ACTION RESEARCH (An Implementation Plan of Professional Development at Al-Izzah Islamic School)

This paper discusses an implementation plan of Action Research as a model of professional development at Al-Izzah Islamic school. The Action Research is projected for the school since it is predicted to offer greater opportunities for the school in particular teachers to develop their individual expertise to tackle any emerging issues and challenges either in their classrooms and school at large. To provide a holistic discussion, the paper firstly analyses the existing and potential challenges and issues facing the school and teachers. Afterwards, it takes account of the theoretical perspectives and rationale for developing action research as a professional development model in the school. On the basis of this analysis and rationale, the paper will present the implementation plan of action research project including the evaluation tool and procedure to measure the outcomes and impacts of the program for the teachers.

I. Challenges and Issues in the School that Benefit from Action Research

By largely considering the situational condition of the school including its leadership, culture, curriculum, and teaching and learning practices, there are several issues and challenges possibly faced by the school and particularly the teachers. These issues and challenges can be broadly grouped into three areas:

1. Instructional Practices and Students' Learning Motivation
Foremost, the strong vision of the school to become a leading institution producing quality students has challenged the whole school members particularly the teachers to deliver an instruction that enables students to optimally develop their potential. This only can be achieved through innovative teaching methods that integrate the use of available teaching and learning resources, inquiry practices, and problem-based teaching approaches. Moreover, the boarding school setting and high school’s expectation have required students to attend a number of class sessions. Accordingly, it is very likely to happen that as the result of excessive classes and meetings, the students’ motivation to engage in the class interaction will be relatively low. To deal with this as well as assuring successful instructional process, the teachers are expected to be much more creative and engaging in their teaching techniques and approaches. In addition, the team teaching approach utilized in daily teaching practices entails the teachers to have a better sense of collaboration with other colleagues.

2. Curriculum Alignment
The integrated curriculum adopted by the school has inevitably challenged the teachers to become more knowledgeable particularly in the subject they teach. It has required the teachers to have better understanding on the curriculum alignment across the different curricula and class levels. Accordingly, the teachers are expected to have a good analytical ability to accomplish this. In addition, the teachers is also required to have a good sense of collaboration because the integrated curriculum calls for teachers’ cooperation in order to balance the integration among different subjects and levels as well as avoiding repetition of the subject being taught.

3. Standard and Assessment
In the school, the shifting process of education from local to international requires serious reconsideration of both the learning standards and assessment. The high learning standard set by the school has demanded a more serious teacher’s attention to their professional duties and responsibilities. In other words, the teachers are expected to perform their teaching skills and expertise at their best to ensure that the students gain maximum opportunities to excel and success in their study. In addition, the inclusion of international curricula and international testing system inevitably invites the teachers to have a broader knowledge and understanding on their subject and powerful and innovative teaching approaches.

II. Action Research: Theoretical Foundation and Rationale

1. Definition, Anticipated Benefits and Challenges

Action research can be simply defined as “any systematic inquiry conducted by teacher researchers, principals, school counsellors, or other stakeholders in the teaching and learning environment, to gather information about they ways that their particular schools operate, how they teach, and how well their students learn” (Mills, 2007, p.5). Action research promises progress and improvement in teachers’ pedagogical knowledge and practices for it is directly rooted from and devoted for their teaching practices. Similarly, Hendricks (2006, p. 9) concisely describes action research as “a systematic inquiry based on ongoing reflection”. The systematic process involved in the research allows teachers to experience problem solving and to model it for their students learning.

Action research is different from the traditional research because it is mainly directed to taking action and effecting positive changes in teachers’ or education practices (Mills, 2007). It is largely about developing teachers’ professional disposition to become lifelong learners. It also encourages teachers’ self-reflection aimed at improving students’ learning outcomes and invites teachers to examine the dynamic of their classroom, personally reflect upon it, challenge their personal practices and to be risk takers. Action research is “an evolving form of inquiry that affect the researchers or teachers and the context where they work” (Bruce ac cited Brown, 2008, p. 64). It also assists teachers to develop their deeper understanding of their teaching practices by investigating a number of different pedagogical areas including curriculum development, assessment strategies, classroom managements, teaching strategies, students’ behaviour or motivation and other teaching related problems.

A number of studies on action research have confidently revealed the potential benefits of action research to teachers’ professional development as well as students’ learning outcomes (Osterman & Kottkamp, 1993; Fueyo & Koorland, 1997; Kennedy, 1997; Sagor, 2000, Stringer, 2004; Mills 2007). Sagor (2000) asserts that teachers embrace in action research will develop their problem-solving skills as the result of its systematic process. Action research also sustains individual initiative of the school in particular teachers, energizes the whole school community and assists teachers to change their practices through self-reflection. It can be a powerful agent of education change in general and teaching and learning practices particularly (Bruce as cited in Brown, 2008). In his book, Mills (2000) also maintains that in relation to professional development, action research can work for a number of advantages including gaining insights; developing reflective practices; affecting positive changes in the school environment, and improving students’ learning outcomes.

In practical perspective, action research facilitates and empowers teachers to be actively involved in school’s decision making, committed to individual and school development, systematically reflective (Mills, 2007). In comparison to the traditional research, Kennedy (1997) contends that 1) action research is more powerful and authoritative for it is conducted by the teachers themselves; 2) action research is more relevant for it is carried out based on individual teacher’ problems and context; 3) action research allows teachers access more meaningful research findings as it is developed based on their own focus area; 4) action research challenges intractability of educational reform because it is a part of the system itself, and 5) action research is not a fad since it is based on continuous teachers’ reflection.

As teachers embark on action research, there are several challenges that need to be considered. Sarason (1990) informs that as action research becomes more powerful for teachers, in fact there some obstacles that are very likely to appear in the action research process. These obstacles involve; the limited resources, resistance to change, reluctance to interference with other’s professional practices, reluctant to admit difficult truths, limited forum to share with, and time constrain. In addition, Bruce (as cited in Brown, 2008) informs that when action research is carried out in a group, there will be a potential problem to maintain the group members’ commitment. Accordingly, establishing a shared code of conduct for group members is useful to keep the whole members on the designed track.

2. Process of Action Research

The procedures involved in action research, in fact, can be represented in the same way as teachers teach their daily classroom (Mills, 2007). The daily teaching practices that involve setting goal, planning, implementing, and evaluating the teaching can also be manifested in the process of conducting action research. A number of experts of action research have proposed their own version action research models, however, they are basically similar in the concept. The very popular model was developed by Stephen Kemmis (as cited in Mills, 2007) who modified the Kurt Lewin’s spiral model. The suggested steps include reconnaissance, planning, first action step, monitoring, reflecting, rethinking and evaluation. The detail procedure can be presented in the following figure:

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III. Action Research Implementation Plan at Al-Izzah Islamic School

1. Purposes of the Action Research Program

The main aim of action research program is to facilitate the staff members to improve the quality of the students’ learning. Specifically, the action research program is aimed at:

• Developing the teachers’ deep understanding on pedagogical knowledge, teaching practices and students’ learning
• Putting the teachers at the front of development and information in the subject they teach and teaching and learning issues.
• Sustaining strong internal initiative of the teachers
• Creating a strong culture of inquiry and sense of collaboration in the school
• Contributing to the development of science and knowledge

2. Program Supports and Initiatives

• The action research program is developed, monitored and evaluated by the Professional Development Division of the school.
• The teachers will collaboratively work in a small group of the same subject to solve and investigate any teaching and learning issues. The team leader will be assigned by the group members to maintain effective work and discussion.
• The school will allocate a scheduled time for the teachers to meet at least once in two weeks to discuss and share their work to the group (possibly on Thursday).
• Regular professional development sessions on action research will be provided by the school particularly in the first quarter of the project.
• The school allocates sufficient research funding for the whole action research projects when required.
• The school provides opportunities for the teachers to gain assistance and information from external experts and partners.
• The action research plan and supporting sheets are provided by the professional development division.
• Action research project will be conducted for 1 year and will be reviewed every 2 years.
• The process will be monitored and evaluated continuously to ensure individual goals achievement.
• The action research review board will be formed to assist the teachers developing their action research project.
• The action research process incorporates the appraisal performance for individual development and professional satisfaction.
• The final report of the action research will be presented and disseminated in the following year in a monthly basis.
• The final report will be published on the school website for discussion and reflection.

2. Implementation Plan

In general the phases involved in the implementation of the action research in the school is sorted into four time strands; Preparation (quarter 1), Planning (quarter 2), Action (quarter 3) and reporting (quarter 4).

Preparation

This is the initial stage of introducing the concept of action research for the teachers. During this phase, the school facilitated by the professional development division arranges and carries out some introductory sessions on action research which are aimed to develop teachers’ understanding of the concept, potential benefits and practical procedures and methodology of conducting action research. In addition, the session also offers opportunities and facilitates teachers to identify issues or problems as the basis of their action research project.

Planning

In this stage, the teachers embark on their action research project by developing an action research protocol/proposal. To do so, the teachers specify the emerging teaching and issues into clear and measurable questions and search for relevant research methodology or approach to solve it. They also find out relevant literatures that will justify and provide information related to the issues. To accomplish these duties, the school conducts sessions aimed at scaffolding teachers developing their protocols.

Action

This is the time to act for the teachers. Based on their protocols, teachers design action plan or treatments and carefully implement the plan to their classroom. They also start gathering the data and information and conducting discussion with colleagues as well as analyzing the obtained data for generating new information.

Report and Reflection

This is last phase of the cycle and provides valuable opportunities for the teachers to reflect on, follow up and make any possible changes based on their action research findings. During this quarter, they are required to write an action research report and submit their final reports to professional development division. This report will be published in the school website and in a monthly basis will be presented to other teachers and staff in the next quarter.

IV. Evaluating Outcomes and Impacts of the Action Research Program

Samuel and Raphael (2001) maintain that an evaluation is about providing data that can be used to make a decision, to establish a new policy or take a specific goal directed action. In more detail, they define program evaluation as “a systematic endeavor that involves acquiring and assessing information to influence decision making” (p.13). Killion (2002) represented in his Glass Box Project Theory indicates that professional development is a transformative process which starts with inputs and ends in output. From this perspective the outcomes of particular professional development program can be classified into three categories; initial outcomes; intermediate outcomes and final outputs. An effective evaluation should capture and incorporate these different outcomes into consideration. An example of this evaluation results can be represented in the following figure.

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According to the glass box project theory, the evaluation of action research projects can be carried by largely evaluating the impacts of the programs on both the teachers and students.

Both initial and intermediate outcomes are related closely to the teachers while the final output is directed to the students. The initial outcomes of the action research project can be evaluated using ongoing feedback and evaluation during the process of conducting action research project. The intermediate outcomes, on the other hand, can be assessed after the action research project is being completed. The final outcomes can be obtained by largely considering the students’ learning achievement.

Another evaluation perspective is offered by Guskey (2000) who identifies six critical level of professional development evaluation. Based on these critical levels, an evaluator can determine the kind of the questions and techniques used to collect the data for generating evidence. These six levels include;

1. Participants’ reactions, dealing with the participants’ appreciation of their experiences joining the program
2. Participant’s learning, gaining evidence of the impacts of the programs on their understanding, skills and disposition
3. Organizational supports, referring to the school support in developing and sustaining quality professional development program
4. Participant’s applications, gaining evidence of the impacts of the programs on participants’ practices over time.
5. Students’ learning outcomes, showing evidence that the programs has made positive impact on students learning.
6. Professional standing, gaining evidence of the lasting impact of program on teachers’ efficacy and agency.

At al-Izzah Islamic school, the evaluation procedure used to gather evidence of the teachers development both during and after conducting action research project will incorporate and adopt both evaluation perspectives described above.

In evaluating the initial impacts of the action research project on teachers, the evaluator will utilize a progress report that will be given in the three occasions; at the end of quarter 1, quarter 2, and quarter 3. In this progress report, the teachers are invited to report their project development as well as reflecting on the process. The main objective of this evaluation is to assess the teachers’ progress and also understanding their reactions to the experiences they perceived. It also gathers information of the tentative impacts of the action research project to their teaching and learning understanding, skills and individual dispositions. The detail questions of the progress report can be found in the appendix.

To gain evidence of the intermediate outcomes upon the completion of the action research project, the evaluator will use 1) the teacher’s portfolio of project including the final report, 2) example of teaching materials and record, and 3) teachers’ written reflection. According to Guskey (2000) these three data collection approaches are viewed to be effective in gaining evidence of the impacts of the programs on teachers teaching practices and performances over time and also impacts on their understanding and learning.

References

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Brown Easton, L., (2008). (Editor) Powerful designs for professional development.2^nd Edition. Oxford, OH: NSDC.

Fueyo, V., & Koorland, M.A. (1997).Teachers as researchers: A synonym for professionalism. Journal of Teacher Education, 45(8), 336-344.

Guskey, T. (2000). Evaluating professional development. Thousand Oaks CA: Corwin Press

Hendricks, C. (2006). Improving school through action research: A comprehensive guide for educators. Boston, MA: Allyn and Bacon.

Kennedy, M.M.(1997). The connection between research and practice. Educational Researcher, 26(7), 4-2.

Killion, J. (2002). Assessing impact: Evaluating staff development. Oxford, OH: NSDC.

Lpmi Al-Izzah. (2010). Visi dan Misi Lpmi Al-Izzah. Retrieved on June 15, 2011, from http://lpmi-alizzah.com/in/?ind=misi.

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Puma, M., & Raphael, J. (2001). Evaluating standard-based professional development for teachers: A handbook for Practitioners. US Department of Education: Washington, DC.

Sagor, R. (2000). Guiding school improvement with action research. VA: Association for Supervision and Curriculum Development

Sarason, S.B. (1990). The predictable failure of educational reform: Can we change course before it’s too late? San Francisco: Jossey-Bass.

Stringer, E. (2004). Action research in education. Upper Saddle River, NJ: Merrill Prentice Hall.