and ask
them to be
prepared to
present
their

2. section next
meeting(Jig
saw
learning)
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steps in Action ns begin on Analysis To other SBDM 2010 learns steps of action may take
Research each of Action by Harris, members research longer/
eight steps et. al. may need
with Power- more
discussion points/book/pen discussion
/ highlighters/ / readings
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data/action evaluate Chart Data, SBDM Oct and questioning on to go back
research/ learning AEIS Data/ Campus members 2010 the data/ adequate and
communities could STaR Chart Improvement discussion/ review
impact student Data/ Plan motivation to use data or
achievement Campus action research in book on
Improveme solving issues steps in
nt Plan action
research
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importance learning campus are ready to start keep
communitie improvement learning meeting
s could plan communities in their to discuss
address grades to do action concerns
items on research on issues and issues
Campus revealed in the data in the
Improveme we looked at grade
nt Plan level
learning
communit
ies to do
action
research
on ways
to solve
the
concerns
Learning Learning Power-point/ SBDM Oct- none none
communities are Communiti computer/ Members/ May
created to do es are Article: "What Is a grade level 2010-
action research created at Professional teachers 11
each grade Learning
level Community by
Richard DuFour
With rules set Set up rules Chart Paper/ SBDM Oct - Rules set/ goal in none
begin discussion and article/ Pen/ Members/ May agreement for need
on article meeting highlighters/8 grade level 2010- to learn effective
times, give Steps From teachers 11 learning community
book to Analysis To skills, collaboration
begin Action by Harris, and interaction.
reading. et. al.
Assign
sections to
members
and ask
them to be
prepared to

3. present
their
section next
meeting(Jig
saw
learning)
To learn effective Presentatio 8 Steps From SBDM SBDM Group effectively Process
steps in Action ns begin on Analysis To Members/ Membe learns steps of action may take
Research each of Action by Harris, grade level rs/ research longer/
eight steps et. al. teachers grade may need
with Power- level more
discussion points/book/pen teacher discussion
/ highlighters/ s / readings
Members see how Look at and AEIS Data, STaR SBDM Oct Effective analysis May need
data/action evaluate Chart Data, members/ 2010- and questioning on to go back
research/ learning AEIS Data/ Campus grade level May the data/ adequate and
communities could STaR Chart Improvement teachers 2011 discussion/ review
impact student Data/ Plan motivation to use data or
achievement Campus action research in book on
Improveme solving issues steps in
nt Plan action
research
Collaboration Blogs are Computers/Know SBDM Oct Participation and Revisions
between created for ledge of how to committee 2010- collaboration, will come
teachers/administ use at use blogs members, May reflections and Ideas as new
rators and other individual teachers, 2011 gained ideas
stake holders grade levels tech emerge or
and at support problems
campus noted
level and on
the web
Stakeholder active Surveys Computer All Oct- Survey results to Revision
participation in created Stakeholder May determine campus based on
improvement of through s/ Lynda 2010- needs results
student Survey Kieler 11
achievement Monkey to /SBDM
determine committee
topics
needed for
action
research

4. To create better Newsletters Blogs, Minutes SBDM Oct- Response to Ongoing
communication of published from meetings, committee/ May newsletters/ revisions
findings and to to keep computer, data, Lynda 2010- increased as
address four stakeholder charts Kieler/ 11 collaboration/newsl necessary.
critical tasks for s aware of Reporters etters themselves/
sharing inquiry learning from each local newspaper
community Learning recognition of
action community efforts/ increased
research student achievement
progress as evidenced through
formative
assessments