Action Plan: Building Community

SCHOOL VISION: RHS will meet every staff and student’s needs and create college and career ready graduates.

GOAL:

1. Build a sense of community among the staff, making everyone feels a sense of belonging, usefulness, competence, and potency.
2. Build a sense of community in our differentiated classroom where every student feels acceptance, belonging, respect, and concern?

OUTCOMES	ACTIVITIES	RESOURCES/ RESEARCH TOOLS NEEDED	RESPONSIBILITY TO ADDRESS ACTIVITIES	TIME LINE
Create a sense of community among the staff:  sense of belonging, usefulness, competence, and potency	Survey of Staff’s morale	Google Docs	Kim Carlton Elsie Nash	October 2012
Create a sense of community among the staff:  sense of belonging, usefulness, competence, and potency	PLCs: Noticing the little things		Katie Fisher Tony Strohmeyer Other members of DI Committee	November 1, 2012
Create a sense of community among the staff:  sense of belonging, usefulness, competence, and potency	Staff Appreciation Wall Golden Nuggets	Wall supplies and stationary for Golden Nuggets	DI Committee	November 2012 – May 2013
Create a sense of community among the staff:  sense of belonging, usefulness, competence, and potency	Ending Survey of Staff Morale	Google Docs	DI Committee	May 2013
Create a sense of community among the students:  sense of belonging, usefulness, competence, and potency	Research DI strategies to build community in Managing and Leading a Differentiated Classroom by  Carol Ann Tomlinson and Marcia B. Imbeau	Managing and Leading a Differentiated Classroom by  Carol Ann Tomlinson and Marcia B. Imbeau	DI Committee	October 2012 – December 2012
Create a sense of community among the students:  sense of belonging, usefulness, competence, and potency	PLC: Noticing the Little Things		Katie Fisher Tony Strohmeyer Other members of DI Committee	November 1, 2012
Create a sense of community among the students:  sense of belonging, usefulness, competence, and potency	Implement strategies in classroom	Managing and Leading a Differentiated Classroom by  Carol Ann Tomlinson and Marcia B. Imbeau	Elsie Nash	November 2012 – May 2013
Create a sense of community among the students:  sense of belonging, usefulness, competence, and potency	Assess students’ sense of community with comparison to beginning of school year and with survey	Survey and Research notes	Elsie Nash	January 2013 - May 2013

Steps to Follow:

1.      Examining the work: Setting the Foundation – in other words, identifying needs or topics for action research and this may emerge from the Site Based Decision Making Committee, or from needs like those identified in your intern plan.

Since our district has started a new initiative of differentiated instruction implementation in high schools, we have started a differentiated instruction committee. This year our goal is to build community in our school with both staff and students. We noticed this need after staff discussions and a district-wide meeting.

2.      Analyzing data – you have had many opportunities to do this, and you  examined at least 9 data gathering strategies from your text in Part 2 of this week’s assignments

We are completing a survey with the staff asking them the to rate on a scale of one to four ased on their agreement:

RHS feels like an established community.

I feel like a valued member of this community.

I feel acknowledged.

I feel appreciated for the work that I do.

I feel comfortable to take risks.

For the students, we are doing a book study on Leading and Managing a Differentiated Classroom and gathering a group of strategies to implement in our classrooms.

3.      Developing deeper understanding – these are additional data collection techniques, as well as, examining qualitative data through active listening, focus groups, etc.

As a group, we will gather data from staff through feedback and meaningful questioning. From this information we will continue to develop PLCs.

4.      Engaging in Self-Reflection – this summarizes much of what you have been doing in this course, and throughout the program, beginning with your many self-assessments of leadership in EDLD 5311

I will continue to develop my plan as I learn about Action Planning.

5.      Exploring Programmatic Patterns – This includes asking the appropriate questions, identifying data patterns and gaps, and learning to address equity issues

Again this will be done through our DI team meetings through staff feedback and classroom strategy implementation. We will continue to ask questions and develop our action plan and PLC topics.

6.      Determining direction – Working collaboratively to address action research questions, monitoring progress, and assessing achievement

As a team, we will constantly question and create ways to help our staff with classroom strategies to build community and ways to build staff morale.

7.      Taking action for school improvement – Using appropriate steps or templates like the SIP or PIP Plan of action to guide the action research

Create SIP for building community and change as needed

8.      Sustaining improvement – Learning to use the tools of action research as an on-going process for professional development and school improvement.

I will continue to learn as this class continues and as the program continues.