Wow. This week has been very eye opening where research is concerned. I have been very busy reviewing my Internship Plan, speaking with various campus and district groups and representatives, and just plain sinking my teeth into study. I have to admit that I really enjoyed the reading this week from the Leading with Passion and Knowledge text by Dana, and feel that it has greatly helped me in the narrowing down of my topics for research, as well as helping me to find out exactly how to ask the question. I've also enjoyed the input of some of my fellow classmates and reading about their plans for research. When I first found out about this class, I was a bit nervous, and was having trouble pinpointing a project. Now, just 2 weeks later, I am finding I see a possible research project in almost every activity in my Internship Plan.
This week, I attended 3 separate meetings on 3 new initiatives on our campus, all 3 of which are included in my Internship Plan, and can also be formulated into questions for research. I spoke of these with my principal, and when we discussed these topics (inclusion, RTI, how the use of state of the art video equipment can be used across subject areas to improve learning with 3rd and 4th grade students), as well as several others, and on top of these, we are still looking into further topics. The problem is that there will always be "more". Every meeting, every grading period is going to raise questions for investigation. At this point, I think my enthuasiasm has been eclipsed by that of my principal, and if we don't slow down, I'll either be doing about 10 projects or have one so broad I'll never complete it. Can't say we aren't coming up with ideas.
This week, I have also used the guidance of the leaders who were interviewed for our class this week, and looked into research that has already been done. There is so much available if you just look for it. Since one topic my principal and I have discussed involves the creation and use of a school garden, I decided to look into it online. I am finding that others have already used this as an action research project, and I may be able to look into their findings to narrow my question, as well as find a starting point for where we need to begin. There are also many organizations that are available for assisting campuses build these type of gardens, and even though we won't be able to qualify for their assistance, I can use their planning and blueprints to present to our campus representatives (Leadership Team and PTA) when it comes time to look into location, cost and use of our garden.
I am meeting with our campus leadership team this week to discuss the garden for the first time. Even though I am excited about it, I am a bit wary of the response from the group when it is brought to the table. This is something our PTA is wanting, and even though they are going to be a great help in getting it going, the bulk of the responsibility is going to lay in the laps of our teachers, and extra responsibility is something that is never easily swallowed. I have two more days to come up with a very positive presentation and to find the best way to present this project in order to gain the most support from the campus. I am hoping this goes well, I am hoping the PTA representative is prepared with their part, and I am not going to uncross my fingers until Thursday. Whew!
Teachers love to oppose change and new initiatives. I think you're doing the right thing by recognizing that, and by working ahead of time to think of a positive way to spin it to the staff. It is all in the presentation. If you can find a way to make it look like the "extra" work is a minimum and highlight the benefits to the students and to the faculty, then you might be quite surprised at the number of teachers who may jump on board. I wish you all the best. Let us know how it goes!
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