Behaviors that enable student thinking
- 1. Behaviors that Enable Student Thinking Action Research Plan Objective: Teachers will effectively implement behaviors that enable student thinking. Goals: 1) Increase overall student achievement on TAKS assessments 2) Increase student mastery on TAKS reading objective 4 and TAKS math objective 6 3) Increase classroom opportunities for student to develop their thinking and problem-solving skills 4) Increase teacher effectiveness Action Step(s) Person Timeline: Needed Responsible Start/End Resources Evaluation Analyze 2010 end J.Collins August 2-6, 2010 2010 TAKS data This data will be of year data (Master utilized to Teacher) establish need and support inclusion in 2010-2011 Campus Improvement Plan Prepare J.Collins August 9-13. Developing Review prepared professional 2010 Minds: A presentation with development Resource for principal for sessions for Teaching approval. behaviors that Thinking (Costa) enable student Concept-Based thinking Curriculum and Instruction for the Thinking Classroom (Erickson) Professional J.Collins August 18, 2010 Handouts for Teachers will development teachers complete session: PowerPoint evaluation to Introduction of assess behaviors that effectiveness of enable student professional thinking development session Teachers will Classroom 2010-2011 New learning TAP Leadership implement teachers and school year Support from team will conduct behaviors that TAP leadership Master and walk-through enable student team Mentor teachers observations and thinking formal evaluations to
- 2. monitor teacher implementation Continue to model J.Collins Beginning August Weekly Cluster Principal and and label behaviors 26, 2010 and meeting record other master that enable student continuing weekly teacher will thinking by throughout the evaluate weekly integrating into school year sessions to weekly professional ensure that development behaviors are sessions being modeled effectively. Provide follow-up Master and Beginning August Classroom During weekly and instructional Mentor 26, 2010 and support calendar professional support for new Teachers continuing weekly development learning through throughout the sessions master modeling, co- school year teachers will teaching or determine observing teachers’ level of classroom lessons need and plan classroom support accordingly. Analyze initial J.Collins September 28, Progress chart Complete chart benchmark data to 2010 Benchmark data with student begin monitoring reports from performance student data AWARE plotted and present results to TAP leadership team and teachers. Discuss teacher TAP Beginning August Notes from walk- Determine level implementation Leadership 31, 2010 and through of implementation during weekly Team continuing weekly observations and in classrooms leadership team throughout the formal and determine meetings school year evaluations teachers’ level of Cluster meeting need and support records Chart student J.Collins The 2010-2011 Benchmark data Monitor student growth after each school year form AWARE growth between benchmark Progress chart each benchmark and use this information to make adjustments to professional development and instructional support. Share
- 3. chart with TAP leadership team and teachers during weekly professional development sessions. Provide weekly J.Collins Beginning August Teacher Master teachers reflection questions 26, 2010 and reflection journals will monitor for teachers to self- continuing weekly Reflection blog teacher evaluate throughout the responses to performance school year monitor and throughout adjust support implementation and learning process during weekly professional development sessions Analyze end of TAP June 2011 Progress charts Determine year TAKS data Leadership TAKS data student growth and determine Team overall and in student growth identified objectives from initial benchmark data Analyze end of TAP June 2011 CODE data Determine growth year CODE reports Leadership reports from from previous to determine Team 2009-2010 and school year in teacher growth in 2010-2011 specific indicators the areas of thinking and problem solving Assessment Instrument for the effectiveness of the action research: I will use benchmark assessments and 2011 TAKS data to determine student growth overall and in mastery of identified objectives of concern. In addition, I will use CODE data (teacher evaluation system) to determine overall teacher growth and specifically in the areas of thinking and problem solving. This data will determine if implementing behaviors that enable student thinking impacted student performance on the TAKS assessments. Furthermore, it will help us determine what steps and instructional support must be planned for the following school year.