1. Using Action Research To Empower North Carolina Educators
A Race to the Top Initiative
NC Department of Public Instruction
Educator Effectiveness Division

2. Instructional Improvement Through Teacher Collaboration
Lauren Sabo
Curriculum Specialist
Johnston County Schools
Clayton Middle School

3. What is Action Research?
Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools.
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

4. What is Action Research?
Main Goals Include:
Positively impact student outcomes
Identify and promote effective instructional practices
Create opportunities for teachers to become reflective practitioners
Share research results with other educators
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

5. What is Action Research?
A systematic research process to:
Identify an area of focus (critical, challenging issue)
Develop an action research plan
Implement action research plan in classroom/school
Collect, analyze, and interpret data
Share findings to inform practice
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

6. Instructional Improvement Through Teacher Collaboration
This study allowed me to observe teacher collaboration to determine if it has an impact on the delivery of instructional strategies following professional development.
It was my belief that positive teacher collaboration has a direct effect on student achievement. 
This study will benefit the plans and structure of Professional Development in our state so that instruction can improve for our students.

7. Problems of Practice
Musical Networking: When the music stops, talk to someone you don’t know about your beliefs to the question below:
How is professional development planned and given in your school/county?
Spend a few minutes discussion each questions, and then 2 minutes sharing as a whole group.

8. Problems of Practice
Musical Networking: When the music stops, talk to someone you don’t know about your beliefs to the question below:
What follow-up do teachers receive from professional development in your school/county?

9. Problems of Practice
Musical Networking: When the music stops, talk to someone you don’t know about your beliefs to the question below:
How are teachers at your school encouraged to collaborate about instructional feedback and techniques?

10. What Does Peer-Reviewed Research say about my focus area?
“Sit and get” professional development formats may stifle a teacher’s ability to improve instructional practices.
Colbert, J. A., Brown, R. S., Choi, S., & Thomas, S. An Investigation of the Impacts of Teacher-Driven Professional Development on Pedagogy and Student Learning. Teacher Education Quarterly, Spring 2008, v35, p

11. What Does Peer-Reviewed Research say about my focus area?
Professional Development remains key to educators growth and progress. Most professional development is haphazardly planned due to time constraints, and most leaders do not take the time to concern themselves with measuring its effectiveness; evaluation procedures tend to be afterthoughts.  
Guskey, T. (2009). Closing the Knowledge Gap on Effective Professional Development.Educational HORIZONS,  

12. What Does Peer-Reviewed Research say about my focus area?
Most professional development is haphazardly planned due to time constraints, and most leaders do not take the time to concern themselves with measuring its effectiveness; evaluation procedures tend to be afterthoughts.  
Guskey, T. (2009). Closing the Knowledge Gap on Effective Professional Development.Educational HORIZONS,  

13. Focus Statement
Teacher collaboration will lead to instructional improvement for teachers.
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Action Research Plan
Share your area of focus and your reasons for choosing this topic; perhaps you reviewed school data to identify areas of need or met with your principal or school leadership team to identify target areas for school improvement, etc…

14. Purpose of the Study
The purpose of this research is to study teacher collaboration to determine if it has an impact on the delivery of instructional strategies following professional development.  
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Action Research Plan

15. Study Participants
3 teachers within an 8th grade English Language Arts Professional Learning Community (PLC).   
Experience ranges from 6 to 12 years in the classroom.  
One teacher is a male, and the other two are female.  
2 teachers are returning to the PLC from last year and 1 is new to the grade.  
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Action Research Plan

16. Study Variables
The independent variable of this study is teacher collaboration.   
The dependent variable in this case is the fidelity in the delivery of the instructional strategy.  The dependent variable will be defined by how closely the delivery is aligned to the given sequence.  
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Action Research Plan

17. Research Questions Innovation/Intervention Collect Data
What effect does the time teachers spend collaborating have on the delivery of instructional strategies?
When teachers collaborate and plan lessons together, do they implement the strategies of the lesson with greater fidelity?
In what ways does peer feedback impact the delivery of an instructional strategy?
Is teacher attitude an important factor in the success of collaboration?
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Action Research Plan

18. Storming (conflict over power)
PLC Stages
Forming                (polite)
Storming              (conflict over power)
Norming               (social cohesion and willingness to share)
Performing         (increase in task orientation and feedback)
Transforming    (group learns from feedback)
Dorming               (resting to prevent burnout)
Mourning             (group dissolution)
Owen, S. (n.d.). Teacher Professional Learning Communities: Going beyond Contrived Collegiality toward Challenging Debate and Collegial Learning and Professional Growth.Australian Journal of Adult Learning, July 2014, V54(N2),

19. Innovation/Intervention
Teachers received a regular professional development session
I observed their instruction of the PD strategy based on a implementation sequence
We collaborated in PLC following the observation
I observed the implementation of the same strategy post-collaboration
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public

20. Implementation in the Classroom
Step
Evidence
Identify the text you will use
A Boy Named Sue
Generate the statements customized to fit the skill, standards, or objective you wish to teach
”Did Sue’s Daddy make a responsible decision?”
Introduce the topic of the text and preview the statements through a before reading “hook”
This became an AFTER activity rather than a DURING activity.  
Have students record evidence for or against the statement during reading
Students worked independently and placed their evidence on a notecard. AFTER reading activity.
Discuss the evidence in partners or pairs to reach consensus.
 Conduct a whole-class discussion and evaluate understanding
Collected evidence and read aloud.  Students didn’t put their stance on the card--only a piece of evidence.  Do you think it’s good evidence?  Move to one side vs the other side.  Then students explained why they determined that answer.
Use the data from the discussion to determine students’ understanding of the text.
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public

21. Implementation in the Classroom
Step
Evidence
Identify the text you will use
Generate the statements customized to fit the skill, standards, or objective you wish to teach
Tracking all phone data is a violation of civil rights.
Tracking of data is necessary in order to protect us.  
Introduce the topic of the text and preview the statements through a before reading “hook”
How data is tracked on a Samsung Galaxy cell phone.  (video)
CNN clip about how the government tracks cell phones.  
Have students record evidence for or against the statement during reading
Still read as a class and discussed and comprehended together.  Are they reading for information or listening for information?
Discuss the evidence in partners or pairs to reach consensus.
1 side of the room get together to find 3 pieces of evidence.  
**Only given 10 minutes.  “Are we supporting or disproving this statement?” ½ the class in 1 group.  Many sat back and did nothing and then copied off those that did.  
 Conduct a whole-class discussion and evaluate understanding
Discussed the evidence as a class.
Use the data from the discussion to determine students’ understanding of the text.
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public

22. Data Collected Action Research Plan Innovation/Intervention
Teacher
Pre-Collaboration Implementation Rate
Post- Collaboration Implementation Rate A
28.6%
57.1% B
100% C
42.9%
85.7%
Overall
80.9%
Action Research Plan
Innovation/Intervention
Data Collected
Analyze/Interpret Data
Make Knowledge Public

23. PLC Collaboration Descriptions
Data Collected
PLC Collaboration Descriptions
(Pre-Survey)
Percent Agreed
Effective in collaboration discussions.
100%
Important to my success in the classroom.
66%
I feel comfortable sharing knowledge.
Offers on-going feedback about instruction.
33%
I feel comfortable offering instructional feedback
Spends time discussing instruction.
Works together to plan lessons.
Brainstorms issues related to student learning.
Leads to greater student achievement.
Action Research Plan
Innovation/Intervention
Data Collected
Analyze/Interpret Data
Make Knowledge Public
Based on the data, which stage
fits the PLC??

24. PLC Collaboration Descriptions
Data Collected
PLC Collaboration Descriptions
(Post-Survey)
Percent Agreed
Effective in collaboration discussions.
100%
Important to my success in the classroom.
I feel comfortable sharing knowledge.
Offers on-going feedback about instruction.
66%
I feel comfortable offering instructional feedback
Spends time discussing instruction.
Works together to plan lessons.
Brainstorms issues related to student learning.
Leads to greater student achievement.
Action Research Plan
Innovation/Intervention
Data Collected
Analyze/Interpret Data
Make Knowledge Public
Based on the data, which stage
fits the PLC??

25. Findings
The initial instructional implementation rate following PD was poor for teachers.
The instructional implementation rate improved for all teachers following collaboration.
When more consistent collaboration happens in PLCs, teachers have a more positive attitude about the time they spend with the group.
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
You may need multiple slides of your findings; this is where your charts and graphs would go. Ask participants to interpret the data (activity) you are sharing and then share your thoughts

26. Recommendations
All school professional development plans need to include time for teacher implementation & observation.
All school professional development plans need to include time for collaboration/feedback about instructional strategies.
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Based on your action research results, would you recommend the innovations/strategies you investigated as effective practices other teachers/schools may implement? Do you think further research is warranted for this topic

27. Recommendations Structural changes in my school included:
PLC professional development during the school day
Peer observations with implementation checklists
Instructional feedback discussions built into the PLC agenda
Vertical discussions once per month about the professional development implementation
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Based on your action research results, would you recommend the innovations/strategies you investigated as effective practices other teachers/schools may implement? Do you think further research is warranted for this topic

28. References
Colbert, J. A., Brown, R. S., Choi, S., & Thomas, S. An Investigation of the Impacts of Teacher-Driven Professional Development on Pedagogy and Student Learning. Teacher Education Quarterly, Spring 2008, v35, p
Guskey, T. (2009). Closing the Knowledge Gap on Effective Professional Development.Educational HORIZONS,  
Parks, A. (n.d.). Collaborating about What? An Instructor's Look at Preservice Lesson Study. Teacher Educator Quarterly, Fall 2009,
Owen, S. (n.d.). Teacher Professional Learning Communities: Going beyond Contrived Collegiality toward Challenging Debate and Collegial Learning and Professional Growth.Australian Journal of Adult Learning, July 2014, V54(N2),
Murphrey, T., Harlin, J., & Rayfield, J. (n.d.). An Evaluation of Successful Collaboration among Agricultural Science Teachers and Extension Agents in Texas, Journal of Agricultural Education, V52(N3),

29. Questions

30. Activity At your tables, discuss the following:
How does collaboration look in my school?
How can collaboration be improved at my school?
What structural changes could be made in my school improve collaboration about instruction?
Allow tables of teachers to spend about 20 minutes discussion these questions, and then present out with remaining time.

31. Conclusion of Presentation
Thank you for your participation.
Contact Information:
Lauren Sabo
Clayton Middle/Johnston County