CTE Enrollment Action Research Plan

CTE Enrollment Action Planning
Goal:   To increase CTE enrollment at Keller High School
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Compile and evaluate the current and historical CTE enrollment data for Keller High School (KHS) over the past 6 years.	Clarissa Marchalk	October 2012	School & District enrollment data reports	Review and analyze enrollment data.
Compare CTE enrollment data with data from surrounding, comparable schools.	Clarissa Marchalk	October 2012	District Snapshot reports from TEA	Review and analyze data from surrounding districts specifically evaluating variations in enrollment data between districts and schools.
Working with CTE teachers, administration and CTE director determine administrative changes, graduation requirement changes, grading period changes, and daily bell schedule changes that might have affected the changes in enrollment and identify the years in which these changes took place.	Clarissa Marchalk, KHS CTE Department representatives, Site Supervisor, KISD CTE Director	November 2012	Historical information from staff, administration, and district resources that will identify changes and when they were implemented.	Add key historical changes to enrollment data compiled by year.
Identify schools or districts that have increased CTE enrollment over the past few years. Research methods they have used to increase student enrollment.	Clarissa Marchalk, KHS CTE Department,	November 2012	Contacts from surrounding districts and schools	Compile list of methods used by other districts to increase student enrollment.
Conduct survey of a sampling of current students in 9-12th grade.  Gather data regarding enrollment in CTE, reasons why they may not enroll, and awareness of program offerings.	Clarissa Marchalk, English Teachers	December 2012	Survey and English classes	Review and analyze student responses
Compile and review all data collected thus far and identify areas that can be addressed to increase enrollment in CTE courses at KHS	Clarissa Marchalk, KHS CTE Department, Site Supervisor	December 2012 – January 2013	Student survey data, historical enrollment data and key historical changes data	Identify key areas that could be targeted to increase CTE enrollment at KHS.
Compile action research data collected and key areas identified and present information to the CTE department, Site Supervisor, & KHS principal	Clarissa Marchalk	January 2013	Research compiled thus far	CTE Department feedback
Select the key areas to target and develop plans to address each area to increase student enrollment in CTE.	Clarissa Marchalk, KHS CTE Department, Site Supervisor	January – February 2013	Research methods to increase CTE enrollment, use list compiled from other schools and districts	Written plans for each key target area
Implement plans to target enrollment	Clarissa Marchalk, KHS CTE Department, Site Supervisor	February – September 2013	Resources identified in key target plans	Assess the effectiveness of each key target plan.
Collect and analyze data	Clarissa Marchalk	October 2013	School & District enrollment data reports, survey of current CTE students and what influenced their enrollment	Compare collected data from beginning, and end of action research. Assess and evaluate whether there was an increase in students enrollment.   Evaluate if the key target plans increased KHS CTE enrollment.
Compile action research to report results.	Clarissa Marchalk	October 2013	Available data reports	Assess the impact of the key target plans on enrollment.  Present results to campus administrators, KISD CTE director and KHS CTE Department staff.

Insights into Action Research

The term action research was a new term to me, but not a new concept.  As I read about and studied examples of action research I realized that action research in varying degrees is part of my everyday life in the school setting.  Action research is a continuous process of evaluating data, defining an issue, putting together a plan, carrying out the plan and re-evaluating.  With the instantaneous ability to view data on individual students, classes, departments and schools as well as the large variety of assessment and survey tools at our fingertips there is no reason that as educators we should not be using this wealth of data and information to continuously be seeking out concerns and working through and implementing new methods, solutions, programs and procedures to enhance the education systems within our classroom, schools and community. 

Even though I feel that action research is a part of my everyday life in the school setting I think that one must understand what action research is and its purpose.  Action research is a continuous process of evaluating data, defining an issue, putting together a plan, carrying out the plan and re-evaluating.  In order for it to truly be action research I believe it must be intentional, purposeful, and systematic. Intentional in that participants understand why and what we are doing.  Without that understanding you will not have the buy in which will drive the organization towards action.  Purposeful because when there is an emotional buy in and we see purpose we are more willing to assist in the process.  It must be systematic in the way that we acquire and reflect on data, the process in which we implement new procedures or programs and how we evaluate.  Having a systematic approach helps the people involved understand the process. 

Action research can be used by a superintendent to help drive a school district, by a principal to take his or her campus to greater achievements, by a classroom teacher to transform their student’s learning.  Action research, when used properly, can be the driving force behind positive change in education.   

Using Blogs as an Educational Leader

As an educational leader there are many reasons to blog.  The first and foremost is to learn.  As educational leaders we have to stay current and we do this by reading, attending workshops and conferences, and collaborating with colleagues.  Oftentimes we are inundated with information and ideas but do not have the time to process and apply what we have heard.  By blogging about what we have read, seen or heard we are able to retain what we have learned but also reflect on how we can apply it to our educational setting. 

When we use blogs to help us learn and reflect on what we have learned we also begin to gain vision and perspective.  As we blog we are not just writing we are thinking.  We are thinking about what we have learned, how we can apply it, what we would have or should have done differently, and what we need to learn.  With blogging though we have an audience that can participate in our process of thinking.  We are able to receive feedback, additional insight, and hopefully some constructive criticism.  This can also open the doors to additional collaboration with staff, peers and other colleagues. 

Lastly, I believe that blogs allow us the opportunity to showcase ourselves, our classrooms, our schools and our students.  It may sound quite pretentious, but some of the best ideas I have found for my classroom and for my students have come from colleagues showcasing the accomplishments that they are a part of.  By showcasing our successes we are contributing to the greater good of the educational community.