Revisions to Action Research Plan:

After meeting with my site supervisor and a specialist in research and planning, a few revisions have been made to ensure the focus remains narrow and measurable.

Action Planning Template
Goal: To determine if district planned professional development can change teacher perception. Question: Will teacher perception of Quality Questioning techniques in the classroom change after a three-hour district-wide professional development? Does the experience level of the teacher impact teacher perception?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Study literature regarding Quality Questioning, how teacher experience impacts perception of PD and willingness to change practice.	Judy Christopher	Sept./Oct. 2013	Quality Questioning: Research-Based Practice to Engage Every Learner by Jackie Acree The Heart of Change (Kotter) Online research articles	Identify effective techniques of Quality Questioning to include into presentation Summarize research findings on teacher experience level and it’s impact on teacher perception
2.Design Pre-Survey to question teachers about their current knowledge and perception of Quality Questioning techniques (Probing questions, higher level questioning, Wait Time I and II, etc.)	Judy Christopher, Joe Koontz, Principal	Sept./Oct. 2013	Google Form survey	Analyze results to understand experience level and teacher knowledge of Quality Questioning before the PD is delivered.
3. Assess information gained from readings and collaborate as a team to create engaging, interactive professional development with embedded cross curricular activities.	Judy Christopher, elementary core content Educational Specialists, Director of Instructional Technology	Sept./Oct. 2013	District-Wide Professional Development: “Increasing Rigor, Relevance and Relationships through Quality Questioning” powerpoint including workshop facilitator’s guide and activity script	Perception survey and professional development evaluation
4 Facilitate the 3 hour professional development on site at the elementary school	Judy Christopher	Oct. 2013	“R3 Q2 Rigor, Relevance and Relationships through Quality Questioning” powerpoint, workshop facilitator’s guide and activity script	Presenter will determine success of PD through a self-evaluation
5. Create google form to be used during the wrap up portion of the professional development to capture how teachers used knowledge gained during the PD to create a lesson.	Judy Christopher	Oct. 2013	Google form link embedded into the PD presentation	Use this data to see if it is consistent with the post survey results. If teachers were able to create the lesson with effective quality questioning techniques, yet indicate their perception of quality questioning did not change then we have to question the effectiveness of the PD.
6. Create a post survey to measure the perception and understanding of Quality Questioning techniques. Number of years teaching experience level	Judy Christopher	Oct. 2013	post survey in google forms (Judy creates)	Compare and contrast pre and post surveys, in addition to lessons shared, to identify whether or not  the PD had a positive or negative impact on teachers’ perception of quality questioning Look for
7.Compare results and information gathered on google form and report findings based on pre and post surveys.	Judy Christopher Ingrid Grant, site-supervisor, Joe Koontz, Principal, Research and Planning Specialist	Nov./Dec. 2013	Pre and post survey results, lessons shared through google forms at wrap up session of PD	After preparing the report of my Action Research, share with Principal and site supervisor. Based on findings, additional support may be provided to teachers to help them better understand the effectiveness of using Quality Questioning strategies in the classroom; this includes having student generate questions.

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)