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Professional Development at Aiea High School. Aiea High School Rory Vierra. Increasing communication between the classroom and home through the use of online grading and the Aiea High School website. Aiea High School Rory Vierra. Priorities: Explanation of the Issue.

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slide2

Increasing communication between the classroom and home through the use of online grading and the Aiea High School website.

Aiea High School

Rory Vierra

priorities explanation of the issue
Priorities: Explanation of the Issue
  • WASC Self Study Accreditation Report 2011-2012
  • 2012-2013 AFP
    • Goal 3: Continuously improve the effectiveness, efficiency and responsiveness of the educational system.
    • Improve communication and involvement with parents and community.
priorities explanation of the issue2
Priorities: Explanation of the Issue
  • Communication between teachers, parents, and students concentrated at the 9th grade level through JupiterGrades.
  • Teachers at the higher grade levels given option to participate in online grading / website programs.
  • System administrator for the Website and online grades were only at the teacher level.
theoretical perspective
Theoretical Perspective
  • Epstein’s Types of Parental Involvement
    • Type 1 : Obligation of parents
    • Type 2 : Obligation of schools (communication)
    • Type 3 : Involvement at school (communication)
    • Type 4 : Involvement at home (information of instruction)
    • Type 5 : Decision Making (information of governance)
    • Type 6 : Collaboration with Community
theoretical perspective1
Theoretical Perspective

“Technology affords parents the opportunity to discover what their children are doing in school without having to be visible, thus fostering independence in their adolescent students.” Rutherford and Billig (1995)

theoretical perspective2
Theoretical Perspective

“…each survey revealed similarities in ownership of cell phoneand computer technology but differences in the usage of these technologies by parents and teachers.”

Rogers and Wright (2008)

action professional development
Action : Professional Development

John Kotter’s 8-step process

This business model to organize change is based on following eight components:

  • Create urgency
  • Form a Coalition
  • Create a Vision for Change
  • Communicate the Vision
  • Remove Obstacles
  • Create Short-term wins
  • Build on the Change
  • Anchor the Changes in the Culture
action professional development1
Action : Professional Development

John Kotter’s 8-step process

This business model to organize change is based on following eight components:

  • Create urgency
  • Form a Coalition
  • Create a Vision for Change
  • Communicate the Vision
  • Remove Obstacles
  • Create Short-term wins
  • Build on the Change
  • Anchor the Changes in the Culture
action professional development2
Action : Professional Development

John Kotter’s 8-step process

This business model to organize change is based on following eight components:

  • Create urgency
  • Form a Coalition
  • Create a Vision for Change
  • Communicate the Vision
  • Remove Obstacles
  • Create Short-term wins
  • Build on the Change
  • Anchor the Changes in the Culture
action professional development3
Action : Professional Development

John Kotter’s 8-step process

This business model to organize change is based on following eight components:

  • Create urgency
  • Form a Coalition
  • Create a Vision for Change
  • Communicate the Vision
  • Remove Obstacles (Professional Development)
  • Create Short-term wins (Professional Development)
  • Build on the Change (Professional Development)
  • Anchor the Changes in the Culture
action professional development4
Action : Professional Development

John Kotter’s 8-step process

This business model to organize change is based on following eight components:

  • Create urgency
  • Form a Coalition
  • Create a Vision for Change
  • Communicate the Vision
  • Remove Obstacles
  • Create Short-term wins
  • Build on the Change
  • Anchor the Changes in the Culture
slide14
Data
  • Website
    • Page visitation
  • Online Grading
    • Student logins by specific ID
    • Parent logins by parent ID
slide15
Data
  • Website
    • Page visitation
  • Online Grading
    • Student logins by specific ID
    • Parent logins by parent ID
slide16
Data
  • Website
    • Page visitation
  • Online Grading
    • Student logins by specific ID
    • Parent logins by parent ID
summary of findings
Summary of Findings
  • JupiterGrades: Initial training during the first quarter sufficient to sustain parent and student usage throughout the school year.
  • Website: Ongoing training throughout the school year needed to inform parents.
future action
Future Action

Critical Control Points Teachers:

  • Establish research based grading systems
  • Address the anxiety level of teachers
  • Establish common grading policies and procedures
  • Survey parents of preferred method of communication
future action1
Future Action

Critical Control Points Parents:

  • Preferred method of communication
  • Access to technology
future action2
Future Action

Students:

  • Increase in academic success (GPA, athletic qualifiers, promotion rates)
  • Decrease in retention of students
bibliography
Bibliography
  • Epstein, J. L. (1988). How do we improve programs for parent involvement? Educational Horizons, 66(59), 58-59.
  • Rutherford, B., & Billig, S. H. (1995). Eight lessons of parent, family, and community involvement in the middle grades. Phi Delta Kappan, 77(1), 64-67.
  • Rogers,Reenay R.H. & Wright,VivianH. (2008) Assessing Technology’s Role in Communication between Parents and Middle Schools, Electronic Journal for the Integration of Technology in Education, Vol. 7, 36-58