As our last web conference of the class, Dr. Mason thanked us all for our hard work and dedication to our action research plans and completing the weekly assignments. She clarified which documents should be at the end of the assignment, not just in TK 20, and these assignments are an updated Vitae, our professional development plan and our updated internship plan. Also discussed was the PISE/ETLISE and the details of the submission and reflection of this document. TK20 is always a source of discussion, as the requirements and procedures for submission are a little confusing. Dr. Mason did her best to clarify the instructions for us. The web conferences have been very helpful during this class to understanding the weekly requirements as well as the overall requirements of the upcoming final internship class.
Sunday, September 25, 2011
Sunday, September 11, 2011
EDLD 5397 - Web Conference Reflection - September 6, 2011
Tuesday night, we discussed the assignments this week that revolve around our Action Research plans. Dr. Mason covered the steps we should be taking to review, implement, reflect and adjust our plans as we work toward the final stages of our plan. In addition, she mentioned the documents we should utilize to report our findings. Setting up a meeting with our site supervisor to discuss our progress is our main step this week to review and adjust our plans as needed. Documentation regarding our progress should also be posted to our wikis/blogs for review as a portion of our assignment this week. I must admit that I have not made the progress I have needed to complete my plan, but I feel certain I can adjust and complete a quality research project that will reflect the needs of my campus and address the goals of this venture. Utilizing a literature review that supports my plan is also an area I must address immediately to support the goals and objectives of my undertaking. One area that was mentioned that I will definitely try to incorporate is my action research project as a part of my overall internship plan. There are several components of the action research plan that I can relate to my internship in the Educational Technology Leadership program.
Action Research Project Progress Report
Impact of Career Pathways on
Student Course Selections
Janet Lumpkins
Student Course Selections
Janet Lumpkins
With the implementation of new career pathways in Career and Technology (CTE) course offerings, the focus of counseling and assisting students in finding classes that meet their career goals is important. Education and information in these areas is vital to guiding our students in these efforts. Due to the newness of the courses, it is uncertain that the students truly understand the purpose of choosing classes that reflect their interests both now and in the future. Therefore, I chose to survey the students, as well as the faculty, in their level of knowledge on the career pathways and course offerings at Angleton High School. In the survey, I will gather basic data on each student as well as ask them specific questions concerning their knowledge and class choices so far. In addition, I will gather information from surrounding schools as to any additional classes we do not offer that might be of interest to our student population. In the student survey, I will also ask about any career direction they might be interested in that is not offered at Angleton High School.
My vision is that we will find areas where the communication of the career pathway information is either strong and we can continue to build on this or that in weak areas we can adjust our practices so that the students benefit and can make informed decisions on the classes they choose based on their career ideals. My plan is to design the survey in such a way as to measure the understanding of the students and faculty to address strengths and weaknesses to develop a plan to improve student consultation in the future.
There are several websites that CTE teachers can access to support the use of career pathways. Achieve Texas is a website that outlines the career pathways and their relevance for students, parents and other stakeholders. The ultimate goal is to make “wise education choices.” (Alexander, 2010) The information provided on Achieve Texas as well as others seeks to educate all stakeholders in the advantages, both now and in the future, of having students choose their CTE classes based on their future career goals and objectives. Furthermore, “when schools integrate academic and technical education, students can see the “usefulness” of what they are learning.” (Alexander, 2010)
When my Action Research project is complete, I will have data to present to administrators, counselors, and faculty that will hopefully guide our conversations with students as they are seeking CTE classes that are relevant and support their career goals. In addition, all faculty can be updated and enlightened on CTE and the advantages our classes can offer all students. CTE classes have many factors that support all academic areas, so working together we can assist our students to succeed in all areas of instruction, helping them to be a well rounded individual.
In constructing the survey, it is my intention to utilize as many students as possible. This will help justify and support the data I will collect. I have discussed this with our Social Studies Department Chair, as I felt these classes will help include the greatest amount of students in the survey. In the survey, I will not take any names – this will be a blind survey of information. This should ensure student safety and confidentiality. The survey will be short and to the point, as to identify the information needed as well as not take up a great amount of instructional time in the Social Studies classes.
Identifying the need to gather information on the awareness of career pathways will guide the development and delivery of the survey instrument. I do not predict any conflict in collecting the data of the research. I will not force any student to participate – only encourage them, through the survey, to answer the questions completely and honestly to assist our campus in the goals identified. I believe if the message is clear, the students will be cooperative. Planning ahead and having the support of the faculty involved in helping me facilitate the survey will aid in avoiding any conflicts.
The CTE career pathways are designed to meet the future goals of all of our students; therefore, all students, including those with diverse backgrounds are included. “It allows students to achieve excellence by preparing them for secondary and postsecondary opportunities, career preparation and advancement, meaningful work, and active citizenship.” (Alexander, 2010) The data collected in the action research will address the needs of our students and assist faculty in meeting those needs by giving us the knowledge to have meaningful conversations with our students regarding their future aspirations.
My vision is that we will find areas where the communication of the career pathway information is either strong and we can continue to build on this or that in weak areas we can adjust our practices so that the students benefit and can make informed decisions on the classes they choose based on their career ideals. My plan is to design the survey in such a way as to measure the understanding of the students and faculty to address strengths and weaknesses to develop a plan to improve student consultation in the future.
There are several websites that CTE teachers can access to support the use of career pathways. Achieve Texas is a website that outlines the career pathways and their relevance for students, parents and other stakeholders. The ultimate goal is to make “wise education choices.” (Alexander, 2010) The information provided on Achieve Texas as well as others seeks to educate all stakeholders in the advantages, both now and in the future, of having students choose their CTE classes based on their future career goals and objectives. Furthermore, “when schools integrate academic and technical education, students can see the “usefulness” of what they are learning.” (Alexander, 2010)
When my Action Research project is complete, I will have data to present to administrators, counselors, and faculty that will hopefully guide our conversations with students as they are seeking CTE classes that are relevant and support their career goals. In addition, all faculty can be updated and enlightened on CTE and the advantages our classes can offer all students. CTE classes have many factors that support all academic areas, so working together we can assist our students to succeed in all areas of instruction, helping them to be a well rounded individual.
In constructing the survey, it is my intention to utilize as many students as possible. This will help justify and support the data I will collect. I have discussed this with our Social Studies Department Chair, as I felt these classes will help include the greatest amount of students in the survey. In the survey, I will not take any names – this will be a blind survey of information. This should ensure student safety and confidentiality. The survey will be short and to the point, as to identify the information needed as well as not take up a great amount of instructional time in the Social Studies classes.
Identifying the need to gather information on the awareness of career pathways will guide the development and delivery of the survey instrument. I do not predict any conflict in collecting the data of the research. I will not force any student to participate – only encourage them, through the survey, to answer the questions completely and honestly to assist our campus in the goals identified. I believe if the message is clear, the students will be cooperative. Planning ahead and having the support of the faculty involved in helping me facilitate the survey will aid in avoiding any conflicts.
The CTE career pathways are designed to meet the future goals of all of our students; therefore, all students, including those with diverse backgrounds are included. “It allows students to achieve excellence by preparing them for secondary and postsecondary opportunities, career preparation and advancement, meaningful work, and active citizenship.” (Alexander, 2010) The data collected in the action research will address the needs of our students and assist faculty in meeting those needs by giving us the knowledge to have meaningful conversations with our students regarding their future aspirations.
References
Alexander, K. L. (2010). Achieve texas. Retrieved from http://www.achievetexas.org/index.html
Action Research Plan - revised September 2011
After meeting with my Site Supervisor and reviewing my previous Action Research Plan, we decided a new Action Research Plan would better reflect the needs of my campus. The new plan is posted below.
| Action Planning Template | ||||
| Goal: To determine the impact of Career and Technology (CTE) career pathways on high school student course selections. | ||||
| Action Steps(s): | Person(s) Responsible: | Timeline: Start/End | Needed Resources | Evaluation |
| Discuss Action Research topics with site supervisor | Site supervisor (Katie Laza, Angleton ISD CTE Director) and myself | September 2011 | Discussion Notes Intern Plan | Prepare Action Research topic and supporting inquiries |
| Research online articles and other resources regarding selected Action Research topic | Site supervisor, myself, Angleton High School (AHS) principal, AHS librarian, various Angleton ISD (AISD) administrators as needed | September 2011 – February 2012 | Internet, library, input from AISD administrators | Evaluate data, review relevant information to begin formulating action research inquiry activities |
| Survey surrounding school districts as to CTE career pathways offerings | CTE Director/Site supervisor, myself, CTE Directors from surrounding school districts | December 2011 | Survey/Questionnaire | Compile data and examine correlation to Angleton ISD – are we offering relevant career pathways? Are there additional pathways/classes other school districts are offering that would/could be beneficial to our students? |
| Survey current students through Social Studies classes as to their knowledge, interest and use of CTE career pathway courses. How do they plan to use these classes in their future plans after graduation? | AISD teachers, myself, students in Social Studies classes | November 2011 | Survey/Questionnaire, Interviews | Compile data and examine results – are students knowledgeable and utilizing the career pathways we offer? |
| Survey Angleton ISD CTE teachers as to value and relevance of career pathways in their subject areas. Survey AHS teachers on their knowledge of CTE courses and how they think these career pathways assist our students | Myself, Angleton ISD CTE teachers, AHS teachers | December 2011 | Survey/Questionnaire, Interviews | Compile data and examine results – is AISD offering relevant career pathways for college, technical school or work placement? Are students taking advantage of these career pathway courses? |
| Compilation of data in report form | Site supervisor, myself | February 2012 | Tables, charts, spreadsheets, reports, PowerPoint – time, computer | Review, critique, revise as needed to complete inquiry in report format |
| Review wonderings/ inquiries for further evaluation | Site supervisor, myself | February 2012 | Data, discussion | Add additional information to report as needed |
| Share/ implement findings | Site supervisor, myself, AHS principal, counselors, CTE teachers and faculty, AISD administrators | February 2012 | Final summative report, discussion | Evaluate results for continuation of relevant CTE course offerings, elimination of courses not utilized and addition of other constructive career pathways/courses as needed. In addition, review the need to in-service faculty on CTE career pathways and course offerings. |
EDLD 5345 - Week 4 Web Conference Reflection - July 31, 2011
The web conference began by discussion of the implications and responsibilities, especially as teachers and administrators, of social networking sites, particularly Facebook. Also discussed was the ability to have religious items in your classroom or on your desk. Sometimes it comes down to whether or not someone complains about it. Addressed were the PDAS issues concerning evaluation of former teaching colleagues and veteran teachers who have become ineffective. Pros and cons of PDAS were also debated. The different styles of walkthroughs and how each school conducts these were also discussed. The different exams and classes associated with the principal certifications, such as ILD, LCE and PDAS and questions concerning these classes and tests were discussed.
EDLD 5333 - Web Conference Reflections for June 1, 16 and 22, 2011
These web conferences were very helpful in outlining the steps in completing not only the graduate program I am currently enrolled in, but also the principal certification. TK20 has been a source of discussion in many of our web conferences and this assists in clarifying the requirements of utilizing this archiving tool for our work. I was not aware that we needed to complete the ILD training before we can take the principal certification, so this was an important piece of information received. Clarification of internship and PDAS certification was also addressed in these web conferences. We were also introduced to a new program being offered at Lamar University, the online doctorate program.
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