Katie Sims

AD 662

Action Research Proposal

Context

Throughout the history of this school, it has sustained an admirable record

of outstanding student achievement on local, state, and national assessments.

The performance of the students has gathered attention from numerous state

and local public and private agencies. In 2004 it was named a Maryland Blue

Ribbon School by the Department of Education for achieving superior standards

of academic excellence. Additionally, a strong instructional staff and extremely

active parent community support students in grades K-5.

This school is unique in the sense that the demographics of this school

are not widely diverse. For the 2015-2016 school year 406 students attended this

school. Out of 406 students, 7.4% were ESOL, less than 5% were part of FARM,
and 9.4% were part of SPED, in the Autism program.

Along with the lack of diversity, there is a lack of high needs of support for

lower achieving students. The students, overall, perform high on testing, but are
also extremely hard on themselves. Students have voiced that they dont feel

comfortable at school and that they dont always believe that they are smart.

When faced challenges, students often give up rather than persevere and

problem solve to finish important tasks.

Problem

In September of 2015 baseline data was collected by the guidance

counselor. A 14 item survey was conducted for grades 3-5 and a 8 item survey

was conducted for grades 1-2 (see attached). The survey measured: self-control,

academic self-efficacy, persistence, and mastery orientation. 71 students out of

397 surveyed, scored below 3.0 on a scale of 0-4. By the end of the school year,

our SIP on school climate was for an increase over baseline data of 50% in the

number of students receiving an overall score of 3.0 or more on the survey.

When the survey was given again at the end of the school year, there was only

an overall improvement of 13%.

At the end of the school year, 59 students scored below 3.0 on the school

climate survey and of those 59 students, 30 of them were in grades 1-3.

Shockingly, many procedures were in place last year for students in grades 3-5,

however, there were very few plans in place for the students in grades 1 and 2.

The staff development teacher was interviewed along with a teacher from second

grade in regards to the SIP addressing school climate. In these interviews, both

the educator and staff development teacher felt that there was a huge need for

staff professional learning opportunities on teaching students to have a growth

mindset. Both educators also felt that teachers need time to collaborate with the
guidance counselor and administration to acknowledge the students that need

extra support with building resilience in the classroom. Once students are

recognized, teachers then need the proper trainings on how to effectively

address the needs of their students. Often, teachers at this school find that

students with the most high potential, are extremely hard on themselves and

therefore shut down when challenges arise. Finding ways to encourage students

to persevere and overcome challenges, is crucial at this school.

The lack of communication amongst the staff makes vulnerable students

invisible. Additionally, the lack of training and coaching available to classroom

teachers, does not promote a growth mindset for these educators themselves. If

staff work closely to discuss the needs of their students, how to approach these

needs, and what they will do to reduce the gap of students identified, then all will

benefit.

In addition to staff collaboration, parent-teacher collaboration needs to be

more prevalent. This school is fortunate to have extremely supportive and active

parents who care about their childs education. Unfortunately, parents are

extremely harsh on their children and set great expectations for them. Although

high expectations is important, parents should be aware of their childs scores on

the school climate survey and how pressure at home affects them in the

classroom. Parents have not been notified in the past when their child scored low

on the school climate survey. If parents are aware of their childs concerns, and

aware of how their childs teacher plans to address them in school, then the

parent can do the same at home.

Research Questions

After evaluating the school climate SIP and interviews with staff members, two

research questions were created:

1. What is the most effective way for a teacher to inspire a growth mindset

with their students?

2. What is the most effective way for parents to encourage a growth

mindset?

Literature Review

Those who think intelligence is inherent and unchangeable exert less

effort to succeed and have a fixed mindset, but students who value effort are said

to have a growth mindset (Hochanadel and Finamore, 2015). A growth mindset is

demonstrated by not only hard work in a child, and resiliency, but also when they

have a deep commitment to their learning and remain focused over a long period

of time. When students develop a growth mindset then they believe that

intelligence and smartness can be learned and that the brain can grow from

exercise (Boaler, 2013). In order to increase retention, students should be taught

to persist when challenges arise. Faculty can help students develop grit and a

growth mindset to increase their chances of reaching long-term goals, by

internalizing the motivation to persist (Hochanadel and Finamore, 2015). When

teachers teach students how to persist, a growth mindset develops, therefore

improving the stamina to overcome any challenge.

Carol Dweck has found that fixed mindset messages prevail among

students across the achievement range and some of the students who are most
damaged by fixed ability beliefs are high-achieving girls (Dweck, 2006a, b).

Students like these have been rewarded for their work at a young age, Dweck

has shown that this type of praise is damaging because it labels the child as

being smart. Fixed mindset praise is an issue because as soon as these

students fail at a task they conclude that they are not smart after all. This type of

fixed mindset is often seen in classrooms as it is communicated through the

practice of ability grouping. The damage of fixed ability thinking harms all

students, even when members of a particular group are told they are smart.

High-achieving girls, often placed in top set or top track classes, frequently suffer

from the idea that they are smart and need to maintain the image of smartness,

leading to fear of challenge and inability to cope with failure (Boaler, 2013).

Studies have shown that achievement and participation improves

significantly when schools remove ability grouping practice and place students in

heterogeneous grouping. In addition, more detailed studies of students attending

schools in sets and heterogeneous groups have found that ability grouping

reduces achievement for students overall. This happens because ability grouping

limits equitable practice opportunities by teaching high level content to only some

students, the smart students. Secondly, it sends students the message that only

some students are high achievers and capable of overcoming challenges.

Commitment to the communication and teaching of a growth mindset

requires examination of all aspects of teaching (Boaler, 2013). One way a

teacher can communicate a clear message to students is simply by the tasks that

they choose for the kids to complete. When tasks are more open, offering
opportunities for learning, students can see the possibility of higher achievement

and respond to these opportunities to improve. For example, if students are

working on thin questions where the answers are either right or wrong, and they

often get these questions wrong, it is hard for them to see that high achievement

is possible when strong effort is put forth. However, when tasks are more open,

offering opportunities for learning, students can see the possibility of higher

achievement and respond to these opportunities to improve. This change is

consistent with other work in formative assessment (Black & Wiliam, 1998).

Additionally, the way a teacher grades student work greatly impacts the

child. For example, Boaler finds creative ways for the teachers that they work

with to readress mistakes in mathematics classrooms. Some teachers grade

students not by marking a mistake with a cross but with a gold star or a smiley

face and the words, It is great that you made this mistake; this is a really

important opportunity for learning and I am glad you are thinking about this

(Boaler, 2013). This type of messages confirms with the child that they are on the

right track and working hard. This message is less intimidating and does not

trigger the child to give up or lose hope like a red x resembles.

Outside of the classroom, Hochanadel and Kaplan too mention that one of

the problems kids face is how their parents approach tough situations when their

child wants to quit schoolwork because its challenging. Parents often reassure

their child that they are smart when they are unsure of how to solve a problem,

but this only confirms more of a fixed mindset and makes kids hesitant to try

something difficult. Children worry that if they try to overcome a challenge and
fail, their parents will be disappointed and no longer hold them in high regards.

Parents need to not recognize their children only for their good grades, but be

knowledgeable of the growth mindset and be made aware of their role in

providing encouragement to children who indicate a strong work ethic and

perseverance in order to resist this fixed-mindset culture.

Proposed Methodology

1. Proposed Methodology (2 pages) - Summary of Action Plan - Keep the following

in mind when designing your methodology:
How will the learning occur for the teachers?
Keep in mind how adults learn; be realistic
What will the coachs role be?
What will teachers learn and do in order to address the identified
problem?
Parent involvement, staff training, staff involvement...

Each student is expected to have a 1-2 page copy of their draft proposal for each member of
their group plus the professor (6 copies). Each student, based upon their presentation and
feedback, will then use such to develop a more formal proposal (see below). Once the draft is
presented, other students in the group (critical friends) will provide written suggestions and
other comments that will help the presenter with developing the more formal proposal.
FINAL DUE: The formal Action Research proposal is due by 6:00 pm on July 27 (email, word
attachment, APA style with each section titled appropriately). It should include the following:
2. Context (1 page)
2. Problem (gap, significance, urgency [1.5 pages])
2. The research questions (.5 pages)
2. Literature review (3-5 pages) - 3-5 sources and at least two (2) should be peer
reviewed (Scan the textbook/articles, this can be a reference) ; remember to cite!
Summarize big ideas and major implications from your articles
Relate info from articles that support your need for
action/change
If your resources propose potential steps, consider including it
within your action steps in your methodology section
6. Proposed Methodology (2 pages) - Summary of Action Plan - Keep the following
in mind when designing your methodology:
How will the learning occur for the teachers?
Keep in mind how adults learn; be realistic
 What will the coachs role be?
What will teachers learn and do in order to address the identified
problem?
Who, what, where, when, and how will this occur? (Consider
including an actual action plan and attach it within the appendix

Citations

Black, P. & Wiliam, D. (1998) Inside the Black Box: raising standards through classroom
assessment, Phi Delta Kappan, October, 139-148.

Boaler, J. (2014) Ability and Mathematics: The Mindset Revolution that Is Reshaping
Education. FORUM: for promoting 3-19 comprehensive education, 55, 143-152.
http://dx.doi.org.ezp.lndlibrary.org/10.2304/forum.2013.55.1.143

Dweck, C.S. (2006a) Mindset: the new psychology of success. New York: Ballantine
Books.

Dweck, C.S. (2006b) Is Math a Gift? Beliefs that Put Females at Risk, in S.J. Ceci & W.
Williams (Eds) Why Arent More Women in Science? Top Researchers Debate the
Evidence. Washington DC: American Psychological Association.

Hochanadel, A. and Finamore, D. (2015). Fixed And Growth Mindset In Education And
How Grit Helps Students Persist In The Face Of Adversity. Journal of International
Education Research,11, 47-50. http://files.eric.ed.gov/fulltext/EJ1051129.pdf

Katie Sims
AD 662
7/25/16

Stakeholder Interview Reflection Paper

 The staff development teacher was interviewed along with a teacher from

second grade in regards to their familiarity as well as, concerns with the SIP

(Student Improvement Plan) addressing school climate. In these interviews, both

educators commented on the issue that students at our school are extremely

hard on themselves and therefore quit when faced with challenges rather than

persevering. This is evident in our 2015-2016 school climate survey that

demonstrated 71 students out of 397 surveyed, scoring below 3.0 on a scale of

0-4. By the end of the school year, our SIP on school climate was for an increase

over baseline data of 50% in the number of students receiving an overall score of

3.0 or more on the survey. When the survey was given again at the end of the

school year, there was only an overall improvement of 13%.

After reviewing these results, both individuals felt that there was a huge

need for staff professional learning opportunities on teaching students to have a

growth mindset. The SIP acknowledges strategies put in place for a school wide

recognition program for students however, there were no explicit strategies in

place for teacher-student interactions in the classroom. Additionally, the second

grade teacher commented on the need for time to collaborate with the guidance

counselor and administration to acknowledge the students that need extra

support with building resilience in the classroom. Once students are recognized,

teachers then need the proper trainings on how to effectively address the needs

of their students. Finding ways to encourage students to persevere and

overcome challenges, is crucial at this school.

 In addition to staff collaboration, a need for parent-teacher collaboration

was mentioned during the interview. This school is fortunate to have extremely

supportive and active parents who care about their childs education.

Unfortunately, parents are extremely harsh on their children and set great

expectations for them. Although high expectations is important, parents should

be aware of their childs scores on the school climate survey and how pressure at

home affects them in the classroom. Parents have not been notified in the past

when their child scored low on the school climate survey. If parents are aware of

their childs concerns, and aware of how their childs teacher plans to address

them in school, then the parent can do the same at home.

Interview Questions

1. Do you feel that the School Climate SIP meets the needs of the children
you teach?
1. Second Grade Teacher: I vaguely remember what is on the plan
from last year. I know that it mentions building resilience with
students and also practicing a growth mindset, but we never were
coached on how to help the students.
2. Staff Development: I feel that it was a good plan initially, however,
administration, myself included, could do a better job of familiarizing
the staff with the plan. Therefor, the lack of training does not benefit
the students.
2. In what ways has administration addressed the students of concern in the
SIP plan?
a. Second Grade Teacher: Teachers were told at a data chat
(meeting where admin. works with teachers to analyze student
data) to be aware that some students feel more comfortable in
school than others. The students that scored low on the surveys,
that we had, were addressed at that moment. There was no plan of
how the teacher should address the child in the classroom. The
guidance counselor mentioned that she would set up lunch
bunches, but out of my students flagged, only one of them attended
one single lunch bunch throughout the entire year.
b. Staff Development Teacher: The guidance counselor allowed the
students to have lunch bunches with her where they were
welcomed to bring a friend. Grades 3-5 participated in a peer-to-
 peer student tutoring program, as well as a buddies program with
autism
3. How were second graders needs addressed in the School Climate SIP?
a. Second Grade Teacher: students participated in schoolwide
recognition program where they received stickers for doing
outstanding work and had their names entered for a chance to win
a Ledos Pizza certificate. I encouraged resilience and for students
to have the growth mindset by giving out tickets to students that
tried their best and didnt give up when work got hard. Once a week
students could trade in tickets for various awards.
b. Staff Development Teacher: Students participated in bi-weekly
guidance lessons, a schoolwide recognition program was put in
place, individual teachers encouraged students and the guidance
counselor worked with needy students when she was available.
3. How has staff been coached on helping students who lack resilience or
the growth mindset?
a. Second Grade Teacher: Staff this year participated in Mindfulness
trainings during our staff meetings. Staff were also told which
students to pay more close attention to at the beginning of the
school year when they were given their new class list
b. Staff Development Teacher: Mindfulness trainings were put in
place. We have stated on the SIP that faculty was to receive
training on Invitations to Learn based on the work of Carol Ann
Tomlinson, but we found it to be too time consuming so we chose to
only focus on Mindfulness this year
3. What do you think needs to be implemented moving forward?
a. Second Grade Teacher: Staff needs to be able to see the surveys,
themselves, to see what students not only scored low, but also
what questions they scored low on. Also, more professional
development needs to occur on proper training to help know how
best to meet the needs of these students.
Staff Development Teacher: Teachers need more time to collaborate with the
guidance counselor to brainstorm ways to best meet the needs of these low
scoring students. Teachers also need to implement strategies discussed with the
guidance counselor and possible parents, and then they need to keep up with
these strategies, not let them fizzle out.