Learning Forward
Equity and excellence in teaching and learning.
The Big Money Question
Action research projects give district a clear picture of professional learning's impact
By Learning Forward
Categories: Learning designs, Outcomes, ResourcesAugust 2015
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How Teacher Action Research Projects Align with Learning Forward's Standards for Professional Learning
| Standard | How teacher action research projects align |
| Learning Communities | Teacher action research projects are teacher learning communities that meet frequently to find answers to common questions of importance about their instructional practices. They work together to understand the research about best practices, then design ways to apply and study those practices in their own classrooms. They share, discuss, and analyze classroom data to understand what is and isn’t working. They make adjustments in what is a continuous cycle of collaborative learning. |
| Leadership | Action research teachers who later move into mentoring roles for novice action researchers form necessary webs of support to sustain the professional learning. |
| Resources | Teacher action research projects that focus on questions about district learning initiatives can provide direction on how best to allocate resources for professional learning that will make a difference in teacher quality and impact student achievement. |
| Data | Teacher action research projects make use of all types of data gathered through surveys, classroom observations, and student achievement measures. The analysis of this data drives future decisions about classroom instruction. |
| Learning Designs | Teacher action research projects model the core attributes of adult learning theory. Teacher experiences include a balance of research theory and practical application. They are given choice and autonomy and are supported to deepen and share their expertise to improve the larger group. |
| Implementation | Teachers find support by working together and with trained coaches or other experienced action research mentors who help them implement this reflective process. |
| Outcomes | Teacher action research projects build professional skills clearly defined in the Danielson Framework for Effective Teaching. |
Sample CLEAR Project action research questions
Construction of groups and implementation of cooperative learning core elements:
- Does using homogeneous or heterogeneous gender grouping increase student participation and reduce teacher interventions?
- Do people learn better in two-person or three-person teams?
- How do different instructional methods of teaching social skills within base groups increase the frequency of that skill outside of base groups?
Student learning: Impact of cooperative learning on student performance:
- Do cooperative teams demonstrate a performance advantage?
- Will working with a partner on class activities increase the comprehension of an individual student’s learning?
Classroom environment: Impact on student attitudes and interactions:
- How does group processing affect student attitudes in the classroom?
- Does teaching social skills in the classroom increase positive interactions among students and transfer outside of the classroom?
- How would use of cooperative learning reduce student isolation in the classroom?
References
Danielson, C. (2013). The framework for teaching evaluation instrument. Available at https://danielsongroup.org/framework.
Sagor, R. (2010). Collaborative action research for professional learning communities. Bloomington, IN: Solution Tree.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
Categories: Learning designs, Outcomes, Resources
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