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Professional Development at Aiea High School

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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Professional Development at Aiea High School

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  1. Professional Development at Aiea High School Aiea High School Rory Vierra

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

  3. 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.

  4. Priorities: Explanation of the Issue • JupiterGrades

  5. 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.

  6. 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

  7. 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)

  8. 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)

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. Data • Website • Page visitation • Online Grading • Student logins by specific ID • Parent logins by parent ID

  15. Data • Website • Page visitation • Online Grading • Student logins by specific ID • Parent logins by parent ID

  16. Data • Website • Page visitation • Online Grading • Student logins by specific ID • Parent logins by parent ID

  17. Data Analysis

  18. Data Analysis

  19. Data Analysis

  20. Data Analysis

  21. Data Analysis

  22. Data Analysis

  23. 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.

  24. 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

  25. Future Action Critical Control Points Parents: • Preferred method of communication • Access to technology

  26. Future Action Students: • Increase in academic success (GPA, athletic qualifiers, promotion rates) • Decrease in retention of students

  27. 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

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