EDLD5363 Public Service Announcement (PSA) Post-Production

Pre-production of the Public Service Announcement (PSA) required that the team, Matthew Kitchens, Danielle Norris, Phelecia Zilch, and myself collaborate on the topic for the PSA. Through the use of GoogleDocs, the team discussed various topics ranging from childhood obesity to the common topic of students with untucked shirts. All members of the team experience this problem on each of their respective campuses. Tasks were identified and each member of the team was given a choice of the task they preferred. Tasks were divided as: Matthew Kitchens – screen writer and narrator; Phelecia Zilch – shot list, production proposal, and securing copyright for the PSA, Danielle Norris – film editor and posting of PSA on YouTube; and Kathy Miller – creation of storyboard and filming. Throughout the production process, the team continued to collaborate through GoogleDoc and email. Through the collaborative and cooperation of the team, the PSA was completed in a timely and professional manner.

How could the PSA be improved? The editor, Danielle, did an excellent job of adhering to the guidelines that the PSA be one minute or less. I feel that if we would have been able to add between 15 to 30 seconds to the PSA, we may have been able to include the rationale behind choosing of the topic of untucked shirts.

Copyright for the PSA was secured through CreativeCommons.com. The attributes for the video were designated as: free to copy, distribute, and transmit the work while providing attribution of the work. The work is not for commercial use and it may not be altered in any manner.

Working with Matthew, Danielle, and Phelecia has been, once again, been a positive experience. Since the team is composed of four over achievers, getting the tasks divided and completed was an effortless process.

EDLD5363 Web Conferencing Reflections

Throughout the Educational Technology Leadership program, I have had an opportunity to participate in a number of web conferences. The use of this Web 2.0 tool has proved to be a tool that should be incorporated not only in a platform such as online learning, but into the classroom as well. The use of video conferencing allows individuals from various locations to access real time information. The fact that multiple individuals can participate in a web conference lends itself to real time, 24/7 access of information. My experience has been that web conferences have eliminated the need for multiple emails, and the possibility of missing valuable information. The web conferencing platform allows individuals to confirm information received, ask questions and provide information to participants in the conference. I have enjoyed being a participant in the various web conferences made available to students participating in this program. I can’t imagine trying to gather, analyze, and synthesize the information without the use of video conferencing. I look forward to utilizing this Web 2.0 tool not only throughout the completion of this program, but with the teachers, administrators and staff on my campus.

EDLD5363 Podcast

EDLD5363 - Comparison of Video Editing Software

This week’s assignment was to compare two open source video editing software programs. After searching through the web and reading reviews and blogs on a number of programs, I chose Microsoft’s Movie Maker and VideoSpirit Pro.

Window’s Movie Maker came installed on my computer. I found Movie Maker to be very easy to use. Throughout the district, campuses have access to Flip Cameras which are used by teachers and students to create videos for use in a variety of ways, to video announcements and assign projects for students. The features I found to be most beneficial are the drag and drop features. The ease in which one can record a video, import it and add creative features such as transitions and text makes Movie Maker a product that is easy to use and can be used by students who have little or no experience in editing video. According to Desktop-Video-Guide.com, Microsoft Movie Maker is one of the best free video editing software programs available (http://www.desktop-video-guide.com/top-5-free-video-editing-sfotware-review.html).

Editing video utilizing Movie Maker was as easy as 1, 2, 3. The menu located on the right hand side of the screen directed the steps that must be taken to editing video from importing, editing, and finishing the editing process. Each video that is imported is segmented into smaller, more manageable clips and placed into collections. This allows for ease in editing effects and transitions. Movie Maker’s features also allow for the import of pictures, additional video, and the creation of title slides and credits, making the final product a professional piece, one that you would be proud to share.

As a beginner editor of video, I found Microsoft Movie Maker to be user friendly, easy to use and a product that can be utilized in a classroom with little or no introduction. Students will enjoy the multiple features such as adding effects, slide transitions, and audio editing that is offered with Movie Maker.

The second piece of software that I reviewed was VideoSpirit Pro. Once the program was downloaded, it required me to download K-Lite Codec Pack, Real Alternative, and QuickTime Player. Importing video into VideoSpirit was confusing. If the video was not in .visprj format, it had to be converted. VideoSpirit has a built in converter which is a nice feature of the program. The help files are written with step-by-step directions as well as with screen shots. The program has the capacity to convert a multitude of video types, depending on the platform you are going upload the video to.

The editing features were a bit confusing. As with MovieMaker’s 1, 2, 3 set of instructions made visible on the left-hand side of the screen, I found VideoSpirit’s editing process to be a bit tedious. While is provides some of the same features as Movie Maker; transitions, slide effects, editing of audio, these features were not as easy to use as Movie Maker.

As a beginner in the world of editing video, VideoSpirit is a program worth utilizing, but would require more instruction with students than required of Movie Maker. While both programs have features that make them appealing to the general public, my choice is with Movie Maker.



Desktop-Video-Guide. (n.d.). Top 5 free video editing software programs. Retrieevd on August 23, 2010, from http://www.desktop-video-guide-com/top-5-free-video-editing-software-review-html

EDLD5363 - Week One Reflections - Digital Story

Week 1 Reflection


This week’s assignment was initially a bit intimidating, to create a personal digital story. As I read the week’s readings, my fears diminished somewhat as I looked through the multitude of digital photos I have taken over the past few years, pictures of family events, scenery, work related activities, and some pictures that I categorized as “just pictures.” Using PhotoStory3 also helped in reducing the fear factor of making a video. I have used PhotoStory3 several times to make videos of vacations to share with my family, and as I thought about the assignment, I knew what I was going to do, make a video of my daughter’s graduation from boot camp. I felt a bit like Rick and the Recipes for Disaster as described by Joe Lambert (p. 31), more photos than I really knew what to do with. The use of the storyboard and the built in features of PhotoStory3 helped to focus the direction I was going to take with my video. I enjoyed this project, and can see how this type of project could be incorporated into the classroom. What better way for students to demonstrate what they have learned than by putting it on film, even digital film.






Lambert, J. (2007, February). Digital storytelling cookbook, 1-30. Story Center. Retrieved April 4, 2009, from http://www.storycenter.org/cookbook.pdf.

EDLD5363 - Digital Story Storyboard

The storyboard was created utilizing PowerPoint and converted to WMV for uploading.

EDLD5363 - Personal Digital Story Script

Today is the day, the day that I get to see my daughter, my soldier. She’s been gone four months. After a 15 hour drive to Columbia, South Carolina, we make it through the long line of cars and have our IDs checked. Following the procession of cars, we arrived at Hilton Field. You could feel the excitement in the crisp autumn air.



Making our way to our seats, we waited, and waited. The stands were filling, there was a buzz in the air. Finally, an announcement, the crowd gets quiet. Words from the American Red Cross, the base Commander, and finally the Company Commander. I was getting anxious. Across the field you could see the Fort’s motto on a billboard, and then a loud explosion. Then the colored smoke…out of the smoke they came! Over 1,000 soldiers storming Hilton Field through the smoke. Through tear filled eyes, I watched awestruck as Company A – B – C – D – E – and F ran toward us. Each company in its formation, the commander then says the Pledge, and the next words I hear are “Families, find your soldier!”


What a moment to see both daughters together again.


A dinner at base headquarters is followed by an afternoon of site seeing. All too soon it is time to take my soldier back to her company commander and Echo Company, home of the Eagles.


Time to relax, and even some sisterly competition. And all too soon it is time to say goodbye.

EDLD5363 - Personal Digital Story

Week 5 Action Research Final Reflections

Research, an overwhelming and dreaded task. This was my initial thought at the beginning of EDLD5301 Research. I was anticipating spending hours on end engaged in searches and review of articles that had no interest or were outside the scope of any proposed topic that was to be assigned. I must say that my initial reaction to having to participate in a Research class seemed a waste of time and how it would be relevant in the study of Educational Technology Leadership. As the weeks progressed and information was presented and activities completed, I can now see how engaging in Action Research is relevant to all aspects of education, whether that be at the district, campus, or classroom level.

• Lectures - Throughout the course, Drs. Jenkins and Arterbury outlined the various aspects of action research and the significance of working through the process in a step-by-step format. Identifying the difference between action research and a traditional research paper were outlined during the first’s week lecture. Action research involves learning and adding something new to what is already known about a given topic. A research paper could be considered a review of related articles and literature. Subsequent lectures focused on the formation of an action research wondering(s) or inquiry and the processes necessary in finalizing the question that will guide action research.

• Readings – I found the readings for the class to be relevant and easy to understand and follow. Dana further solidified the definition of action research by stating that inquiry is a systematic, intentional study of one’s own professional practice and through the formation of a question or “wondering,” the collection and analysis of data which results in changes based on new learning or understanding (Dana, 2009, p. 9). As I progressed through the reading, I found the information related to Setting the Foundation to be very beneficial as I narrowed down and revised my action research question. Harris identified four steps necessary in Setting the Foundation for action research. These steps were identified as having a shared vision, understanding the need for action research, valuing the provision of time, and building interpersonal trust (Harris, 2010, p. 13). In addition to providing information on the rationale behind action research, Harris pointed out that improvements identified through action research cannot be sustained without actively looking toward the future (Harris, 2010, p. 93).

• Searches, like electronic searches of topics and questions – Searching for information and research used to answer my query caused me to rethink what I was asking. Through a preliminary search focusing on web-based tutorial programs, I was able to narrow down my search and focused on cognitive tutoring and problem solving skills related to word problems. Sifting through the articles to determine if this is indeed the direction of study I should take will take time and I may have to redirect my focus once I have completed the organization and analysis of student data.

• Assignments and activities – As new information and learning was being introduced, the opportunity to practice this new learning was provided by a series of activities. Although at times I found the various components of the assignments to be a bit redundant and tedious, the final outcome of this practice opportunity provided a better understanding of the multiple phases and steps involved in action research. The activity I found to be the most challenging was in reflecting on the week’s learning. To develop an expertise in action research, I will need to develop my reflective skills. As stated in School Leader Internship, novices often feel clumsy and unsure of themselves. Help is needed in thinking about problems of practice and using prior knowledge to determine which actions to take (Martin, et al, 2005, p. 105). Developing reflecting skills will take thought, time, and practice, but through this practice, I will be better able to take action and make adjustments as I work toward answering my inquiry, making changes, and looking toward the future.

• Discussion Board – Through the collaborative efforts of the discussion board, learning continued. Gaining insight from my classmates helped me to solidify my understanding of the processes involved in action research. Additionally, reading the posts and sharing my thoughts and insights helped narrow down my initial inquiry. Through the use of the discussion board, I was able to read the posts, reflect, and if necessary change the direction of thought.

• Blogs – As the weeks progressed in my study of action research, the use of posting to my blog and inviting comments from my peers was initially an intimidating experience. Being able to collaborate with my classmates through the use of a blog allowed me to rethink my inquiry and provided new information. I appreciated the comments made by classmates as I revised my action research question. Blogging provides a way to share, contribute to, and reflect on our practice and thoughts so that we may become more intentional about what we do is the foundation of engagement in action research (Dana, 2009, p. 150). Using a blog as a collaborative tool is vital as I engage in this new learning called action research.


Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

Harris, S., Edmonson, S., & Combs, J. (2009). Examining what we do to improve our schools: 9 steps from analysis to action. Larchmont, N.Y.: Eye on Education.

Martin, G., Wright, W., Danzig, A., Flanary, R., & Brown, F. (2005). School Leader Internship: developing, monitoring and evaluating your leadership experience. Larchmont, N.Y.: Eye on Education.

Week 4 Action Research Reflections

This week’s learning focused on identifying various strategies used for sustaining improvement at the district and campus level. The strategies discussed by Sandra Harris included Force Field Analysis, Delphi Method, Nominal Group Technique, and CARE Model. Strategies needed to assist in building consensus with a focus on sustaining action research are as varied as are groups of teachers. While each strategy focuses on a particular end result, the common thread among all three strategies is collaboration. Without collaboration, consensus will not be reached. Utilizing one strategy to address current and future needs could result in limited agreement among the group members. Just as our students are a diverse population of learners, using the proper strategy for identifying how the district and/or campus will sustain improvement should be individualized and the proper strategy implemented. Use the correct strategy to meet the needs of the group.

While working on the descriptions of the three strategies, I was struck by how these strategies could be utilized in the classroom as a learning tool. The teacher could provide areas for students to discuss based upon the lesson that was being taught and used as an assessment tool. Sharing ideas collaboratively helps to solidify learning and help students make connections to their learning.

A meeting was scheduled with my site supervisor to discuss and review the action research plan created during Weeks 2, 3 and 4. Each activity was discussed and it was determined that the steps I have identified were organized in a logical and systematic way. Suggestions were given concerning the timeline and it was determined that I needed to change the time frame of data collection to a period of a minimum of two weeks and quite possibly extend the time frame to a month depending on the availability of the data. It was further suggested that I change the descriptions in the timeline to actual dates giving a range of time to work on each portion of the plan.

At the conclusion of the meeting, I was encouraged to consider creating a comparative study for each middle school campus and presenting the findings at a future school board meeting.

Week 3 Action Research Reflections

The week of this week’s learning has been on the formulation of an Action Research Plan of Action. Focusing on the Plan of Action has helped me to clarify my direction of research, to narrow my focus from a global perspective to one that is focused and easily researched and studied.

The reading in Sandra Harris’ Examining What We Do to Improve Our Schools focused on Setting the Foundation with an emphasis on identifying barriers for school improvement: (a) the lack of a shared vision, (b) the lack of understanding the need for inquiry, (c) the lack of valuing improvement by not providing time for improvement, and (d) the lack of trust among teachers, administrators, students, and parents (p. 3). Two of the barriers caught my interest, shared vision and trust. I believe if there is trust and a shared vision, the other two barriers can be overcome. You have to be able to trust the people you work with, to share in the vision, that being student success and achievement. If you cannot overcome these, the possibility of school improvement and additional inquiry will be an exercise in futility.

Dana focused sharing the results of action research while identifying what needs to be shared. Four areas or critical tasks were identified that must be shared. These tasks were identified as (1) providing background information, (2) sharing the design of the inquiry, (3) stating the learning and supporting the statements with data, and (4) providing concluding thoughts. When I read these statements, it struck me that these steps are similar to those in the scientific method; identification of the problem, hypothesis, procedures, materials, analysis, conclusion, and communication.

I look forward to next week’s learning, how do I put all that I’ve learned this week into an actual “research” paper? The processes we are working through are a bit overwhelming and at times seem redundant, but I am certain that at the conclusion of week five’s lesson, all the missing pieces will be in place and the completion of the actual research will be a matter of organizing my thoughts and data.

Harris, S., Edmonson, S., & Combs, J. (2009). Examining what we do to improve our schools: 9 steps from analysis to action. Larchmont, N.Y.: Eye on Education.

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

Revised Action Research Plan

The technology focus for the 2009-2010 school year was on student achievement, specifically tutorial programs focusing on Math. The district purchased for secondary schools a web-based tutorial program that focused on problem solving and improvement of skills. The focus was on students who had not achieved success on the TAKS Mathematics test. These students' schedules were configured to include a regular Math class and a Math Lab class. The Math Lab classes focused on bringing students up to grade level as well as provide one-on-one support as new concepts and skills were introduced in the regular Math class. As part of the curriculum for the Math Lab students, a web-based tutorial program was introduced. Weekly Computer Lab time was scheduled with students utilizing the program two days a week.

My action research will address the question: What is the impact of a web-based math tutorial program on the passing rate for Math Lab students taking the Mathematics portion of the Texas Assessment of Knowledge and Skills (TAKS)? 

Action Research – Final Plan of Action

Outcomes	Activities	Resources Research Tools Needed	Responsibility to Address Activities	Time Line	Benchmarks Assessment	Revisions to SIP/PIP based on monitoring and assessments
To determine the TAKS passing rates of current 8th grade Math Lab students, TAKS data will be collected from Math Facilitator.	TAKS data for 2009 and 2010 TAKS Math test is collected. Data will be organized based on subgroups and gender for each of the students enrolled in Math Lab classes for the 2009-10 school year.	I will need to gather 2009 and 2010 TAKS Math scores for students who were enrolled in a Math Lab class during the 2009-10 school year.	I will be responsible for gathering and organizing TAKS scores.	It is anticipate it will take several hours working with the Math Facilitator and principal to collect the required data.	I will organize the data by subgroups and gender. Data tables will be created so that TAKS data may be analyzed in a comprehensive way.	Data to be analyzed should include student's scores on unit assessments.
Continue with data collection on targeted students. Data needed to complete analysis will have to be obtained from outside company that provided the tutorial program.	Meet with online educator director to explain the purpose of my action research. Gather data usage data to include in analysis of targeted students.	Data from the web-based tutorial company would include their usage reports which indicate the time students spent on the tutorial program as well as the number of problems completed.	I will be responsible for making the appointment with the Director of Online Education as well as contacting the company and request the data.	It is speculated that it will take a minimum of one week to gather the data. This will be determined by the availability of the data and the process of sending the data file.	Once the data has been collected, it will be entered into the database and disseminated based on subgroups and gender.	Revisions to data base may be necessary based on data provided by company supplying tutorial program.
Collaborate with Math facilitator to verify organization and validity of data analysis.	Once the data has been collected, organized and analyzed, meet with the Math Facilitator to discuss any additional information that might be needed to make for a more comprehensive study and determine that the course of action still answers the action research question.	Complete data charts and organizational structure. Collaborate with Math Facilitator for verification of data/resources.	It will be my responsibility to schedule time with the Math Facilitator as I gather and organize data.	It is anticipated that collaboration with the Math Facilitator will take place during the end of October and possibly into November. Meeting times will be dependent upon availability of Math Facilitator.	After review of data, any additional changes in analysis will be addressed. Additionally, the inclusion of data such as unit assessments will be discussed as possible data to include in the analysis.	Inclusion of a collaboration with Math Facilitator to review and if necessary revise analysis of data has been added.
Share information with principal, ESL Instructional Support Teachers, Technology Department, Math Facilitator, Math Lab teachers.	Once data has been collected and analyzed, create presentation to share with administration, Math Facilitator, and Math Lab teachers.	Resources needed to prepare for presentation will be presentation software such as PowerPoint.	It will be my responsibility to create the presentation and present it to faculty and staff.	Once data has been gathered and analyzed, the creation of the presentation should be complete by the end of the first semester (December 2010).	Successful completion of presentation and sharing of information with targeted faculty and staff.	The targeted audience may need to be adjusted to include ESL Instructional Support Teachers if there are a large percentage of English Language Learners.

Action Research Plan of Action - DRAFT

Below is the Draft Plan of Action that will address the question: What is the impact of a web-based math tutorial program on the passing rate for Math Lab students taking the Mathematics portion of the Texas Assessment of Knowledge and Skills (TAKS)? 

Action Research – Plan of Action Draft

Outcomes	Activities		Resources Research Tools Needed	Responsibility to Address Activities		Time Line	Benchmarks Assessment	Revisions to SIP/PIP based on monitoring and assessments
To determine the TAKS passing rates of current 8th grade Math Lab students, TAKS data will be collected from Math Facilitator.	TAKS data for 2009 and 2010 TAKS Math test is collected. Data will be organized based on subgroups and gender for each of the students enrolled in Math Lab classes for the 2009-10 school year.		I will need to gather 2009 and 2010 TAKS Math scores for students who were enrolled in a Math Lab class during the 2009-10 school year.	I will be responsible for gathering and organizing TAKS scores.		It is anticipate it will take several hours working with the Math Facilitator and principal to collect the required data.	I will organize the data by subgroups and gender. Data tables will be created so that TAKS data may be analyzed in a comprehensive way.	Data to be analyzed should include student's scores on unit assessments.
Continue with data collection on targeted students. Data needed to complete analysis will have to be obtained from tutorial company.	Meet with online educator director to explain the purpose of my action research. Gather data usage data to include in analysis of targeted students.		Data from the web-based tutorial company would include their usage reports which indicate the time students spent on the tutorial program as well as the number of problems completed.	I will be responsible for making the appointment with the Director of Online Education as well as contacting the company and request the data.		It is speculated that it will take a minimum of one week to gather the data. This will be determined by the availability of the data and the process of sending the data file.	Once the data has been collected, it will be entered into the database and disseminated based on subgroups and gender.	Revisions to data base may be necessary based on data provided by company.
Share information with principal, Math facilitator, Math Lab teachers.	Once data has been collected and analyzed, create presentation to share with administration, Math facilitator, and Math Lab teachers.		Resources needed will be presentation software such as PowerPoint.	It will be my responsibility to create the presentation and present it to faculty and staff.		Once data has been gathered and analyzed, the creation of the presentation should be complete by the middle of September, early October.	Successful completion of presentation and sharing of information with targeted faculty and staff.	The targeted audience may need to be adjusted to include ESL Instructional Support Teachers if there are a large percentage of English Language Learners.

Week 2 Action Research Reflections

One area of this week’s learning was focused on the interviews with three scholars, Dr. Johnny Briseno, Principal, Rancho Isabella Elementary in Angleton ISD; Dr. Timothy Chargois, Director of Research, Planning and Development in Beaumont ISD; and Dr. Kirk Lewis, Superintendent, Pasadena ISD. Each presented action research projects they have participated in but ended the interviews with advice for future leaders. While the interviews provided a wealth of ideas for possible research, the advice given was practical and of great value. Dr. Briseno’s recommendations were to stay abreast through reading on areas of interest as much as possible. As issues and problems arise on your campus see what other districts are doing to address those issues and problems. Additional recommendations were not to make any decisions without looking at the data first. Data is the key for helping administrators determine the problem is and possible sources of these problems. Through the disaggregation of quantitative data it is possible to determine what interventions are necessary to achieve student success.




Dr. Chargois concluded his interview with the following advice. In terms of becoming a better teacher in today’s world of education, never stop learning. The days of teaching teachers just pedagogy and content is a thing of the past, we have to teach teachers how to utilize action research and how to use data to best impact student achievement. Through the use of action research, teachers will be better able to determine what changes need to be made that will best benefit student achievement and success. Student accountability and increased performance will benefit from the use of this educational tool.



Dr. Lewis’ advice for action research was to do what is practical for you. Look at what you need to know and apply it directly to student learning in that particular environment, be it the classroom, campus or throughout the district. As we move from theoretical to practical research, how students benefit from the research needs to be an area of concern. If by focusing on what look good doesn’t lead to answering the question, “Is this practical for my campus and how will my students benefit from this?” then a different area should be looked at, an area that is of more interest, focused, and important to you.



The interviews provided a wealth of information and new understanding of action research. Action research, while initially an overwhelming prospect, is now not as daunting an undertaking as was once believed. Action research is a tool that will help answer questions that continue to surface, questions aimed at what is best for the student, how can I help my teachers be more effective and efficient in the classroom, and in what areas does my campus need to focus on that will bring about the greatest change in student achievement and success. Action research provides the skills and tools needed to address these questions.

Week 1 Action Research Reflections

Reflection allows the leader the opportunity to look at what they are doing, their leadership practices and goals and evaluate if the desired result is achieved. Through the process of reflection, educators are afforded the opportunity to be proactive rather than reactive when problems arise. Taking time to reflect on an issue, problem, or dilemma reduces “off-the-cuff” responses. Professional growth is an added benefit to the practice of reflection.




The component of reflection within the action research process is a vital key to determining if the changes made as a result of research had the desired results. Were the changes made beneficial to the school, teachers, students, and community? What additional changes should be looked at? Are students being successful as a result of the changes made through the action research process? These and other questions are ones that should be addressed in the action research process. Looking at instructional changes provides opportunities for professional growth and reflection. The goal of reflection should be to address, is what I’m doing making a difference in the success of the students under my leadership?

Educational Leaders and Blogging - Should They?

People around us—students, teachers, parents, and the community at large—want to know what we're doing in our work. One of the ways to celebrate the wide variety of positive efforts happening in our classrooms, schools, and meetings is to share that via a blog. The blog replaces the tough to maintain classroom web sites of yesterday, enabling you to keep colleagues and parents up to date.

Blog entries are often short, immediately relevant to events in work settings, and time-sensitive. It is impossible for any one person or office to keep up with all the wonderful things that you are involved in, but you can. You can publish content at will, but your items should provide insight into what is happening and should always remain professional.

By sharing what each of us is doing, we are able to engage in proactive conversations that focus on the positive work we are doing as educators.

Action Research - A Proactive Approach to Problem Solving

Action research, a systematic approach to identifying a problem and researching a solution, is an administrative tool with many benefits. Through the process of action research, educators are able to take charge of and devote attention to one issue, problem, or dilemma faced as an educator. Through the focused attention allowed through action research, educators are able to become proactive in their approach to problem solving rather than reactive. Additionally action research focuses on the concerns of the educator rather those who are outside the confines of the school building (outside researchers). Action research allows the educator to have a sense of ownership to the possibilities of change in schools. Action research is similar to the scientific method. A problem is identified (question or wondering), a hypothesis is developed (focused area of study), data is gathered and analyzed (research of literature), and conclusions drawn and communicated (collaboration). An additional step in the action research process is that of reflection. Through reflection of the problem, research and conclusions, educators not only focus on their instructional practices and beliefs, but take the new learning and determine how it shaped or changed current practices. Collaboration and reflection are key in the action research process. Action research allows an educator to take control of their own professional growth, through collaboration with peers and reflection, determine if the changes made to address the numerous issues, problems or dilemmas faced have produced the changes desired, changes that ultimately result in student success and achievement.