CONSTRUCTION+SITE

=A PLACE WHERE THE ACTION RESEARCH IS SHAPED AND MOULDED!= __** August 27th 2009: **__

** Research Design: ** Issue ** : We need to introduce the e5 model of instruction to staff
 * 1. Preliminary picture: ** The project will be developed in response to the awareness of the leadership team of the resistance to change. This has come about by a recognition of the implications of introducing another model of change on the teaching staff at my school. The effect of the proposed introduction of e5 has caused anxiety in a staff who are already feeling overwhelmed by bureaucratic obligations.
 * 2. Focusing: ** Originally the project was around “ Using ‘e5’ as a model for assessing real and sustained change in classroom practice”. But my reflection on the problem (as part of the Look-Think-Act Research cycle p. 37 – Stringer) has shifted the focus. This has also come about in light of discussions with the leadership group on what the real situation is surrounding staff opinion on the implementation of e5, and also after discussion with Phil Riley on what the underlying motivation might be. In addition our recent Staff Opinion Survey indicates teacher stress has increased.
 * 3. Framing: ** The scope of the inquiry will now centre on teacher resistance to change. I will investigate this using the implementation of e5 as a guide to teacher resistance as one of the tools.
 * 4. Sampling: ** Project participants will be a selected group of staff members who are willing to be included in the research. From a staff of 37 EFT, I think a sample group of approximately 12 will be required.
 * 5. Sources of information/data. ** I will use Staff Opinion Survey for 2009. Only teaching staff will be included in the survey sample. I will try to include staff who have been at the school over a range of years, from 0 – 25. I will need to investigate whether or not there is a relationship between number of years of teaching and change resistance.
 * 6. Data gathering procedures. ** The leadership group meet regularly each week, and will analyse data from staff opinion survey. In addition, it is intended to get staff feedback about e5 implementation. A focused survey to the intended participants design to elicit their opinion on change and change management in the school will be prepared. I will need to investigate relevant publications and data on this topic, and establish the correct instruments to use to collect the data.
 * 7. Data analysis procedures. ** I am yet finalise this area. The survey will need to be designed to elicit data which will be of use in the understanding the resistance factor. Will need to measure against something which is yet to be defined. Will analyse success of implementation of a number of new initiatives
 * 8. Ethics. ** All participants will be advised of the objectives of the project, and that their participation is both voluntary and anonymous.
 * 9. Validity. ** Procedures for the research need further investigation
 * MORE FRAMING :
 * Problem ** : Staff have expressed dissatisfaction at another top-down model. Previous experience shows us that they will “comply” with the request, but that classroom practice will not alter.
 * Question ** : What drives teacher resistance?
 * Objective ** : To understand the issues at the heart of teacher resistance, and to use the information to begin the process of supporting real change.

__** September 12th 2009 **__

(a) Application for teacher professional leave for leadership group has been successful (does not include principal and assistant principal, although they will have a vested interest in the success of the project). This will allow time to develop a methodology for implementation in 2010. (b) Professional Reading group have been investigating a number of things in developing their understanding of current pedagogies and why our college has made a commitment to new philosophies of teaching and learning – particularly in the form of integrated learning in years 7 & 8, and developing through into Year 9 in 2010. Things discussed/read/reviewed: Departmental policies, frameworks, philosophical understandings of educational thinking., review of Performance and Development Culture and what this means. This has led to an interest into effective professional development and implementation policies, and ultimately to the notion of teacher resistance – what it is, and how we can understand it and work with it in order to successfully implement e5 into the college community. (c) PLT has now committed to undertake some Action Research around e5, to enhance the effectiveness of the implementation. // This has come out of discussions around effective teacher practice and pedagogy, particularly with regard to the impending merger where it will be to our advantage to have an informed group of staff with a common language around the merger, change and change management. They intend to start with a teacher survey based around what constitutes effective teaching, asking each staff member to rate themselves on a scale to be designed. They will then analyse the data to see where areas of improvement are needed, and work to acquire an understanding of how to develop these areas through their ongoing reading. They will further undertake to re-test at the end of the implementation period, or at times throughout it, to see if improvement has taken place. //
 * The project started as e5 implementation, but emphasis has shifted
 * Leadership meetings – myself and principal, myself and leadership team, myself and Professional Learning Team focused Professional Reading.
 * Challenges : what was the problem?
 * New focus : teachers are good at “contrived collegiality” – and going along with departmental objectives, but not a lot seems to transfer to classroom practice. When we implement e5, will it just be another case of going through the motions to tick off our accountability, and then nothing changes in the classroom? How can we use action research to assess and change this?
 * New developments influencing Action Research: **