Well, twice during this EDLD5352 course, I tried to participate in an online discussion in real time. In previous courses, I have participated successfully several times. In this course, however, things have been more problematic. In the originally scheduled web conference, I logged in successfully and everything was fine. However, the more than 100 participants made the experience very challenging. With so many people, the text chat flew by faster than anyone could reasonably be expected to read it. Dr. Abernathy herself was clearly losing patience with the whole experience. In fact, after about twenty minutes, she ended the conversation.
This evening, a couple of new conferences were scheduled to make up for the unfortunate experience we had earlier. To prevent another exercise in frustration, Dr. Abernathy limited each conference to twenty-five participants. I must not have been one of the twenty-five because I was not able to get in.
Nevertheless, I have participated in other web conferences and had wonderful experiences. These web conferences can be valuable in assisting students separated by distance. It allows for the interaction in real time and even to see facial expressions and tone of voice. Text-only communication cannot adequately convey tone while a video/audio conversation can.
Who Do I Think I Am?
- David M. DeLuca
- I am pursuing a M. Ed. in Education Administration at Lamar University.
Sunday, March 27, 2011
Saturday, March 19, 2011
Goal: Implement the use of hand-held digital devices in instruction at La Grange Middle School.
| Strategy/Activity | Person(s) Responsible | Timeline | Assessment/Evaluation |
| Research schools/districts that already integrate hand-held devices in the classroom | Grade-level team leaders | April, 2011 | A collection of district and campus plans/rules for use of hand-held devices is collected. |
| Using data uncovered in surveying other schools, cull "critical" attributes for a La Grange ISD plan. | Grade-level committees | April, 2011 | A list of attributes for the plan can be presented to the faculty. |
| Survey teachers regarding issues/concerns in using hand-held devices in class. | Campus counselors | May, 2011 | Each item identified in the previous step can be ranked in importance to the faculty. In addition, a list of pitfalls or concerns can be created. |
| Work with local businesses to acquire devices for students who otherwise cannot afford them. | PTO President | June-August, 2011 | 100% of students have and use hand-held devices in class. |
| Infrastructure (primarily wi-fi access points) is installed to support student use of hand-held devices. | District Technology Coordinator | June-August, 2011 | Students and teachers can successfully join a secure wi-fi network while at school. |
| Present an in-service session on the effective use of hand-held devices in the classroom. | District Technology Coordinator | August, 2011 | Implementation of hand-held devices will be documented via teacher lesson plans, classroom observations, and student work products. |
| Implement the use of hand-held devices in instruction at La Grange Middle School. | Classroom teachers | 2011-12 school year | Lesson plans, classroom observations, student work products. |
Sunday, March 6, 2011
Tranforming American Education: Learning Powered by Technology
Transforming American Education: Learning Powered by Technology is the draft of the National Educational Technology Plan 2010. The Obama administration believes that “Education is the key to America’s economic growth and prosperity and to our ability to compete in the global economy.” ("Transforming american education:," 2010) The plan presents a model of learning that is powered by technology. It breaks down the goals and recommendations into five essential areas: learning, assessment, teaching, infrastructure, and productivity.
• Learning: The education system must find a way to bring learning and technology together in a way to create engaging, relevant, and personalized learning experiences. This must take advantage of the limitless, borderless, and instantaneous technology that students use in their daily lives.
• Assessment: Learning must be assessed, including 21st century competencies such as critical thinking, complex problem solving, collaboration, and multimedia communication. With these assessments, data can be used to drive continuous improvement.
• Teaching: “The expectation of effective teaching and accountability for professional educators is a critical component of transforming our education system, but equally important is recognizing that we need to strengthen and elevate the teaching profession.” ("Transforming american education:," 2010) Technology can help build the capacity of educators by allowing them to connect in new ways. Professional development becomes collaborative, coherent, and continuous.
• Infrastructure: The infrastructure for technology has been dramatically improved over the last forty years.
• Productivity: Basic assumptions about education need to be confronted. We can begin organizing around students’ individual needs rather than traditional academic periods and lockstep pacing. Technology can be an important tool in this advancement.
The National Educational Technology Plan 2010 goes on to make many recommendations for the “improvement” of the American educational system. Many of the suggestions have much merit to them. However, I am not confident that the nation is ready to accept a federalization of our educational system. Public education has been a function of the states and subdivided into local school districts. The recommendations of the NETP may be laudable, but I am quite hesitant to remove the function of public education from the states. This would have the effect of moving the educational bureaucracy even farther away from the citizens it serves.
U.S. Department of Education, Office of Educational Technology. (2010). Transforming american education: learning powered by technology. Washington, DC:
• Learning: The education system must find a way to bring learning and technology together in a way to create engaging, relevant, and personalized learning experiences. This must take advantage of the limitless, borderless, and instantaneous technology that students use in their daily lives.
• Assessment: Learning must be assessed, including 21st century competencies such as critical thinking, complex problem solving, collaboration, and multimedia communication. With these assessments, data can be used to drive continuous improvement.
• Teaching: “The expectation of effective teaching and accountability for professional educators is a critical component of transforming our education system, but equally important is recognizing that we need to strengthen and elevate the teaching profession.” ("Transforming american education:," 2010) Technology can help build the capacity of educators by allowing them to connect in new ways. Professional development becomes collaborative, coherent, and continuous.
• Infrastructure: The infrastructure for technology has been dramatically improved over the last forty years.
• Productivity: Basic assumptions about education need to be confronted. We can begin organizing around students’ individual needs rather than traditional academic periods and lockstep pacing. Technology can be an important tool in this advancement.
The National Educational Technology Plan 2010 goes on to make many recommendations for the “improvement” of the American educational system. Many of the suggestions have much merit to them. However, I am not confident that the nation is ready to accept a federalization of our educational system. Public education has been a function of the states and subdivided into local school districts. The recommendations of the NETP may be laudable, but I am quite hesitant to remove the function of public education from the states. This would have the effect of moving the educational bureaucracy even farther away from the citizens it serves.
U.S. Department of Education, Office of Educational Technology. (2010). Transforming american education: learning powered by technology. Washington, DC:
Thursday, March 3, 2011
2010 Progress Report on the Texas Long Range Plan for Technology, 2006-2020
In 2006, the Texas Education Agency issued a report to the legislature and the people of Texas outlining a plan for technology’s role and implementation in education. The resulting Texas Long Range Plan for Technology, 2006-2020, addresses for areas for technology: Teaching and Learning; Educator Preparation and Development; Leadership, Administration and Instructional Support; and Infrastructure for Technology.
It is the infrastructure that makes the other three areas possible. The plan itself says, “The infrastructure of a school is the critical element of support for all four areas of this plan: teaching and learning; educator preparation and development; leadership, administration and instructional support; and infrastructure for technology” (2006, p.35)
Investment in infrastructure pays dividends for many years. A robust, scalable infrastructure will allow students and teachers to access online information and research in new, exciting, and engaging ways. It will also allow collaboration with students and educators in their own school as well as in schools far away. The students’ world can broaden in real and significant ways. A strong tech infrastructure can bring all of this to our students and teachers in a very cost-effective way.
However, technology does not bring these benefits in a cost-free way. As schools across Texas have to wield the budget-cutting knife, technology infrastructure can present itself as among the first items to be cut. Texas has made strides in implementing a robust infrastructure, but it may be abandoned in the name of fiscal responsibility. Of course, this may not truly be a wise move as investing in infrastructure in the future may cost even more.
The cost of technology infrastructure also presents a challenge in insuring that all stakeholders have equitable access. Technology has a unique way of separating the “haves” from the “have-nots”. Care must be taken to make sure that the quality of the technology a student has is not solely dependent on his/her ZIP code.
Texas Education Agency, (2006). texas long range plan for technology, 2006-2020. Austin, Texas:
It is the infrastructure that makes the other three areas possible. The plan itself says, “The infrastructure of a school is the critical element of support for all four areas of this plan: teaching and learning; educator preparation and development; leadership, administration and instructional support; and infrastructure for technology” (2006, p.35)
Investment in infrastructure pays dividends for many years. A robust, scalable infrastructure will allow students and teachers to access online information and research in new, exciting, and engaging ways. It will also allow collaboration with students and educators in their own school as well as in schools far away. The students’ world can broaden in real and significant ways. A strong tech infrastructure can bring all of this to our students and teachers in a very cost-effective way.
However, technology does not bring these benefits in a cost-free way. As schools across Texas have to wield the budget-cutting knife, technology infrastructure can present itself as among the first items to be cut. Texas has made strides in implementing a robust infrastructure, but it may be abandoned in the name of fiscal responsibility. Of course, this may not truly be a wise move as investing in infrastructure in the future may cost even more.
The cost of technology infrastructure also presents a challenge in insuring that all stakeholders have equitable access. Technology has a unique way of separating the “haves” from the “have-nots”. Care must be taken to make sure that the quality of the technology a student has is not solely dependent on his/her ZIP code.
Texas Education Agency, (2006). texas long range plan for technology, 2006-2020. Austin, Texas:
The Texas Long Range Plan for Technology, 2006-2020
In 2006, the Texas Education Agency issued a report to the legislature and the people of Texas outlining a plan for technology’s role and implementation in education. The resulting Texas Long Range Plan for Technology, 2006-2020, addresses for areas for technology: Teaching and Learning; Educator Preparation and Development; Leadership, Administration and Instructional Support; and Infrastructure for Technology.
It is the infrastructure that makes the other three areas possible. The plan itself says, “The infrastructure of a school is the critical element of support for all four areas of this plan: teaching and learning; educator preparation and development; leadership, administration and instructional support; and infrastructure for technology” (2006, p.35)
Investment in infrastructure pays dividends for many years. A robust, scalable infrastructure will allow students and teachers to access online information and research in new, exciting, and engaging ways. It will also allow collaboration with students and educators in their own school as well as in schools far away. The students’ world can broaden in real and significant ways. A strong tech infrastructure can bring all of this to our students and teachers in a very cost-effective way.
However, technology does not bring these benefits in a cost-free way. As schools across Texas have to wield the budget-cutting knife, technology infrastructure can present itself as among the first items to be cut. Texas has made strides in implementing a robust infrastructure, but it may be abandoned in the name of fiscal responsibility. Of course, this may not truly be a wise move as investing in infrastructure in the future may cost even more.
The cost of technology infrastructure also presents a challenge in insuring that all stakeholders have equitable access. Technology has a unique way of separating the “haves” from the “have-nots”. Care must be taken to make sure that the quality of the technology a student has is not solely dependent on his/her ZIP code.
Texas Education Agency, (2006). texas long range plan for technology, 2006-2020. Austin, Texas:
It is the infrastructure that makes the other three areas possible. The plan itself says, “The infrastructure of a school is the critical element of support for all four areas of this plan: teaching and learning; educator preparation and development; leadership, administration and instructional support; and infrastructure for technology” (2006, p.35)
Investment in infrastructure pays dividends for many years. A robust, scalable infrastructure will allow students and teachers to access online information and research in new, exciting, and engaging ways. It will also allow collaboration with students and educators in their own school as well as in schools far away. The students’ world can broaden in real and significant ways. A strong tech infrastructure can bring all of this to our students and teachers in a very cost-effective way.
However, technology does not bring these benefits in a cost-free way. As schools across Texas have to wield the budget-cutting knife, technology infrastructure can present itself as among the first items to be cut. Texas has made strides in implementing a robust infrastructure, but it may be abandoned in the name of fiscal responsibility. Of course, this may not truly be a wise move as investing in infrastructure in the future may cost even more.
The cost of technology infrastructure also presents a challenge in insuring that all stakeholders have equitable access. Technology has a unique way of separating the “haves” from the “have-nots”. Care must be taken to make sure that the quality of the technology a student has is not solely dependent on his/her ZIP code.
Texas Education Agency, (2006). texas long range plan for technology, 2006-2020. Austin, Texas:
Sunday, November 14, 2010
Friday, August 13, 2010
Concluding Reflecting statement (Part 2 of the Week 5 Assignment
“Research”. The title of the course loomed ominously on the course calendar. The title does not really do much to describe what the course was going to be about. I assumed that we would be studying some educational issue and looking into its many different sources of information. I had no idea what I was really going to be getting into with this new course.
Since so little could be gleaned from the title, the course had to begin with a description of what would be studied. While research is clearly a central theme of the course, a more descriptive title might be “Administrator Inquiry”. Described by Nancy Fichtman Dana, “administrator inquiry refers to the process of a principal engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns.” (Dana, 2009, p. 2) Dr. Elvis Arterbury explains further that administrator inquiry, or action research, “…involves adding something new to what is already known about your topic. Specifically, it means going beyond the current body of literature on a given topic, perhaps to answer a question as yet unexplored by those who have come before. (Arterbury, 2010, p. 2)
Now we have a framework for understanding. Action research is not simply a regurgitation of the literature regarding a topic. While a literature review is important, it is only the beginning of true inquiry. Action research must go further and explore new data or explore existing data in new ways. Furthermore, action research involves action. It is not enough just to study a topic. The data uncovered must support taking action.
Throughout this 5301 Research course, I have explored the concept of action research. I have considered the research in a new way. No longer is research the struggle of poring over books and journals in a library and compiling their information into a single document. Instead, research has become a means toward an end rather than the end product itself. I have been encouraged to consider practices at school and areas that can be improved or built upon. I have been encouraged to explore how to make those changes and how to measure the results. Most of all, my classmates and I have been encouraged to make our leadership data driven. Changes must be supported by data and evaluated.
Fortunately, action research can be a collaborative process. My classmates and I have been instructed to create an online blog as well as communicating through the class discussion board. This has proven to be an interesting way to share learning. It is exciting to post thoughts on the internet and allow other educators to post their comments. In addition, I hope that my comments have proven useful to others. Unlike the class discussion board, peers in other sections have been able to participate and comment on the blogs. This has brought in a whole new set of viewpoints that have been interesting to explore.
Finally, I have learned new ways to consider the action research of others and evaluate is applicability to my own situation. Dana recommends five quality indicators when examining action research: context, wondering and purpose, principal research design, principal-research learning (conclusions), and implications for practice. (Dana, 2009, pp. 179-184) This last bit was actually somewhat of a shock to me. This section of the Dana text explains using these indicators in one’s own research. However, and perhaps even more importantly, it explains how to assess the quality and transferability of research to one’s own situation. This is significant and a perspective I had not considered. We educators are bombarded with a wide variety of information about improving practices. Finally, there has been discussion of a systematic method of assessing the quality of that flood of information.
So, after a five-week course during the hottest part of a Central Texas summer, I am embarking on my action research study of performance based compensation plans. While this Texas
Arterbury, Elvis. Jenkins, Steven. (2010) EDLD 5301 week 1 lecture. Beaumont , TX : Lamar University
Dana, Sunday, August 1, 2010
Pitts: Nation's future depends on accountability in education
This is an op-ed piece that appeared in the Sunday, August 1 Austin American-Statesman. This, in my opinion, is exactly the image that we must fix. If even liberal columnists like Leonard Pitts see teacher unions as the problem, then we have a problem. Teachers unions must work toward being the solution, not the problem.
Friday, July 30, 2010
The merit pay research plan
INQUIRY: How can innovative compensation plans improve student achievement? GOAL: To improve student achievement by implementing innovative compensation plans for teachers. TIMELINE: If a new compensation plan is implemented, this project will take two years to complete. The plan will be developed during the 2010-11 school year and proposed during the spring budgeting process. The plan will be implemented during the 2011-12 school year and results evaluated for continuation or revision.
Finally, I think an important part of this process will be reassessing the performance-based compensation each year to make sure that it is achieving its goals and not causing conflict or distress among the teaching and support staff. |
Thursday, July 29, 2010
Education Research Report
I want to encourage everyone to follow this blog that I found:
It has hundreds of articles on a wide variety of education topics. It may be very useful as we work through our
action research projects.
Wednesday, July 28, 2010
The Questions...
Below are a statement of purpose for my action research and a list of five research questions. I am thinking that my questions may need a bit of refinement. Please feel free to comment.
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The most important element affecting student achievement is the teacher in the classroom. One area of education reform that is often discussed is professional compensation for teachers. The purpose of this study is to explore the effect of teacher compensation plans on student achievement. Performance based compensation (merit pay) is often discussed when evaluating teacher salaries. The effect of merit pay on student achievement is worthy of study. Questions to be asked will include:
- What are some examples of merit pay plans or programs?
- How does merit pay affect teacher recruitment and retention?
- What is the nature of teacher buy-in in areas that use merit pay programs?
- Is there a relationship between teacher salary and student achievement?
- Can La Grange ISD use an innovative teacher compensation plan that is affordable for the district, is fair to staff members while rewarding excellence, and leads to improved student learning?
Wednesday, July 21, 2010
I hope that my topic has merit...
I thought that, for my reflection today, I would copy the answer to the third paper in the Week 2 assignment. It is a good summary of my thought process as I chose a topic. I would like to thank my mom, Joan DeLuca, and my IS principal, Kim Miori, for helping in my brainstorming as I came up with a topic.
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In anticipating a meeting with Kim Miori, my campus supervisor and Intermediate School
The role of teachers' associations in the improvement of schools. Public school teachers and employees belong to various organizations. Among the most popular in Texas
How do a school's facilities impact student achievement? In May, our school board presented a $30 million bond proposal and it was soundly defeated at the polls. There are many reasons for its defeat, but I wish to focus on the adequacy of the existing facilities. Our seventh and eighth grade students are housed in a building built in 1927. Grades PK through 2 are in buildings built in the mid 1940's. The bond proposal was intended to remedy these issues. However, one statement made in opposition to the bond was that "bricks and mortar do not make a school". In fact, it has been said that "a good teacher can teach outside under a tree." On the surface, we educators know these statements to be false, but what does objective research say? Is there data to support the need for modern facilities? One fear that I have is finding a situation in which there are great facilities without an unusual student population. Outstanding school facilities are usually found in affluent areas with students from affluent families. How can a separate the influence of their school's physical plant from the many other advantages greater financial resources bring? Or should I try to make that separation? Outstanding facilities can be used to attract outstanding teachers. What data out there supports that assertion?
What is the effect of random drug testing on student achievement? As you know, Elgin ISD recently decided to implement random drug testing among secondary students involved in UIL activities. Each test will cost the district around $15. Is this an effective use of money? Does drug testing, or the threat of a drug test, affect student achievement? Naturally, most people do not want young people to use illegal drugs or abuse legal medications. However, is it the proper role of the public school to test students for drugs? What are the issues involved in only testing a subset of the student population, particularly since it is a subset that may be less inclined to abuse drugs in the first place? I am concerned that objective data may be difficult to find. The goal of any drug testing like Elgin
My visit with Mrs. Miori went very well. In fact, we sat and talked for about ninety minutes, but the time flew by. One of our first tasks was to agree on the meaning of “action research”. In her M. Ed. program, Mrs. Miori did an in-depth study of the numbers of minority students from La Grange La Grange La Grange
Mrs. Miori was actually quite excited about the idea of studying the impact a school’s facilities has on student achievement. This was especially significant due to our recently defeated bond proposal. We discussed this for a while and also bandied about the issues surrounding my study of teachers’ associations. With regard to facilities, we agreed that it would be difficult to focus only on school facilities. Schools with nice facilities also tend to have other advantages. Inside the nice building, one might also find nicer computers, nicer furniture, and better paid teachers.
It was with that last factor that the light bulb flashed. What about those better paid teachers? Performance based compensation – merit pay – is a hot-button issue among those who seek to “reform” public schools. We began to focus our questions around the issue of merit pay. Does merit pay for teachers impact student learning? What was the reaction to Texas
So, with all of that in mind, I have decided to pursue merit pay as my action research topic. This is an excellent blend of issues that are passions of mine. As a leader in TSTA/NEA, I have certainly heard much about merit pay. I confess a predisposition against it. However, I do have an open mind and would like to be persuaded that there are ways to use merit pay that are fair to educators and achieve desired academic results. I also firmly believe that, if merit pay is to be a success, teacher groups such as TSTA/NEA must be central to the plan’s creation. Teachers must have a seat at the table and must be involved in the decisions.
So, here I go into the world of performance based compensation.
Tuesday, July 20, 2010
At last, I think I've found my topic
After a wonderful conversation with my site supervisor (and Intermediate School Principal), I have settled on a topic. The purpose will be to examine the effects of Performance Based Compensation (also known as merit pay for teachers) on student achievement. In today's atmosphere of education reform, merit pay is often mentioned as a reform worthy of consideration. Some stakeholders even appear to consider merit pay a panacea that will cure all that is wrong with public education. However, what evidence is there that merit pay has any positive effect on student learning?
The implementation of non-traditional pay plans can have the benefit of improving the student learning. Some merit pay plans can, however, pit teacher against teacher and be detrimental to the collaborative atmosphere of schools. What is the best way to implement a merit pay plan that avoids some of the pitfalls?
Monday, July 12, 2010
The "Why" of it all...
One of the challenges facing school administrators is one of isolation. On most school campuses, there are several English teachers, several math teachers, etc. These teachers can collaborate and share information, techniques, and resources. The principal, however, is the Lone Ranger. He or she is the only one on campus with that job. There are no other principals on campus with which to collaborate. Blogs such as this one can be useful in mitigating this problem.
So, what is "Action Research"?
“Research” is a word that often brings back vivid memories of high school. I remember the anxiety of anticipation as teachers warned of the Research Paper awaiting me and my classmates in our junior year English classes. Preparing the actual paper required hours of poring over books in both the school and public libraries. I even could be found searching the stacks of the famed Perry-Castaneda Library on the campus of the University of Texas. Now comes a new M. Ed. course and the title is that ominous word again: research.
However, that high school research was really just a compendium of research done by others. All of the browsing of books and journals in the various libraries was intended to gather as much information as practical on the subject at hand. The actual Research Paper simply brought all of this information together in a coherent way. This new course, however, is different. In this case, the research is called “administrative inquiry” or “action research.”
Nancy Fichtman Dana defines administrative inquiry as “the process of a principal engaging in systematic, intentional study of his/her own administrative practe and taking action for change based on what he/she learns as a result of the inquiry.” (Dana, 2009, p. 2) Unlike the work in high school, action research is intended not only to cover a subject, but to identify actions to take based on the research. It is Dana’s hypothesis that a “administrator inquiry becomes a powerful vehicle for learning and school improvement”. (Dana, 2009, p. 3)
Combs et al illustrates Dana’s definition by analogy. They compare action research to a visit to a physician. The patient comes in with a list of symptoms. The doctor then listens, asks questions, and orders diagnostic tests. Systematically, the doctor gathers data until he is ready to make a diagnosis. Together, the patient and doctor develop a plan of action to address the patient’s issues. The last step is then maintaining the improvement the plan has made possible. (Harris, Edmonson, & Combs, 2009, p. 6) In this way, the research (gathering of data) is put into action (treatment and maintenance plans).
Traditional educational research also has the gathering of data and taking action in response to the data. However, the difference between traditional educational research and administrative inquiry lies in who poses the questions and presents the solutions. So often, education issues are studied by academics who are divorced from the day-to-day practice of educating young people. As Dana puts it, “the [educational] practioner’s role is to implement the research findings of ‘outside’ experts… who are considered alien to the everyday happenings in schools.” (Dana, 2009, p. 4)
Other educational research seeks to make description the prescription. In other words, find what works and describe it. Then, encourage others to do what was described. Unfortunately, this ignores the importance of understanding and acknowledging contextual differences. (Dana, 2009, p. 5)
Action research, on the other hand, is conducted by the actual educational practitioners. They gather the data, reflect on their own practices and beliefs, and take action based on the data uncovered in the research. When action research becomes a habit of leadership, it can become a powerful tool in professional growth and school improvement.
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Harris, Sandra, Edmonson, Stacey, & Combs, Julie. (2009). Examining what we do to improve our schools. Larchmont, NY: 2009.
Dana, Nancy. (2009). Leading with passion and knowledge. Thousand Oaks, CA: Corwin Press.
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