Action Research Project - Lamar University

Section IV: Assessment #5 – Assessment of Outcomes of intervention to 

increase student learning – Action Research Project 

Name of Assessment: Action Research Project 

Type of Assessment: Action Research Project conducted in the school 

1. A brief description of the assessment and its use in the program 

Following the first course in the Masters program (EDLD 5311 – Fundamentals of Leadership) 

where students begin the study and practice of leadership knowledge and skill and develop an 

internship plan, students enroll in the second course, EDLD 5301 Research (Action Research). 

In this second course, students develop an action research plan and include it in their overall 

internship plan. The overall internship is 18 months while the action research project may cover 

a period of up to 15 months. Students review a variety of data sources and identify a need for 

increased student achievement, either with special populations or all students. Students plan and 

implement an intervention strategy using the ten leadership skills and evaluate the results of the 

research project in regard to increased student achievement and overall leadership development. 

The project addresses the need for the principal to understand and steward the vision, monitor 

and develop a culture of learning, manage resources and operations, involve families and/or 

other relevant community stakeholders, and advocate for school improvement. The research 

project is monitored throughout the internship by the district site-supervisor and university 

supervisor. At the halfway point in their degree program, students take the first internship course 

(EDLD 5397) and report progress, concerns, or other needs of their internship and action 

research projects. The final action research project is submitted in the second internship course 

(EDLD 5398) taken at the end of the program. 

2. A description of how this assessment specifically aligns with each domain it is cited for 

in Section III. 

Educational Leadership Constituent Council (ELCC) Standards being met through this 

performance assessment activity: 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.2, 4.3, and 

6.3. 

Institutional Outcomes (IO) being met through this performance assessment activity: 1. Content 

Knowledge and Skills; 2. Diversity; 3. Assessment; 5. Communication; and 6. Reflective 

Practice. 

3. Summary of Data Findings 

At the time of this report, assessment data was not available. The research course was 

redesigned from a traditional introduction to research to an action research course and first 

offered in July, 2010. Since the research plan developed in the research course is conducted 

during the 18-month internship, data will not be available until December, 2011. The NCATE 

visit is scheduled for December, 2012 and there should be one year’s worth of data at that time.

4. An interpretation of how that data provides evidence for meeting each domain it is 

cited for in Section III. 

At the time of this report, assessment data was not available. See assignment tools in attachment 

5a and the scoring rubric in attachment 5b. 

5. Attachments 

Section IV: Assessment #5 Attachment 5a (Assessment Tool) 

Section IV: Assessment #5 Attachment 5b (Scoring Rubric)

Attachment 5a - Section IV / Assessment #5 Assessment Tool 

Objective: The intern will use a variety of data sources to identify a learning or school 

culture/learning environment need, engage school staff and community in addressing this need, 

and plan and implement an intervention and measure the impact of the intervention with the goal 

of improving student achievement or improving school culture/learning environment. 

Premise: The principal is ultimately responsible for assuring that high expectations for student 

achievement occur for all students. The principal is expected to work collaboratively with a 

variety of diverse stakeholders to engage them in a shared vision for high student achievement 

and to facilitate the work required for the teaching and learning process. Additionally, 

understanding the larger context of the district and community is essential for a principal to align 

the work of the school with district initiatives, strategic plan and budget, and to keep his/her 

stakeholders informed and involved in decision making. 

Performance Requirements: The intern will assess the needs of the school with supportive 

data and choose an action research project approved by the site-supervisor that can and will be 

used in the school. The chosen research project (intervention) must serve the purpose of 

increasing student achievement and/or improving the school culture/learning environment. The 

intervention should be long-term in nature but may be shorter, if multiple interventions are 

planned and implemented. The intern is expected to begin his/her action research project 

following approval of the plan developed in the second course, EDLD 5301 Research. The 

project will become a major part of the overall internship plan and will be completed at the 

beginning of the last course, EDLD 5398 Internship. The intern is expected to make adequate 

progress (approximately half of the project completed) by the 7 th course, EDLD 5397 Internship 

for Supervision. 

Action Research Project Requirements, Part 1 

Activity #1 - Title 

Provide a clear, brief title that describes your Action Research Project. The title should describe 

what you are trying to find out, not what you think you will find. 

Activity #2 – Needs Assessment 

Indicate how the need for an improvement was determined. Note the data collected to support 

the 

need. Present the data in a disaggregated manner in terms of ethnicity, gender, etc. 

Activity #3 – Objectives and Vision of the Intervention (ELCC 1.1) 

After completing the needs assessment, develop a vision relating to the improvement needed and 

develop an intervention that includes measureable objectives in terms of expected results. 

Activity #4 – Review of the Literature and Intervention Strategy - Apply Best Practice to 

Student Learning (ELCC 2.3) 

Review recent literature related to the topic of your research project. The research should 

support why 

your intervention plan would be described as a best practice or possible solution to improving 

achievement or culture. The review of the literature should be written in APA style with a 

reference 

page listing the sources. Explain the decision making process for implementing the 

intervention. Who 

was involved? What was considered? What decisions were made?

Activity #5 – Articulate the Vision (ELCC 1.2) 

Describe how you communicated the vision of the intervention to staff, parents, students, and 

community members. 

Activity #6 – Manage the Organization (ELCC 3.1) 

Describe the strategy used for organizing the implementation of the project noting 

responsibilities given 

to self and others and how you managed any monies, time, materials, and people. Give examples 

of 

how you put a priority on student learning and safety. 

Activity #7 – Manage Operations (ELCC 3.2) 

Describe the strategy used to lead the operations of the project and set priorities. Include a brief 

description of how you used the needs assessment, data, group process skills, built consensus, 

communicated, and resolved conflict. 

Activity #8 – Respond to Community Interest and Needs (ELCC 4.2) 

Describe how the intervention (research project) will serve the needs of students with special and 

exceptional needs and students with diverse backgrounds (cultural, ethnic, economic, or special 

interest groups). Elaborate on methods used to address any specific needs of the school or 

community. 

Activity #9 – Implement the Vision (ELCC 1.3) 

Describe in detail how the intervention was implemented. This can be in table format noting 

who, what, when, where, and how, with an emphasis on results. Include timelines and deadlines 

of benchmarks to be accomplished. Note the involvement of faculty and community. 

Activity #10 – Steward the Vision (ELCC 1.4) 

In reference to the table in the above #9, describe the process used to build a shard commitment 

to the intervention. Include motivation techniques used with staff, students, and families to 

achieve the vision of the intervention. Include effective communication skills and strategies used 

to monitor, evaluate, and revise the intervention. 

Activity #11 – Promote Community Involvement in the Vision (ELCC 1.5) 

Describe methods used to collaborate with community members in the development and 

implementation of the vision promoted by the intervention. 

Activity #12 – Manage Resources (ELCC 3.3) 

Describe how you managed in an effective, efficient, and equitable manner the use of fiscal 

and/or human resources to support the intervention. Include any of the following skills that 

apply (or others): problem-solving skills, strategic planning skills, and/or technology skills. 

Activity #13 – Mobilize Community Resources (ELCC 4.3) 

Indicate how community resources were used to support the vision of the intervention, e.g., use 

of youth services, school resources, social service agencies, new resources in the community, 

and/or public resources or funds.

Activity #14 – Promote Positive School Culture (ELCC 2.1) 

Using the results from the “Results/Conclusions” section below, explain how the intervention 

promoted a positive school culture of school improvement to meet the needs of all students. 

Activity #15 – Provide an Effective Instructional Program (ELCC 2.2) – Results and 

Conclusions 

Conduct a satisfaction or feedback survey to all stakeholders impacted by the intervention. 

Compare the results of the initial needs assessment and the ending survey in measuring increased 

student achievement or improvement to the school culture/learning environment. If multiple 

objectives were planned for, evaluate and analyze each one. Display the results in a clear and 

concise format, e.g., table, lists, sections, etc. Using the resulting data, provide conclusions and 

recommendations for modifications or changes in the school. 

Activity #16 – Influencing the Larger Context (ELCC 6.3) 

Describe your plan for disseminating the results and recommendations of the action research 

project. Note influential persons or groups that you believe would assist in advocating for your 

proposed recommendations. 

Activity #17 – Design a Comprehensive Professional Growth Plan (ELCC 2.4) 

Using the Results/Recommendations section, outline professional growth strategies needed to 

enable the faculty to successfully realize the vision of your intervention. 

Action Research Project Requirements, Part 2 

Reflect on the overall action research project in terms of content knowledge and skills, diversity, 

technology, communication, and reflective practice using the following reflective questions: 

What have I learned from conducting this action research project? 

How has this experience increased my general leadership competence? 

What would I do differently in conducting an action research project in the future? 

How did this project make a difference in the school? 

What does the evaluation data (survey) suggest for future projects to solve school problems? 

In considering the ten leadership skills, which ones do you believe are now strengths and which 

ones need additional study and practice? 

Action Research Plan Template 

Abstract 

This is a ½ to 1 page executive review of the entire proposal - basically, an overall summary. 

Introduction 

This is typically a couple of paragraphs describing the overall scenario or context of your study, 

e.g. name of school, location, relevant history, demographics (ethnicity and socio-economic level

of students, grade levels, urban or rural, etc.), your position, and any other relevant information 

that will assist the reader in understanding the context of your study. Include any significant 

challenges or biases discovered that might impact the study. 

Section One – Nature of the Problem 

Statement of the problem 

This is typically a brief paragraph describing the problem or issue you are confronting, in general 

terms. 

Purpose of the Study 

This is typically a brief paragraph stating what you will research or what you want to find out. 

This may be in the form of a research question or simply a statement describing your purpose. 

Significance of the Study 

This paragraph explains who will benefit from the information that your action research project 

will provide, and how, or in what ways they will benefit. Be sure to add a sentence noting that 

your study will add to the knowledge base of your topic (e.g. middle school discipline, peer 

tutoring, etc.) 

Definition of Terms 

This will be a listing of terms that you believe need to be defined so that readers outside of your 

school or field can better understand. Education seems to have its own language. 

Section Two – Literature Review 

This may be several pages or many pages that explain what the current research shows about 

your topic. You will cite research from articles, studies, etc., including district information 

gathered to this point pertinent to your study. You do not need to scour all the research but try to 

find quality articles from experts in the field. There is no limit on the number of references cited 

but typically, 6-8 studies will suffice. The answer to how many or how long this section should 

be is stopping whenever you feel you have a good grasp of what the literature shows about your 

topic. 

Section Three – Action Research Design 

Subjects 

Describe your target population and if you are using a sample, how did you select your sample 

and the rationale for your sample size. 

Procedures 

Describe the actions (in research terms, this is the intervention) you plan to take to address the 

problem you are trying to solve. Include a proposed timeline of when you plan to begin and the 

expected completion date. If you are planning on actions that utilize steps of a longer process, 

include proposed timelines for each step. Also include resources needed and persons 

responsible, if others are involved in your action plan. 

Data Collection 

Describe the methods you propose to use to collect data. For example, this could be collecting 

data from observations, journals, surveys, interviews, homework, tests, office referrals, etc. Be 

sure to accurately describe the method. For example, if you plan to use a survey, will it be for

the entire group or individually; will it be a pre and post survey; or will it be a checklist or essay. 

Give enough information that the reader fully understands what and how you will collect the 

data. 

Section Four – Proposed Analysis of the Data 

Describe the method you propose to use to analyze the collected data. For example, you may 

propose to compare percentages of passing scores on an assignment with scores from a similar 

previous assignment, numbers of office referrals over the length of the study to determine 

increasing or decreasing trends, or you may want to use more formal analysis and statistics, if 

you deem appropriate. Include how you propose to present the date, e.g., tables, bar graphs, 

narrative, etc. 

Section Five – Proposed Evaluation 

Evaluating the Results of the Study 

Describe how you plan to evaluate the results of your actions in the study. This could be 

changes in student learning (from grades, tests, observations, etc), changes in student behavior 

(class disruptions, office referrals, detention hall, etc.), changes in climate (morale, motivation, 

self-esteem, etc.), or changes in costs (amount of savings to the school, etc.). It is recommended 

that you use formative evaluations periodically during your action research project. If you do, 

include timelines for each evaluation. 

Dissemination of the Results of the Study 

Explain how you plan to share the findings of your research. Keep in mind that many other 

teachers and administrators in your school / district and in other schools and districts may benefit 

greatly from your study. Also keep in mind that you have an option of publishing your study 

online. (More information will be given on this later) 

Appendix A 

Leadership Plan 

As part of your internship or practicum, you will be the leader in developing, implementing, 

monitoring, and evaluating your action research project. List proposed leadership actions in each 

of the 12 areas. 

Specific actions you propose to do in order to: 

1) Build trusting relationships 

2) Create a shared vision 

3) Collaborate on decisions 

4) Communicate effectively 

5) Lead productive groups 

6) Resolve issues or conflicts 

7) Motivate others 

8) Manage a positive culture and climate 

9) Use appropriate leadership style 

10) Empower others 

11) Manage change 

12) Evaluate self and overall study

Attachment 5b - Section IV / Assessment #5 Scoring Guide 

Tasks 

Accomplished 

Proficient 

Needs 

Improvement 

1 

Unacceptable 

3 

2 

0 

EDLD 5301/5398 Action Research Plan and Project 

Cutoff Score: 2.0 and above “meets expectations”; 1.0 and below “does not meet expectations.” 

ELCC Standard 1.1 

Develop a Vision 

The vision of 

learning was very 

clear, based on 

relevant knowledge 

and promoted the 

success of all 

students in terms of 

diversity and learner 

needs. 

(ELCC 1.1a,b) 

The vision of 

learning was based 

on relevant 

knowledge and 

promoted the 

success of most 



needs. 

(ELCC 1.1a,b) 

The vision of learning 

was somewhat clear, 

based on relevant 

knowledge and 

somewhat promoted 

the success of all 



needs. 

(ELCC 1.1a,b) 

The vision of 

learning was not 

clear, was vague 

regarding relevant 

knowledge and did 

not promote the 

success of all 



needs. 

(ELCC 1.1a,b) 


Articulate a Vision 

The candidate very 

clearly 

communicated the 

components of the 

vision of learning 

to the staff, 

students, and 

community with 

many quality 

leadership 

processes from the 

following, i.e., use 

of symbols, 

ceremonies, 

stories, student 

assessments, 

demographic data, 

community needs, 

strategic planning 

processes, databased 

research 

The candidate 




to the staff, 

students, and 

community with an 

adequate amount 

of quality 

leadership 


following, i.e,, use 

of symbols, 

ceremonies, 


assessments, 





research 

The candidate 

somewhat 



vision of learning to 

the staff, students, 

and community with 

some quality 

leadership 


following, i.e,, use of 

symbols, 

ceremonies, stories, 

student 

assessments, 





research 

strategies. 

The candidate did 

not clearly 

communicate the 



to the staff, 

students, and 

community and 

used limited quality 

leadership 


following, i.e,, use 

of symbols, 

ceremonies, 


assessments, 





research

strategies. 

(ELCC 1.2a,b) 

strategies. 

(ELCC 1.2a,b) 

(ELCC 1.2a,b) 

strategies. 

(ELCC 1.2a,b) 


Implement a Vision 


clearly developed 

plans and many 

processes for 

implementing the 

vision from the 

following, i.e., 

articulated the 

vision, used 

collaboration, 

encouraged 

challenging 

standards, used 

student 

assessments, 

structured 

significant work, 

motivated all 

constituents, 

delegated 

responsibilities, 

supported 

innovation, caused 

others to lead, and 

procured 

necessary 

resources. 

(ELCC 1.3a,b) 

The candidate 

developed plans 

and an adequate 

amount of 

processes for 





vision, used 


encouraged 

challenging 


student 

assessments, 

structured 


motivated all 

constituents, 

delegated 


supported 



procured 

necessary 

resources. 

ELCC 1.3a,b) 

The candidate 

somewhat 

developed plans 

and some 

processes for 





vision, used 


encouraged 

challenging 


student 

assessments, 

structured 


motivated all 

constituents, 

delegated 


supported 



procured necessary 

resources. 

ELCC 1.3a,b) 


not develop clear 

plans and used 

limited processes 

for implementing 

the vision from the 



vision, used 


encouraged 

challenging 


student 

assessments, 

structured 


motivated all 

constituents, 

delegated 


supported 



procured 

necessary 

resources. 

ELCC 1.3a,b) 


Steward a Vision 


clearly guided the 

building of a 

shared 

commitment to the 

vision with many 

various methods 

from the following, 

i.e., effective 

communication 

skills, data-based 

research strategies 

to monitor, 

The candidate 

guided the building 

of a shared 


vision with an 

adequate number 

of various methods 



communication 



to monitor, 

The candidate 

somewhat guided 

the building of a 

shared commitment 

to the vision with 

some methods from 

the following, i.e., 

effective 

communication 



to monitor, evaluate, 

and revise the 


not clearly guide 

the building of a 

shared 


vision and used 

limited methods 



communication 



to monitor,

evaluate, and 

revise the vision. 

(ELCC 1.4a,b) 

evaluate, and 


(ELCC 1.4a,b) 

vision. 

(ELCC 1.4a,b) 

evaluate, and 


(ELCC 1.4a,b) 


Promote 

Community 

Involvement in 

the Vision 


clearly 

demonstrated the 

ability to effectively 

communicate with 

and involve all 

appropriate staff 

and community 

members in the 

realization and 

implementation of 

the vision and in 

related school 

improvement 

efforts. 

The candidate 




and involve most 

of the appropriate 

staff and 

community 






improvement 

efforts. 

The candidate 

somewhat 




and involve some of 

the appropriate staff 

and community 






improvement efforts. 

The candidate 

demonstrated a 

limited ability to 

effectively 


and involve 

appropriate staff 

and community 






improvement 

efforts. 


Promote Positive 

School Culture 

The candidate was 

very clearly able to 

delineate how 

multiple methods 

were used to 

assess the 

intervention 

strategy’s impact 

on school culture 

and school 

programs for 

diversity with many 

examples from the 


population, race, 

language, gender 

disability, socioeconomic, 

etc. 

(ELCC 2.1a) 


able to delineate 

how multiple 

methods were 

used to assess the 

intervention 



and school 

programs for 

diversity with an 

adequate number 

of examples from 

the following, i.e., 




etc. 

(ELCC 2.1a) 


somewhat able to 

delineate how 


were used to assess 

the intervention 

strategy’s impact on 

school culture and 

school programs for 

diversity with some 

examples from the 





etc. 

(ELCC 2.1a) 

The candidate 



delineate how 


were used to 

assess the 

intervention 



and school 

programs for 

diversity with 

limited examples 


i.e., population, 

race, language, 

gender disability, 

socio-economic, 

etc. 

(ELCC 2.1a) 


Manage the 

Organization 



develop excellent 

plans of action for 


able to develop 

plans of action for 

focusing on 



develop plans of 

action for focusing 

The candidate 

developed in a 

limited manner, 

plans of action for

focusing on 

effective 

organizational 

development and 

effective 

management of 

fiscal, time, 

human, and 

material resources, 

giving priority to 

student learning, 

safety, curriculum, 

and instruction. 

Appropriate 

principles of 



data driven 

decision-making 

with attention to 

indicators of 

equity, 

effectiveness, and 

efficiency were 

very clearly 

demonstrated. 

(ELCC 3.1a,b,c) 

effective 



effective 

management of 

fiscal, time, 

human, and 






Appropriate 

principles of 



data driven 



indicators of 

equity, 



demonstrated. 


on effective 



effective 

management of 

fiscal, time, human, 

and material 

resources, giving 

priority to student 

learning, safety, 

curriculum, and 

instruction. 

Appropriate 

principles of 



data driven 



indicators of equity, 



somewhat 

demonstrated. 


focusing on 

effective 



effective 

management of 

fiscal, time, 

human, and 






The candidate 

described in a 

limited manner 

appropriate 

principles of 



data driven 



indicators of 

equity, efficiency 

and effectiveness. 



Manage 

Operations 


clearly 

demonstrated in 

detail the ability to 

involve staff in 

conducting 

operations and 

setting priorities 

using appropriate 

needs 

assessment, 

research-based 

data, and group 

process skills to 

build consensus, 

communicate, 

involve community 

collaboration, and 


able to 

demonstrate the 

ability to involve 

staff in 

conducting 




needs 

assessment, 





communicate, 







staff in 

conducting 




needs assessment, 





communicate, 



resolve conflicts in 


not able to 



staff in 

conducting 




needs 

assessment, 





communicate, 


collaboration, and

esolve conflicts in 

order to align 

resources with the 

vision and provide 

for educational 

equity and a safe 

and effective 

facility. 








and effective 

facility. 







and effective facility. 








and effective 

facility. 



Manage 

Resources 


able to clearly 

demonstrate in 

detail the use of 

many problemsolving 

skills, 


skills, technology 

skills, and 

operational 

planning 

techniques in the 

effective, legal, 

and equitable use 

of fiscal, human, 

and material 

resource allocation 

and alignment that 

focused on 

teaching and 

learning, and 

business 

procedures. 

(ELCC3.3a,b,c) 


able to 


adequate use of 

problem-solving 

skills, strategic 

planning skills, 

technology skills, 

and operational 

planning 





and material 



focused on 

teaching and 

learning, and 

business 

procedures. 



able to use some 






planning techniques 

in the effective, 

legal, and equitable 

use of fiscal, 

human, and material 



focused on teaching 

and learning, and 

business 

procedures. 


The candidate 


limited use of 






planning 





and material 



focused on 

teaching and 

learning, and 

business 

procedures. 



Respond to 

Community 

Interests and 

Needs 


clearly able to 

demonstrate active 

involvement within 

the community, 

including 

interactions with 

individuals with 

conflicting views, 

by using 

assessment 


able to 




including 




by using 

assessment 






including 



conflicting views, by 

using assessment 

strategies and 


not able to clearly 




including 




by using 

assessment


research methods 

to accommodate 

all of the diverse 

school and 

community 

conditions, serving 

many students 

with special and 

exceptional needs, 

and capitalizing on 

much of the 

diversity (cultural, 

ethnic, racial, 

economic, and 

special interest 

groups) in the 

school and 

community to 

improve school 

programs to meet 

the diverse 

learning needs. 

(ELCC 4.2a,b,c,d) 




an adequate 

amount of the 

diverse school and 

community 


an adequate 

number of 

students with 

special and 



an adequate 

amount of the 



economic, and 



school and 

community to 



the diverse 

learning needs. 


research methods to 

accommodate some 

of the diverse 

school and 

community 


some of students 

with special and 



some of the 



economic, and 



school and 

community to 



the diverse learning 

needs of all 

students. 





diverse school and 

community 


students with 

special and 



the diversity 

(cultural, ethnic, 

racial, economic, 

and special 

interest groups) in 

the school and 

community to 



the diverse 

learning needs of 

all students. 



Mobilize 

Community 

Resources 



demonstrate an 

ability to use many 

community 

resources to 

support student 

achievement and 

support school 

goals with many of 

the following 

examples, i.e., use 

of youth services, 

school resources, 

social service 

agencies, new 

resources in the 


able to 


ability to use 

adequate 

community 

resources to 




goals with an 

adequate amount 

of the following 








ability to use some 

community 

resources to support 

student 



goals with some of 

the following 





agencies, new 


The candidate 



use community 

resources to 




goals with a limited 

number of the 

following 





agencies, new 

resources in the

community and 

public resources 

and funds. 


agencies, new 


community and 


and funds. 


community and 


and funds. 


community and 


and funds. 


ELCC 6.3 

Influence the 

Larger Context 

The candidate 

was very clearly 

able to 

demonstrate a 

superior ability 

to engage 

students, parents, 

and other 

community 

members in 

advocating for 

improvements in 

schools and 

clearly 


application of 

knowledge of the 

larger social, 

political, and 

economic 

community 

environment. 


The candidate 

was able to 


ability to engage 


and other 

community 

members in 



schools and 






economic 

community 

environment. 







and other 

community 

members in 



schools and 

somewhat 






economic 

community 

environment. 


The candidate 

was not able to 




and other 

community 

members in 



schools and did 

not demonstrate 

the application 

of knowledge of 

the larger social, 


economic 

community 

environment. 


APA Writing 

Exhibits graduate 

level writing and 

organization (APA 

format, no spelling 

or grammatical 

errors, citation of 

resources) 

Exhibits near 

graduate level 

writing and 

organization 

(pseudo-APA 

format, no spelling 


errors, citation of 

resources) 

Exhibits near 


writing/organization 

(pseudo-APA 

format, no more 

than 3 spelling or 

grammatical errors, 

citation of most 

resources) 

Does not exhibit 


writing/ 

organization 

(incorrect format, 

4 or more spelling 


errors, noncitation 

of 

resources)

Action Research Project - Lamar University

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