1. Teacher Leadership & Action Research or Teachers As Leaders: Some Thoughts To Share Rebecca K. Fox, Ph.D. rfox@gmu.edu College of Education and Human Development George Mason University Fairfax, VA 22030

2. Su 2010 /Fox2 Teachers As Leaders  In their classrooms  In their departments  In their buildings  In their broader school districts  In their professional communities

3. Su 2010 /Fox3 The ACTFL Student Standards

4. Su 2010 /Fox4 Professionals who know the Standards: ACTFL NCATE Teacher Standards  Language, Linguistics, Comparisons  Cultures, Literatures, Cross-Disciplinary Concepts  Language Acquisition Theories & Instructional Practices  Integration of Standards in Curriculum & Instruction  Assessment of Languages and cultures  Professionalism

5. Su 2010 /Fox5 Professionals who know the Standards: The NBPTS Five Propositions of the National Board for Professional Teaching Standards for practicing teachers

6. Su 2010 /Fox6 The 5 National Board Propositions  Teachers are committed to students and their learning.  Teachers know the subjects they teach and how to teach those subjects to students.  Teachers are responsible for managing and monitoring student learning.  Teachers think systematically about their practice and learn from experience.  Teachers are members of learning communities.

7. Su 2010 /Fox7 Be a Teacher who Engages in Reflective Practice Current research in the field of education strongly suggests that the most effective teachers take a deeply reflective approach to their work. So, what does this mean to teachers? And to the students in our classrooms? Is there a difference between reflection & critical reflection?

8. Su 2010 /Fox8 Who needs to Reflect? Some targeted thoughts: Critical Reflection is for all teachers. Just because we think about our teaching, it does not mean that we are engaging in critical reflection about our practice. We can be a new teacher, or an experienced teacher for any number of years, and still not be engaged in critically reflective practice.

9. Su 2010 /Fox9 Teacher Professionals As Leaders  We shouldn’t assume that we will automatically reflect deeply when we start out, but consistent reflection does help us to develop capacity  Challenged by time and student demand –How do we create the time? –And to make the time worthwhile, what does one write?  Create a time & establish some questions for which you seek answers  Most importantly - BEGIN

10. Su 2010 /Fox10 Consider your Learning Style: Interpersonal or Intrapersonal Are you naturally a more interpersonal or intrapersonal learner? (Gardner, 1986)  Interpersonal learners –communities of professionals, action research teams and presentations, groups of critical friends for sharing and analysis  Intrapersonal learners –journaling, writing thoughts for sharing with a “critical friend” who may respond in writing or person-to-person, individual action research

11. Su 2010 /Fox11 Lenses of Our Students  Course, semester, mid-term and assignment evaluations by students  Through daily writings about how they understand material and are making it meaningful for themselves  Through action research projects conducted in your own classrooms with your students  Through weekly/daily informal feedback –“Tickets Out” reflections at the end of class help students construct meaning & connect learning

12. Su 2010 /Fox12 Reflection & Thought  Journal Writing –Provides the lens of the professional on classroom interactions –Provides the autobiographical perspective that helps us get to the core of ideas and issues  Dare to ask yourself the hard questions!  Who are you as a teacher? Who were you as a learner? Do all students in your classes think and learn the way you do?

13. Su 2010 /Fox13 Ideas for Taking “The Next Step” to Deeper Reflection  Establish an emergent community of learners. –Connect with your students. Encourage them to share their thoughts with you –Connect with colleagues - researcher groups  Conduct assignment evaluations with questions that will provide you real food for thought. –Incorporate “Reflections/Connections” in large assignments for your students –Ask students to talk about how they connected with the material to learn it

14. Su 2010 /Fox14 Be a Teacher Who........ also engages in Action Research in your Classroom

15. Su 2010 /Fox15  They realize the interconnectedness of teaching, learning, and research.  They reflect on what they do, why they do it, and how they do it.  They share successes and problems with their fellow researchers.  They develop & investigate questions from their curiosities about teaching and learning. What happens when teachers engage in research?

16. Su 2010 /Fox16 Teacher vs. Teacher Researcher TeacherTeacher Researcher Intentionally asks questions about teaching and learning Organizes and collects information Goals: Facilitates teaching and learning and maximizes student potential Focuses on a specific area of inquiry Asks questions about teaching and learning Collects information about students Benefits from ongoing collaboration and support of critical friends Often feels overwhelmed and/or isolated Engages in reflection

17. How Do I start? First, think about Finding A Question or Puzzlement or Let Your Question Find You!

18. Su 2010 /Fox18 Identify a Puzzlement, Question, or Topic for Study “It is not surprising that the root word of question is quest. Teacher researchers embark on a new kind of vision quest as they look for research questions in their classroom. They want questions to research that can lead to a new vision of themselves as teachers and their students as learners.” (Hubbard & Power, 2003, p. 3).

19. Su 2010 /Fox19 Activity: Brainstorming Possible Research Questions 5 minutes  Consider your teaching and the students with whom you work. Is there an area of your teaching that could be improved, that is challenging or that you want to investigate further? Is there a Question, a Puzzlement, that you have about your learners?  Directions: –Working independently for 4 -5 minutes, begin to identify some questions you might have about teaching or the learners in your classroom.

20. Su 2010 /Fox20 Activity: Brainstorming Possible Research Questions 6 minutes  Directions: 1) Working with two colleagues sitting near you, share your questions orally. 2) As you listen to your colleagues, write down any additional research questions that come to mind. SHARE

21. Su 2010 /Fox21 Consider:  Marshall and Rossman state that action research helps teachers to “discover important questions, processes and relationships, not to test them” (Hubbard and Power, 1993, 5).

22. Su 2010 /Fox22 Activity: Prioritize the Questions  Directions: –Consider your possible research questions. –Circle three that you consider to be the most important to at the current time.

23. Su 2010 /Fox23 Good Research Questions  A. Researchable / Clear –Too broad or too specific? –“Right size”? –Single or several questions? –Why? How? What?  B. Significant –Practical significance? –Focus on teaching and learning? –Worth my time and effort?  C. Feasible –A natural part of my day? –Too dependent on others?  D. Ethical

24. Su 2010 /Fox24 Activity: Revise Your Question You may want to write your question using one of these formats:  Why is it that...  How do I...  What would it be like if...

25. Su 2010 /Fox25 As We Continue the Process:  1. Think about the Data needed to help you answer  2. Obtain Feedback from colleagues  3. Review of literature- what’s been written?  4. Take Time to develop your question further  5. Consider Multiple starting points  6. Narrow your focus  7. Rephrase the question(s)  8. The power rests with you!  9. Keep it simple.  10. Journaling & Reflection = essential components

26. Su 2010 /Fox26 Fecho: “By taking an inquiry stance on my classroom, I enabled myself and my students to transact in ways that gave us options and possibilities rather than dictates and fatalities... shows our struggles, our missteps, and our conflicts, as it also shows our evolution, grace, and collaborative understanding. This... is about teacher as learner and learner as teacher and what it means to call all classroom perspectives into question.” (2004, p. 10)

27. Su 2010 /Fox27 Time for Questions & Discussion You’re ready to try your wings!!!!! --

28. An Ending Thought... True learning is an active journey, not a static entity. rfox@gmu.edu