PARTICIPATORY

ACTION
RESEARCH
RYAN A. MATHEWS
ASSISTANT PRINCIPAL
GOAL HIGH SCHOOL
2017-2018
ESSENTIAL QUESTION

• “How do I create and provide quality staff

support systems and processes that influence
positive staff culture and happiness in their
work in educational systems?”
ABOUT MY Current
Position:
Assistant Principal- GOAL SR- Four Corners.

CAREER

Previous M.A. Education, leadership and Emerging Technologies.

degrees: B.F.A.- K12 Art Education/Fine Arts.

Previous Community Education/Multiple non- profits * Montessori

Occupations Education * Open school Education systems * Instructional
: Design/LMS
 Blended educational environment 93% of students AEC Indicators (At 5 Regions= 5 Principals (3 Assistant

ABOUT
(Online/onsite) support- 27 sites risk) Principals per Principal)
statewide- 4,000 students.

GOAL HIGH
SCHOOL

Multiple educational options: Required attendance- 2 way

Traditional (22 credits); Senior Credit communication (Para-Student)
Recovery (11.5 credits); GED Prep
(test prep) CCE Certs/degrees/Accent
(Credits vary)
 Alamosa- 60 Students- 2 Paraprofessionals, 1 Teacher, 1 Administrative Assistant.

ABOUT MY Pagosa- 70 Students- 2 Paraprofessionals, 1 Teacher , 1 Administrative Assistant.

SUB-
REGION- Durango 41 Students- 2 Paraprofessionals

FOUR
CORNERS Cortez- 91 Students- 3 Paraprofessionals, 1 Counselor, 1 Administrative Assistant.

1 Assistant Principal (Myself), 1 Principal (Pueblo), 1 Regional Manger (Pueblo)

Summary of Structure Para’s oversee 25-35 students, AP oversees para’s and supports Teachers
LEADING QUESTIONS

What makes staff feel supported and perform better?

What makes staff members happy and satisfied about their work?

How do they communicate further needs or if they are unhappy?

How does each person prefer feedback from their supervisor?

How does staff satisfaction influence their direct work with students and how can that be measured?

Became Assistant Principal
I started with GOAL as a
January 2017- Was the first
Paraprofessional in August
Assistant Principal in the
2016-2017- Staff were
extremely effected by
massive organizational
changes that placed a sense

PERSONAL
2016.
local area. of insecurity in their jobs
with GOAL.

REFLECTIO
N PROCESS January 2017- We were very
understaffed in the 4
March 2017- I identified
the need for staff support We need to create a new
systems and job staff culture.
corners.
expectations clarity.

How do I create and provide quality staff support systems and processes
that influence positive staff culture and happiness in their work in
educational systems?
Staff seem stressed on Staff seem frustrated Staff reported they did Staff reported they are Staff seem to enjoy Multiple staff Staff came to AP with
the job (sighs, frowns, and effected to system not know specific job and feel working with mentioned multiple most problems small
unhappy). and organizational expectations. overwhelmed. students. times “I don’t get paid or large- Frantic
changes. enough for this”

SUMMARY OF ISSUE- OBSERVATIONS

MARCH 2017

“How do I create and provide
quality staff support systems and
processes that influence positive
staff culture and happiness in their
work in educational system?”
PROBLEM POSED & METHODOLOGY
The research methodology of
Through the lens and intentional
portraiture will be used to combine
use of Portraiture Action Research
the educator expectations and
as a methodology, I believe I can
performance standards with the
investigate and determine a
grey of cultural aestecitics of
protectory pathway to staff
climate and culture, job
support systems that improve staff
satisfaction and happiness in the
performance and staff culture.
workplace.
 1. To develop and provide clarity of job description & daily
duties.

2. To identify and support each staff member’s individual

needs.
DESIRED
OUTCOMES 3. To design and implement
“Staff to Staff” ”Supervisor-staff”
intentional staff “Staff- Supervisor”
communications systems.

4. To develop and offer Working with students.

professional development for Problem solving.
specific skill sets: Time Management.
 STUDY METHOD-
OVERVIEW
With intentional use of
portraiture action research
methodology, I designed
and implemented two
systems to use as studies to
assist in reaching the
desired outcomes.
Linear Support System
Purpose: Provide clarity of job
description, impact professional
development.
Including:
Communicate, prepare and conduct
Standard Eval’s.
Develop and require self Evaluations.
Offer Standard Professional
Development.
Streamline Regional Trainings.
Conduct Monthly feedback meetings.
Interpersonal Support
System
Purpose: Provide individualized
support, emotional intelligence,
professional goals and growth, and
stress management.
Including:
Individual affirmations.
Provide individual and collaborative
Professional Development.
Professional traction plans.
Individual time management.
Offer collaboration opportunities
 Primary GOAL: To promote growth
in staff performance through
effective assessment processes and
standards through the school year.

Linear Support System

This system includes more of the
standardized components for each
educator and staff member. Some of
these components also align with job
description expectations and quality of
work (Annual Eval). Others (Monthly
feedback meetings) are intended to
create a bridge between Annual eval
and day to day. The monthly feedback
meetings are intended to give the
individual one of one time to develop
goals and areas of focus for the
following month.
 • Interpersonal Support System When I began part two I found
Communication Professional a majority of stress may be caused by time management. The
& Development root cause included needing support in intentional scheduling,
for example, my counselor needed an uninterrupted period of
Collaboration
time to schedule all quarter 2 classes- so together we designed a
two week schedule based off of predicted time needed (30 hrs)
where said counselor would have guaranteed uninterrupted time.
Monday, Wednesday and Friday would still be direct student
hours. The prior system was said counselor attempting to juggle
both students and scheduling at the same time. In another
example, I found one of my teachers were struggling with
course design and building, the amount of time it was taking
was fairly more than expected. Further investigation could have
indicated very high quality of courses but in fact I found said
teacher just needed some support and Professional Development
on the technology side of course design. Said teacher was doing
a number of things “the long way” when they was a way to do
“bulk design”. This part 2 helps create the time to investigate
individualized needs of each staff member to improve job
Personalized Organizational performance, productivity and minimize stress on the job.
Admin Support Systems
EXAMPLES OF LINEAR STUDY- EVALS
LINEAR STUDY EXAMPLES-
FEEDBACK MEETINGS/PD
What
Intentional
How
In meetings/ Good things/shout
Why
Share good thing
Results
Staff shared stories of
INTERPERSONAL
public
recognition
outs/ TEAMs message. among the sites. appreciation for one another.
Generally happy climate.
STUDY- EXAMPLES
Handwritten Wrote every staff member a thank Beginning of year
“Positives”
Staff sent me messages of
GENERAL
thank you you card- high lighting specific planning setting. appreciation, mentioned
cards efforts, outcomes- appreciations. “support”

Collaboratio Empower staff to collaborate on So they do not feel Staff travel to other site to help
n strengths- through site travel, alone- they have one another- they feel
opportunities process design etc..Ask questions help and each other “empowered” and “proud to
as resources share their strengths”
“Request workshops”

Communicati Reach out to individuals, just Individual meetings- “Request workshops”

on sharing something awesome that planned or Staff enjoy the time I provide
came from their efforts or just a spontaneous them as an individual. “Post
good morning- instead of just messages received- thank you”
contacting when you need
something
Spontaneous Staff lunches. Celebrate positives. “Staff share success stories”
Celebrations

Events Graduation shout outs, Celebrate positives Staff cried out of pride for their
collaboration recommendations work
s
 INTERPERSONAL-
STUDY EXAMPLES-
COMMUNICATION
INTERPERSONAL-STUDY
EXAMPLES: INTEGRATED
PROFESSIONAL
DEVELOPMENT/STAFF WORKSHOPS
INTERPERSONAL
STUDY EXAMPLES-
REFLECTION

Simon Sinek: Find your “Why”
• Summarizes the importance of
unconditional staff support.
• Recognize and ask the “why”.
• Why do staff work in your
organization?
Shirly Grundy: Action Research
at the School Level
• The problem associated with
teacher and school staff “burn
out”.
• like salary, class sizes,
standardized assessments,
curriculum standards and
Sarah Lawrence- Lightfoot:
Portraiture
• Describes the method of
analyzing the connection
between the social science and
processes of day to day.
Specially, referring to the
human experience and using

LITERATUR
• Time and effort = time and
effort from your staff. Sinek
uses the example of an email
probably the biggest “teachers Portraiture as an educational
work too much, too long and action research method to
don’t receive significant income further understand the impact of

E REVIEW:
expressing gratitude compared
to a hand written letter, although
both might have the same words
for their service experiences and organizations.
• In summary, Grundy • How to develop data and blur
the lines between the qualitative

SUMMARY
the hand written letter will most
likely mean more because it
takes more time and effort
• Show your care.
• People behind the numbers.
Culture
specifically talks about two
main school improvement standpoint and social sciences.
movements. A) Support systems
that makes teacher more
competent in their positions. B)
Involving teachers and direct
education professionals in larger
school decisions and leadership.
By focusing on these two things
an education culture can be
shifted positivity and influence
staff to further influence their
classroom positively.
 REMINDER OF ESSENTIAL QUESTION & DESIRED OUTCOMES

“How do I create and provide quality staff support systems and processes that
influence positive staff culture and happiness in their work in educational
system?”

1. To develop and provide clarity of job description & daily duties.

2. To identify and support each staff member’s individual needs.

3. To design and implement intentional “Staff to Staff” ”Supervisor-staff” “Staff- Supervisor”

staff communications systems.

4. To develop and offer professional Working with students.

Problem solving.
development for specific skill sets: Time Management.
 Part 1:
Desired outcomes data (4 main
Methodology of portraiture- outcomes).
attempting to measure the
development and improvement
standards of the essential
question.
OVERVIEW Part 2:
Improvement Survey.

OF DATA Data Method

PRESENTATIO Part 3:

N
Written Responses.
The following data represents
responses received 09/15/2018,
8 main staff in various roles-
Para/teachers/Counselor/AA.
Part 4:
Inquiry of results.
Data Summary: 1. To develop and provide clarity
of job description & daily duties.
Data Summary: 2. To identify and support each staff member’s individual needs.
Data Summary: 2. To identify and support each staff member’s individual needs.
Data Summary: 3. To design and implement intentional staff communications systems.
Data Summary: 3. To design and implement intentional staff communications systems.
Data Summary: 4. To develop and offer professional development for specific skill sets:
Data Summary: 4. To develop and offer professional development for specific skill
sets:
IMPROVEMENT SURVEY
 I love my job because…
I get to watch my students empower themselves and find their own unique values.
I love helping kids to become successful, productive members of society

STAFF - I have a high "need to nurture" and my job makes me feel like I make a difference and fill a need in an
educational system which is leaving too many students falling through the cracks. My jobs combines my
passion for holistic education with my own personality traits (need to nurture, independence, work ethics,

WRITTEN creative problem solving) - My supervisor plays a huge part in allowing me the freedom to create support
systems for my students while assisting me in the areas needing more support. She makes me feel valuable,
validated and important. She recognizes my efforts both verbally and in writing. She is always sincere and

RESPONSES empathetic in both areas I need to improve and areas I excel.

I am able to make a difference in the lives of teenagers! I love my job because it is flexible and it is family
first. I love my job because my leadership team value my opinion and my work that I do with students.
I get to make a difference in the lives of kids and be a part of something bigger than myself.

I love my job because of the environment that is created around me. I enjoy the students and working on their
succuess.
of the people and students I work with on a daily basis.
The positive effect we have on students. We can see them improving right in front of us, and it is
awesome!
 I dislike my job because...
Drama. When things don't go according to plan, it is difficult not to get caught up in the negativity wheel when
several people are unwilling to try to get off.

I can't think of anything I dislike...

STAFF There's never enough time to do all I want to do for my students. There's some things/forms/procedures that
come "down" from the main offices which I/my AP have to comply with (one example is the monthly feedback
meetings last year) which are not suited to our site or me specifically.

WRITTEN My coworkers are very finicky. There are a lot of different personalities and it's hard to have them mesh together.

RESPONSES There is a lot of crankiness between people and they don't play well on the same team. I have a hard time with
that.

Drama amongst coworkers, unclear expectations among team mates.

I dont like me job because communication from the top and the salary that is given.

It is very stressful and constantly changing.

I don't feel like I get paid/acknowledged enough for the amount of work I do.
 I would like to add..

Communication and Support has always been high for me, so it's hard to say that it has improved
when it didn't necessary have a large area of imrovement needed.
I really enjoy working with you Ryan:)

STAFF My supervisor has stepped up the individualized support I receive to a whole new level - some of the
areas I feel she excels at is "seeing" me, I feel she notices even small things I do to improve myself

WRITTEN
and she;s very expressive in her appreciation and expectations.
I have never felt more of a sense of family from GOAL like I do now.

RESPONSES I did not care for the part of the evaluations last year where we had to send proof of our
accomplishments. I love GOAL and it's mission.
Ryan is great.

A week off in October!!!!!!!!!!! Lol, probably not what you meant but that is what I'd like to add! :)

Ryan... you are absolutely amazing! I am very glad to be working with you and learning from
you. You are an inspiration!
RESULTS CONCLUSION:
DID THE SYSTEMS IMPLEMENTED WORK?
Data Takeaways
There is a correlation between roles and staff responses-
both Administrative Assistants marked “somewhat
true”- Where Paraprofessionals all replied “mostly true”
of “very true” for all other questions around support.
There is a correlation to the individual survey responses
& amount of time working with GOAL.
Climate and culture of individual sites effect the written
responses pertaining to happiness in their position.
Inquiry
AA’s just went through a change in leadership in the
last 4 months. I need to implement specific support
systems for them.
Staff that have worked 3+ years with GOAL agree
drastic improvements have been made with current AP.
Staff under 3 months with GOAL see no improvement.
Specifically, from the same site- currently/recently
understaffed.
There seems to be a trend with same site staff
pertaining to either positively effected or negatively
effected.
 Staff enjoy working with students- love most about their job- our
mission/vision as a school.

Staff feel generally supported by local leadership.

Staff feel valued and acknowledged- successes and needs.

SUCCESSES
CONCLUSIO Staff do feel both systems- Linear/Interpersonal are necessary.

N The majority of staff “feel” happier in their occupations- with the support
systems.

Staff have ownership of their “solutions” in their day to day.

I have achieved the main 4 outcomes sought after and will continue to develop
systems that further staff as individuals.
NEXT STEPS DATA CONCLUSION

1 2 3 4 5

Feedback meetings/evals I need to create a better I need to work to support I need to further I need to better support
could be more intentional. balance of both systems new-understaffed-staff investigate the correlation “new” roles under my
(Linear & Interpersonal. further. between education leadership.
professionals, longevity of
career and happiness in
the education occupation.
 Staff love their jobs for the right reasons.

CONCLUSION The two systems implemented “work” but need further

development and progress.
OF
PRESENTATI Compared to the pre-assessment- observations from March
ON 2017- staff are much “happier” now in their positions.

From the results of this study, I do believe the better staff

perform and feel in their occupations directly impacts
results of student success.
 REFERENCES
Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action.
New York, N.Y.: Portfolio.
Lawrence-Lightfoot, Sara, 1944-. (1997). The art and science of portraiture / Sara
Lawrence-Lightfoot, Jessica Hoffmann Davis. San Francisco :Jossey-Bass.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New
York: Bantam Books.
Jacobson, Donna. (2016). Causes and Effects of Teacher Burnout. Walden
Dissertations and Doctoral Studies Collection. Walden University ScholarWorks.
QUESTIONS?