The Response from Parents in October

This photo shows where this group of Graded parents stands on university for their children. As you can see, the standards are high.

This photo shows where this group of Graded parents stands on university for their children. As you can see, the standards are high.

School started at the end of July and by October students and parents were questioning our implementation of the new changes. A group of parents presented us with the following list of questions.

Questions from Parents

  • Why the implementation did not consider a pilot to test and debug the system before implementing it to the whole high-school?
  • Which are the reasons to change a grade system in the middle of the high school (changing rules in the middle of the game)?
  • One of the consequences of the new system is a considerable increase in workload for teachers. What is the approach used in the new system to overcome this challenge? How was the training process for the teachers with regard to the new system? How long were they trained?
  • Is the system fully implemented according to the original plan? Has anything gone wrong with the implementation? What are the difficulties encountered in the implementation process?
  • Does the school have any plans to approach colleges aiming to explain the system so the students have the same opportunities in the application when compared with other students with a different grading system?
  • Does the school have any plans to approach colleges aiming to explain the system so the students have the same opportunities in the application when compared with other students with a different grading system?
  • The general perception is that the new system will result in lower grades for students. While this issue can be adjusted over time it is not clear how long this will take and more than one class may be severely impacted by its adoption in the way it was implemented.

Our team quickly moved to meet with parents and I still remember facing a somewhat hostile audience of parents. While we humbly defended our work, we knew that there was a sense of urgency to improve.

HS Parent Meeting Grading.100614

Out of this experience I learned the following:

  • This was the first time that we had standardized grading and reporting practices throughout the high school and this was not an easy task. In the past each department has a certain level of autonomy which meant that we were frequently on different pages. Making this change was easier said then done. We had to constantly define our policy language and unpack the details. We encouraged everyone to ask questions so that we could find out what was not understood. We were revisiting policy at every faculty meeting.
  • Making these changes put all of us under the microscope. I realized that poor practices that went unnoticed in the past were now being commented on by students and parents. For example, if the formative assessments did not align with the summative assessments, students noticed. If the classroom activities did not align, the students noticed.
  • While we had piloted certain aspects, it may have helped to do more prior to the full rollout.
  • The parents were right, these changes did mean much more work for teachers. Our teachers were having to work much harder and the pressure was on for them to improve their assessment practices.

Stay tuned for what we learned at the end of the first semester.

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