CARE Model

Tool 8.1 CARE Model: Planning Tool
Identify Concerns that must change (look to the future)
(Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)
1.new teachers lack support in their first year
2.new teachers' students' test scores tend to be lower than the grade level average
3.new teachers feel isolated from the other teachers
Identify Affirmations that must be sustained (look to the present)
(Assign points to affirmations from 1 to 3 in the order of the most important issues to consider.)
1.exemplary rating for two consecutive years
2. veteran teacher retention is high
3. overall confidence is high in our current administration
SMART Recommendations that must be implemented:
(Specific, Measurable, Attainable, Relevant, Timely)
(Assign points to recommendations from 1 to 3 in the order of the most important recommendations to implement.)
1.mentoring program to begin, new teachers will have weekly meetings with mentors to discuss instructional strategies, curriculum, daily routines, classroom management, lessons plans, etc...
2.new teachers will observe mentor teachers in order to learn instructional strategies
3.mentor teachers will observe new teachers in order to provide support
EVALUATE – Specifically and Often
(Identify the best ways to evaluate the implemented recommendations.)
1.student achievement in new teachers' classrooms
2.new teachers' field notes of ideas and strategies learned by observing mentors
3.mentors' surveys to document visits in new teachers' classrooms

Action Research Goals and Outcomes

Goal- Support for New Teachers in order to ensure success and retention

1.Outcome- Quality Mentoring Program for New Teachers
Activities- weekly meetings with mentors regarding curriculum, routines, lesson plans, etc..., observations of mentors' effective teaching practices, observations by mentors of new teachers to note successes and areas of improvement
Resources and Research Tools-Field notes, Interviews, Reflective Journals, Surveys, and Literature pertaining to quality mentoring programs and how they most effectively work
Time line- 2010-2011 school year, all data to be gathered and reviewed by the end of the year
Persons responsible- myself as principal intern, two new teachers, and two mentor teachers
Monitoring of achievement- surveys and interviews of new teachers and mentor teachers to note mentoring program's effectiveness
Assessment instrument- job satisfaction and retention of new teachers for the following year

2.Outcome- New teacher's TPRI scores of his/her students would be comparable to other classrooms and note appropriate improvement in reading
Activities- guidance and support from Reading Coach on effective teaching strategies in the area of reading, continual professional development on reading strategies, observations of mentor teacher and other veteran teachers while teaching reading or small group guided reading
Resources and Research Tools- Quantitative Measures of Student Achievement(TPRI scores), Field Notes, and Reflective Journals
Time line- 2010-2011 school year
Persons Responsible- myself as principal intern, two new teachers, two mentor teachers, veteran teachers, Reading Coach
Monitoring of Achievement- TPRI scores three times a year, beginning, middle, and end of the year
Assessment Instrument- student progress comparable to other classrooms on TPRI development

Action Research Topic

After meeting with my site supervisor, I have decided to stay with my initial wondering about the importance of quality mentoring programs for new teachers. I will research what new teachers need from their administrators in order to succeed in their first year. Our district is without a plan presently, so I hope this may be a starting place for my own campus. The information provided by this research will benefit new teachers, veteran teachers, and administrators. I hope to present information that will support a mentoring program that will make new teachers stronger, veteran teachers energized, and administrators encouraged about the level of student achievement due to effective teaching.

Action Research

I am encouraged about what I have learned from our readings about action research. I acknowledge its usefulness over the more traditional approach because of the reflective and problem solving component it contains. Action research involves posing a wondering, collecting data to gain insights into a wondering, analyzing data, making changes in practice based on new learning, and sharing findings with others. I see its benefits to an administrator as they seek to improve their school. Involving the principal in meaningful discussions with teachers about student learning and achievement will allow the principal to get out of isolation. Action research is also beneficial when a school staff can observe their principal as a head learner and model of reflective behavior. Finally, best practices will occur and the harried pace of a principal will lessen with action research. I look forward to finding time in my week as an administrator to reflect and inquire about issues that need attention. The ideas in the Dana text were helpful in finding ways in which to schedule time for action research. I believe the Druthers survey will be a strategy I may use at the end of a school year to learn about issues that might need reflective action.

Administrators could utilize blogs very successfully in conjunction with their action research. Similar to journaling, blogs can be used to record ideas and reflections as issues are researched. Reviewing and rereading journal entries can be a very valuable exercise when noting progress toward a goal. The ability blogs give an administrator to share with others and gain input from colleagues make them an even better tool than just journaling. Principals could also model their reflective writing on blogs to their students as they write and journal in their own classrooms.