Taking Action

After blogging a bit and chatting a lot about grading policies, I had the completely sweet opportunity to help launch an Action Research project with a small but mighty group of educators this week.

Last year, I read up on the whole Action Research idea, and with just a dangerously small amount of information, I essentially begged one of the associate superintendents in my district to let me give this a try.

The goals are simple:

1. Put numbers on the experience: I hope to do a better job of quantifying the results of a compressed grading scale, and I’m quite curious to see if other teachers in my district find the same results in their classrooms.

2. Model the joy of learning: I ask my students to put themselves out there and encourage them to take risks, fail fabulously and reflect on their adventures. This project makes me walk that walk.

Spread the word: I hope as a result of our work, other teachers in our district will be willing to give alternative grading policies a try. And ultimately, I’d love to see other teachers launch their own Action Research projects. I sincerely believe these projects allow teachers’ voices to alter the tone and content of the education narrative, and we have a supportive, vibrant district that values our insight. Strike while the iron is hot and all.

So, how is it done?

The prequel: Think about a problem that nags at you and your colleagues. What do you all revisit over and over at the lunch table? What theories do people throw around at staff meetings, and you think, “Is that really true?” There’s your issue.

Then, read. Here’s a resource I consult regularly: Action Research booklet

Finally, invite the crowd. My admin first wanted me to present information at a Management meeting, and then I sent an email to every teacher in the district.

I started with a large, comprehensive group from a wide range of disciplines across the three sites in my district. When the time came to meet and get started this week, a handful of participants from a few departments at mostly one site are on board.

But we're fired up.  I’m pretty sure that’s how it goes.

Then, we set norms.

We decided on a single research question: How does a 50 to 100 percent grading scale or a proficiency-based grading system affect student motivation and performance? And we agreed on a timetable.

Our first task is to survey our students about their attitudes toward school, grades, points, etc. Next month, we’ll start gathering evidence - student work, quickwrites, etc. We meet again in November to conduct our initial analysis and refine our process, if necessary.

Stay tuned ...