Par Final Diehl

Running head: POST SECONDARY 1
Post-Secondary Transition Plans
David Diehl
Pepperdine University
Participatory Action Research
Spring 2017
Table of Contents
Part I: PAR Study Overview.4
Background....4
Setting4
Problem..5
Inquiry Question.8
Purpose Statement..8
Importance of Study...8
Ethical Plan11
Methodology Overview.12
Part II: PAR Cycle Stories.14
Cycle One Story.14
Research Questions..14
Literature Review.15
Actions Taken..18
Measurement of Actions..19
Outcomes.19
Key Learnings..21
Cycle Two Story..23
Setting23
Problem..23
Research Questions25
Literature Review...26
Actions Taken28
Measurement of Actions30
Key Learning.31
Cycle Three Story.34
Research Questions34
Literature Review...35
Actions Taken36
Measurement of Actions37
Key Learning.39
Part III: Discussion of Key Findings, Leadership, and Change Learning...40
Discussion of Key Findings...40
Conclusions....42
Implications....45
Recommendations..45
Part IV: Personal Leadership, Leadership, and Leading Change...47
Personal Leadership....47
Leadership...48
Leading Change..50
Part V: Summary52
References...54
Appendices..57
Part I: PAR Study Overview
Background
College and career readiness have become a major focus and priority for educational
institutions in the United States (Obama, 2009). Both Federal and State governments have
recognized the need to prepare students for the 21st century and the emerging, new economy
(Solberg, 2011). As such, school districts are implementing career exploration curriculum, career
pathway academies, and college and career pathway transition opportunities for their graduating
seniors. HD School District has a traditional high school and operates independent study
learning centers in 14 communities within the inland empire. Through California's Local Control
Accountability Planning and my personal observations, it was recognized that our students were
clearly disadvantaged in their ability to navigate the pathways that would prepare them for
gainful employment in adulthood. Research addressing the means or strategies to create post-
secondary transition plans for students enrolled in independent study programs is limited at best.
Additional research is necessary to ascertain the means to educate counselors and teachers in the
development and construction of viable transition plans for the students assigned to them so they
may be exposed to, and receive, equitable post graduation counseling. Therefore, my
Participatory Action Research will examine the process necessary to develop post-secondary
transition plans for high school students enrolled in the traditional and non-traditional academic
settings within the HD School District.
Setting
As a result of a promotion within my school district, this study took place at two different
schools sites within the HD School District. The first site, ABC School, is a K-12 independent
study public charter school and is managed by the HD School District. Currently, there are 14
learning centers with student populations ranging from 15-250. The typical student enters the
ABC school deficient of credits and has not been successful in the traditional school setting.
Teachers see students from all grade levels; however, the majority of students within ABC school
are in grades 9-12. Students spend one hour per week with their teacher.
The second site, XYZ Preparatory High School is a parent choice school established in
2007 and is dependently chartered through the HD Elementary School District. The school is
located in the town of RR, a rural community with less than 1,000 residents, many of who make
less than $20,000.00 per year. XYZ is committed to serving all students within their community
as well as serving families within a 30-mile radius. XYZ High School Prep's student population
of 650 students is over 60 percent Hispanic, and 66 percent of the students are socioeconomically
disadvantaged.
Problem
As an organization, the HD School district school has recognized a need for providing
accessible resources and relevant information about post-secondary options for its students;
therefore, it is imperative that students have specialized and specific information when choosing
and applying for a college, as well as seeking financial aid (Conley, 2012). As a result of the
Local Control Accountability Plan (LCAP), educating and counseling the students on career and
college options has become a priority. The two schools share several similar challenges;
however, each school faces unique obstacles. Specifically, guidance counselors for the ABC
School are housed out of the district office and are virtually inaccessible to the students. Thus,
the necessary information that high school students need to be exposed for career and college
readiness is limited. Moreover, the implementation of any curriculum or strategy to better
educate students has not been achieved. There is no process or system to assess the student's
interests or career aspirations. ABC school has not developed any working relationships with
neighboring Community College outreach coordinators to aid in making the transition to local
community colleges a less intimidating process. Consequently, they do not have a
comprehensive process in place to provide information to our students regarding career and
college transitions as well as the availability of financial aid.
The XYZ Preparatory has only two counselors to service 700 students. XYZ Prep is
attempting to establish a college-going culture and has recently changed its graduation
requirements to insure all students have completed the required A-G requirements for admission
to one of California's 4-year public universities; however, many students and their families have
not been properly informed of the financial and academic responsibilities they will face upon
admission, resulting in students not attending college upon graduation. Additionally, college and
career readiness are a priority for the district as a result of the LCAP. To address this goal and
assist students and families in planning for a post- secondary transition from XYZ Prep, the
district has instituted three strategies to help achieve the goals:
1. The district purchased Naviance, a computer-based college planning and career
exploration program. Naviance is introduced to the students in their freshman seminar class;
however, families must be instructed on how to navigate Naviance and students must regularly
interface with Naviance to continue their progress towards developing a plan towards college
and career. The Naviance program tracks how many students log on and how often. At the
beginning of the school year, less than 10% of the student body had utilized Naviance. Since
there is no requirement for students to utilize the program and benefits of using it have not been
effectively disseminated.
2. A Freshman Seminar class was implemented to inform students on the use of
Naviance, expose them to college exploration, and provide them with tools and strategies for
success in their college preparatory courses at XYZ Prep. The Freshman Seminar teachers have
minimal teaching experience and this is the first year any of them have taught this course.
Additionally, there has been no training or professional development on the best means to
instruct freshman students in college and career exploration in the use of Naviance
3. Seniors are required to take a year-long course on career exploration, which requires
them to utilize Naviance, conduct research on career pathways, complete community service and
complete 30 hours of job shadowing in a chosen career. For the past three years, the previous
guidance counselor conducted an exit survey of the graduating senior class, which revealed some
worthwhile data and feedback. For example, in the exit surveys conducted between 2014 and
2016, the surveys revealed that 43% of the seniors would have liked more information on the
college admissions process and 47% reported that they believed the career exploration should
have been implemented earlier in their high school curriculum.
The school employs two counselors to serve the entire 700 students at XYZ Prep. One of
their responsibilities is to work with students on maintaining their student college planning via
Naviance. Additionally, the counselors must inform students and their families on the financial
aid process, the college application process, and counsel them on college requirements.
Moreover, the counselors are required to educate the students on which college may be the best
fit for their particular needs. This daunting task is in addition to the daily duties that include, but
are not limited to, schedule changes, academic progress monitoring, counseling students with
personal issues and interacting with the many daily concerns that parents may inquire about. As
such, the counselors are not able to adequately meet all of the students needs to be effectively
counseled and informed of post-secondary educational and career opportunities.
As a result of this deficit, there is a need to enlist the assistance of the teachers at XYZ
Preparatory High School in the advising and mentoring of students. However, before they can be
of assistance they will require professional development and access to information to allow them
to adequately guide the students. Therefore, there is a need to study a viable strategy in which
we can provide teachers and inform parents with information related to college and career
options and the financial aid process. Thus, there is a need to study an effective way in which we
can provide all students with a viable transition plan before graduation from high school. As
such, we do not have a comprehensive process in place to provide information to our students
regarding career and college transitions as well as the availability of financial aid. Therefore,
there is a need to study an effective way in which we can provide all students with a viable
transition plan before graduation from high school.
Inquiry Question
How do we insure that all graduating seniors in the HD School District have a post-
secondary transition plan upon graduation?
Purpose Statement
The purpose of this study was to explore strategies that would be useful in educating and
counseling students and their families on post-secondary educational and career opportunities.
Importance of Study
There is limited information that supports developing secondary learning plans for
students in nontraditional settings, specifically, independent study programs (Solberg, Phelps,
Haakenson, Durham, & Timmons, 2011). Moreover, families who have proven to be able to
successfully traverse the typical public school environment are those that possess proficiency in
the English language, financial stability, and access to current technology. Conversely, families
who are not as fortunate are less likely to be successful (Ferrara, 2015). As a result, teachers,
counselors, as well as the students and their families, may benefit from the acquisition of the
information garnered from the study. Teachers could gain additional knowledge in the area of
college and career opportunities, which in turn, might allow them to better counsel their students.
The teachers will have the ability to fill the void of either not having a guidance counselor at
their site or augmenting the services the counselors can provide. Also, the study could gather
relevant and current information for post-graduation opportunities. Furthermore, it may enhance
the level of knowledge on navigating the process of applying for financial aid, grants, and
scholarships.
Initial outcomes may produce effective methods of introducing a new curriculum to each
site that is outside of traditional core classes. Additionally, the new college and career
curriculum has the potential of guiding teachers towards the role of a guidance counselor (Curry,
Belser, & Binns, 2013). Gathering this information can assist in assessing best practices for
gathering feedback and acquiring data that could lead to greater acceptance and buy-in from
staff. Analyzing buy-in and its effect on the success of the implementation of the new
curriculum can be important in the delivery and reception by the targeted students. Determining
how to effectively utilize teacher feedback and their involvement before, and during the
implementation of a career exploration curriculum that is connected to post-secondary transition
plans will be gained through this study. Assessing the strategies that proved to be most effective,
or ones that were not, will allow for improved and efficient means of program design.
In addition to outcomes that may impact teachers and counselors, it may cause students to
explore the means to acquire the necessary education, identify obstacles that will need to be
addressed, and assess the probability that their desired goals can be attained. Moreover, the
engagement of family members and the increased dialogue may lead to an improved support and
guidance system outside of the school.
The study may supplement existing literature in the realm of the teachers and students
ability to research, prepare, and develop a post-secondary career and college readiness plan. It
could add additional perspectives on methods of training and motivating teachers and counselors
in their delivery and follow through of career exploration and the construction of post-secondary
plans for the students assigned to them.
College and career preparation is a national educational focus as our nation prepares for
the emerging economy. Educators and school counselors are shouldering the responsibility to
prepare students for the new 21st-century economy (Symonds, 2012). Interestingly, this requires
access to the available career pathway preparation resources and requisite information; however,
there is limited research or curriculum available to address the effective strategies for gaining
this access and programs that will benefit the underserved and nontraditional student. Besides,
research is lacking on the effectiveness of the SLP and its impact on student success, family
engagement, and transition to career and college opportunities.
Definition of Key Terms
The following key terms were defined for this study:
Naviance: a comprehensive online K-12 college and career readiness program that helps
districts and schools align student strengths and interests to postsecondary goals.
Specialized Learning Plans: a comprehensive plan that can change and evolve as the
student approaches graduation. It is clearly defined transition plan devised by the teacher,
student, and backing of the family.
Career Pathways: a series of structured and connected education programs and support
services that enable students, often while they are working, to advance over time to better. jobs
and higher levels of education and training.
Post-Secondary: the period after the graduation of high school.
Ethical Plan
The HD school district has no written policies prohibiting research; however, the Chief
Academic Officer (C.A.O.) was informed of any studies, surveys, questionnaires, or interviews.
Student involvement was cleared through the C.A.O. and parental consent it mandatory.
Informed consent was required of any and all participants and their parents or guardians, when
applicable, for research that includes the analysis of confidential records, personal interviews, or
the review and analysis of personal data. All participants were made aware of the purpose of the
study, or the manner in which the data will be used per the guidelines of the district policies. The
standard operating procedure for the collection of all data will be that participants identity shall
remain confidential. Any data collected that can identify a particular subject despite the
safeguards to ensure anonymity will be shared. Data collection was consistently being conducted
with an ethical consideration and one that protects the identity of the participants when
appropriate. Guidelines were reviewed and adhered to before and during each instance of data
collection. Measurement tools will be accompanied by a disclosure of the intent of the
measurement tool if required by district policy or deemed necessary by the PAR team. District
guidelines for protecting one's right to confidentiality were strictly adhered to, and will remain at
the forefront of all studies and analysis of data. A consistent, reflective practice will be
employed through journal documentation. Reflection and discussion of data collection, along
with the various steps will be assessed through debriefing sessions with the PAR team to insure
impartiality and neutrality.
Methodology Overview
This research study used Participatory Action Research (PAR) in determining how we
can ensure that all students have a useful and comprehensive post-secondary transition plan upon
graduating from high school. PAR is a collaborative process that allows educational leaders to
address problems and identify potential solutions James, Milenkiewicz, & Bucknam (2007).
My research consisted of three cycles. Through this cyclical process the outcome and findings of
each cycle informed the following cycle. Cycle 1 examined the effect the implementation of a
12th-grade college and career exploration research project would have on independent study
students. In addition, it probed what effect, if any, involving teachers in the development of the
project, how would affect their buy-in, involvement, interest, knowledge, and acceptance of the
project. Data collection consisted of a teacher interview, a student survey, and an online survey
of the site administrators. Cycle 2 consisted of qualitative and quantitative analysis of
professional development for our faculty on college and career options and the increase of our
faculty's knowledge on viable post-secondary options. Additionally, hosting parent workshops
on financial aid was analyzed to determine if it would enhance parental knowledge on college
accessibility and attainability for their child. Data collection consisted of a parent questionnaire,
teachers questionnaire, counselor questionnaire, and a teacher survey. Finally, Cycle 3
constituted the hosting of parent college information at a location closer to where our students
resided and at a time frames that was convenient for working-class families. Data collection
consisted of a parent survey, student survey, and a questionnaire provided to the school
counselors.
The cumulative learning that was gleaned from each cycle allowed me to gain a deeper
understanding of the elements necessary to ensure that students are properly guided and
informed on available post-secondary opportunities and the means to achieve their chosen career
paths. This increased understanding was facilitated through the essential principles of the PAR
process that occurred through the three cycles of study.
Validity. According to James, Milenkiewicz, & Bucknam (2008), there are five types of
validity in the PAR process. Outcome, process, democratic, catalytic, and dialogic. This study
employed outcome and process validity. Process validity, which is defined as to what extent the
project resulted in an increase in knowledge and systems that improve the overall educational
environment that was studied (James, Milenkiewicz, & Bucknam 2008, p. 164). Process
validity was demonstrated when the teachers were surveyed on their level of college and career
knowledge, as well as their desire and responsibility to convey this information to their students.
Outcome validity is defined as to what extent actions taken during the study proved efficacious
in improving educational practices for students (James, Milenkiewicz, & Bucknam 2008, p.
163). Outcome validity was demonstrated when the college workshop that held in at an off-
campus location in Cycle 3 resulted in over 100 students and family members attending. This
exceeded all previous attendance counts by over 70 attendees.
Part II: PAR Cycle Stories

Cycle One Story
College and career readiness have become a priority for most traditional school districts
in the United States. As such, many districts are implementing career exploration curriculum,
career pathway academies, and college and career pathway transition opportunities for their
graduating seniors. Likewise, the ABC school is interested in preparing their students to be able
to transition to career pathways upon graduation. However, ABC school is an independent study
(IS) school that typically attracts credit deficient students who have become disengaged from the
traditional school model. Three credentialed guidance counselors are employed by ABC School;
however, under their current job description, they are engaged in administrative duties at the
district office. Thus, the amount of personal attention each student receives by a credentialed
counselor is nominal. Consequently, post-secondary transition counseling is not occurring and
students are graduating from the ABC school with little or no college or career guidance. The
focus of this study took place within a K-12 independent study public charter school. The
typical student enters the ABC school deficient of credits and has not been successful in the
traditional school setting. Students may enroll in ABC school up until age 21.
Research questions.
The first cycle was guided by two research questions:
1. If we implement 12th-grade college and career exploration research for
graduating seniors in an independent study program, in what ways, if any, will it
increase students knowledge on viable post-secondary options?

2. If we involve teachers in the planning, scoring, and development of the project,
how will it affect their buy-in, involvement, interest, knowledge, and acceptance of the
project?
Literature review. The review of literature revealed four themes: The importance of
educating families and the student on resources and means to access college and/or careers,
development and utilization of a curriculum in school that connects learning to career
exploration and relevant skills, Teacher preparation and enthusiasm in that particular career
pathway curriculum, and the development of a comprehensive career pathway plan. Nine sources
informed this study which included journal articles, policy and college admissions reports, and a
presidential address to the joint session of Congress. Research in the specifically relating to
independent study programs could not be located; however, this review summarizes four key
themes derived from the literature.
Preparing students for the new, emerging economy has become a priority not only for
educators nationwide, but also for state and federal government officials (Solberg et al, 2011). A
review of nine sources has demonstrated that there are various strategies and methods that can
assist students, families, educators, and schools in guiding and educating the student towards a
career pathway before graduation from high school.
Family education. Navigating the path to college, as well as vocational and career
technical education schools can be a daunting task for many students and their families. As such,
it is essential that students and their families begin exploring the means to a successful transition
to these institutions through an ongoing planning process (Kohler and Field, 2003; McDonough,
2004). Unfortunately, many students do not have access to mentors or family members that
have the knowledge and familiarity with post-secondary education (Conley, 2102).
Consequently, students leave high school and enter the workforce as unskilled workers and do
not have the exposure to the necessary knowledge, skills, and abilities that are sought after by
prospective employers (Symonds, 2012). In addition, high school graduates lack the compulsory
information required on to gain the technical or formal education necessary to prepare to enter an
economy that seeks skilled and educated workers (Schneider, 2006). Moreover, many families
do not understand the process in which their student can apply for college, the entrance
requirements, and the financial aid that can assist them in paying for an education beyond high
school. Knowledge in this area of college admissions and the process to enter college by the
parents is an indicator of the student's success in college (Wang, Ye, & Pilarzyk, 2014).
Providing families with the essential tools, especially low-income families who they themselves
have not attended post-secondary educational institutions, is vital in the effort to ensure all
students are leaving high school with a viable goal oriented career pathway plan (McDonough,
2004).
College and career curriculum. To rectify the absence of students and families being ill-
informed, early and continuous edification, offered at school and embedded in the curriculum,
can assist in ensuring that students and their families are engaged in the student's successful
transition from high school (McDonough, 2004; Symonds, 2012). For instance, the curriculum
that is aligned with specific career paths is becoming increasing popular in high schools
(Solberg, et al, 2011). Students can connect the learning to potential career clusters.
Additionally, a multitude of strategies are being utilized in several public schools, such as online
resources that allow students to assess their interests and skills, and then determine which careers
would be a good match (Solberg, et al, 2011).
Teacher inclusion. Research revealed that teacher involvement and buy-in were
essential in the success of the curriculum being effective and conveyed to the students in a
meaningful and authentic manner (Curry et al, 2013; Solberg et al, 2011). Since teachers are in a
position where they have constant and direct interaction with students, it is essential that they are
properly informed and educated on the means to navigate pathways to potential career paths
(Curry et al, 2013; Solberg et al, 2011; Symonds, 2012). Furthermore, it is essential that teachers
be trained in the area of college and career readiness, as well as career technical education cluster
and pathways. (Curry et al, 2013) To further illustrate this point, teachers would require
professional development specifically designed to address the dissemination of career and
college in a manner that was meaningful and authentic. To increase the probability that the
delivery of the material was done with the teacher's belief and support of the curriculum, teachers
would benefit from increased involvement in the development and implementation of the
program.
Specialized learning plans. To aid in this planning and delivery process, Student
Learning Plans (SLP) have been initiated in many public schools to give students and their
families the necessary exposure and guidance required to leave high school ready to enter the
workforce or pursue a post-secondary degree. SLP's are a comprehensive plan that can change
and evolve as the student approaches graduation. It is clearly defined transition plan devised by
the teacher, student, and backing of the family. The implementation and success of the SLP's are
contingent upon the student's support system at the respective school and the person responsible
for compiling the SLP (Symonds, 2012; Wang et al, 2014). Additionally, the SLP can include
collaboration between student school, and community. This holistic approach to exposing the
student to opportunities supported in a familiar environment has the chance of being more
successful and effectual (Kohler and Field, 2003).
Conclusion. Family awareness and engagement coupled with teacher edification and
support are essential components to student success beyond high school. (Symonds, 2012)
However, focused and comprehensive SLP's that are utilized as a tool to educate and foster
opportunities beyond high school are necessary as the nation's youth enter a changing economy.
The combination of efforts may increase motivation, instill planning strategies related to long-
range goals, and affect career decisions in a positive manner (Conley, 2012).
Actions taken. After review of the information derived from the literature review, a
meeting was arranged with my Chief Academic Officer and Chief Operating Officer to continue
our discussion of how to best implement a strategy to ensure students would be able to receive a
viable post-secondary transition plan upon graduation. The literature review identified student
learning plans, family engagement, a useful college and career curriculum, and teacher
participation as a means to accomplish our goal of a transition plan; however, we realized our
first order of business would be to identify a specific curriculum, determine a means to include
teaching staff in that implementation process, and obtain feedback from our students involved in
the college and career research. We discussed the importance of teacher buy-in, as teachers
would be the direct conduits for students if we would be able to implement a successful program
of SLP's for our students. Since RTN was already being considered as the curriculum to
purchase, the decision was made to move forward with the acquisition of the program.
Additionally, we were beyond the mid-year point. Thus, it was decided to purchase enough units
for following year and additional units to use as a method of exploration with select teachers and
students. The RTN is geared towards career exploration; yet, it did not address, to the degree we
had desired, the college or vocational schooling component needed to attain the chosen career.
As such, we identified a window of four weeks in the 12th grade English curriculum where we
could insert a career research project that would include a research paper and final culminating
project and presentation. The senior project was assigned to every senior, whereas RTN was
assigned to approximately 20 juniors and seniors a part of their careers curriculum. Teachers
would be surveyed on the buy-in and acceptance of the RTN experimentation phase of the
program. Students would be surveyed on the research project to ascertain what effect, if any, it
had on their level of interest and knowledge of post secondary options. A select number of
teachers would be surveyed on their interest, buy-in, and acceptance of the research project.
Measurement of actions. This cycle of the study focused on whether or not 12th grade
college and career exploration research for graduating seniors in an independent study school
would increase students knowledge on viable post-secondary options and if involving teachers in
the planning, scoring, and development of the project would affect their buy-in, involvement,
interest, knowledge, and acceptance of the project. A mixed methodology of data collection was
utilized in this first cycle, which consisted of an electronic survey, a structured interview, and a
survey distributed to twenty 12th grade students who completed the career research project. The
purpose of each of these inquiries was to determine the impact, if any, the career and college
exploration research had on the students increase in knowledge and to assess the acceptance of
the curriculum by the teachers; therefore, both qualitative and quantitative data was obtained for
analyses.
Outcomes. An online quantitative survey was distributed to the Center Administrators
and teachers who utilized the RTN curriculum with at least one of their students. A total of nine
teachers responded to the close-ended, nine-question survey, the rating scale choices were:
strongly agree, agree, disagree, and strongly disagree. The survey questions were focused on the
usability of the curriculum and their satisfaction as a result of being allowed to partake in the
implementation and assessment of the program.
A qualitative, open-ended interview (Appendix B) of the teachers was distributed and
consisted of 8 questions regarding the 12th-grade senior career research project. The seven
teachers who were asked to be on the research project development committee interviewed from
the 3 ABC sites. The focus of the interview was to determine acceptance, buy-in, and capacity as
a result of being involved in the development and administration of the research project.
20 seniors participating in the research project and community college tour were
surveyed (Appendix C) using an open-ended survey. This qualitative survey focused on
determining their level of acceptance of college, the impact of the research project on their post-
secondary plans, and their knowledge gained as a result of the research project and tour. The
survey of the teachers demonstrated that their impression of the new curriculum was favorable.
100% of the teachers agreed that the opportunity to use the curriculum increased their knowledge
and understanding of the curriculum and 88.9% agreed that the opportunity to use the curriculum
increased their knowledge of college and career options for their students. The following
information was obtained as a result of the teacher interviews or the senior research project:
a. Including teachers in the initial testing phase of the 12th-grade research project was extremely
successful in gaining their acceptance and willingness to try the curriculum.

b. Teachers overwhelmingly commented that they learned along with their students as they were
completing the senior research project.

c. The research project had a motivational effect, as both teacher and student were able to learn
together.
d. Teachers were supportive of the senior project and are eager to support other teachers in the
implementation and rollout this school year.

e. Teachers became more knowledgeable on careers and college.
f. Teachers became motivated to share information
g. Inclusion of the teachers in the implementation process is essential to success and sustainability.
Students identified the following key areas: Through the survey that students responded to they
provide the following insights:

1. The value of being able to identify a career path and explore realistic strategies to attain the
identified career.
2. The students commented that understanding how to enroll in a post-secondary school and obtain
the financial aid to pay for their education was extremely beneficial.
3. Students felt that the being able to collaborate with their teachers and receive guidance and
direction during this assignment was very helpful. They found that the guidance and support
were essential to their ability to, at a minimum, select a career path and understand the necessary
steps to take in beginning their education upon graduating from high school.
Key learnings. My leadership growth increased immensely as this process caused me to
improve my ability to listen, include others in the decision-making process and be able to
maintain a level of constant patience during the first cycle of this research. As a person who
historically prefers to work alone and make decisions sooner, rather than later, this cycle allowed
me to step out of my comfort zone and trust others. Stepping back as a leader and allowing
teachers and other staff members to take part in the implementation of the curriculum, college
tours, and evaluation of the research projects provided me with the needed support and
acceptance to complete the inquiry. Seeking to understand, as opposed to being understood, and
having the patience and confidence to allow others to take part in my inquiry caused me to grow
as a leader. As someone new to education and even newer to education administration, it has
become quite apparent to me that shared leadership and eliciting feedback is essential to
accomplishing organizational goals and objectives. Obtaining the buy-in and acceptance of the
curriculum from the teachers was crucial and reinforced to me the necessity of laying the
groundwork for the teachers allowing them to analyze, critique and evaluate the tools that we are
asking them to use. Gathering their insight is not only beneficial to the organization, but
ultimately benefits the students.

The study revealed the importance of educating students on career pathways and
providing the means to explore their post-secondary options. A perplexing issue regarding the
potential implementation of a formalized SLP tool is the management and oversight of the plan.
It is evident that ABC school is not yet equipped to manage the plan, nor do they have a system
in place to track student progress towards college and career pathways. Teacher's familiarity
lacked significantly with college entrance requirements, career paths, and financial aid. This
finding led me to believe that training for teachers would be necessary, yet is it the best strategy
to institute student-counseling procedures? Regardless, Continued counselor and teacher
training will need to occur and the development of formalized tracking system will need to be
developed. Ensuring that teachers are remaining vigilant in the college and career pathway
component with each of their students could become difficult to supervise. Alternative methods
may need to be investigated to determine if relying on the teacher as the conduit the most reliable
means of accomplishing the goal.
Since my position and school site will change in this next cycle, the next steps for this
research will be altered; however, had I remained at this site, I would have begun the creation
and development of the new careers curriculum and determined the necessary steps required to
incorporate an SLP into the curriculum. Additionally, surveys of teachers and students involved
in the careers curriculum would have been conducted along with qualitative measurements to
assess student and teacher input on the necessary elements required for a comprehensive SLP.
Since the RTN curriculum would be separate from the new careers curriculum, the satisfaction
and perceived effectiveness of RTN would be assessed through teacher and student surveys.
Investigating the possibility of using research and an ongoing embedded projects within
the curriculum as a means to give the student more ownership and continuity in the creation of a
customized post secondary transition plan would be an area for consideration and inquiry. To
supplement the student's projects and research, looking at strategies to educate family members
and allow them to take an active role in their childs college and career pathway would have been
a goal of this second cycle.
Cycle Two Story
Problem. XYZ Prep was attempting to establish a college-going culture and had recently
changed its graduation requirements to insure all students have completed the required A-G
requirements for admission to one of California's 4-year public universities; however, many
students and their families had not been properly informed on the financial and academic
responsibilities they will face upon admission, resulting in students not attending college upon
graduation. Additionally, college and career readiness were a priority for the district as a result
of the LCAP. To address this goal and assist students and families in planning for a post-
secondary transition from XYZ Prep, the district instituted three strategies to help achieve the
goals:
1. The district purchased Naviance, a computer-based college planning and career
exploration program. Naviance is introduced to the students in their freshman seminar class;
however, families must be instructed on how to navigate Naviance and students must regularly
interface with Naviance to continue their progress towards developing a plan towards college
and career. The Naviance program tracks how many students log on and how often. At the
beginning of the school year, less than 10% of the student body had utilized Naviance. Since
there is no requirement for students to utilize the program and benefits of using it have not been
effectively disseminated.
2. A Freshman Seminar class was implemented to inform students on the use of
Naviance, expose them to college exploration, and provide them with tools and strategies for
success in their college preparatory courses at XYZ Prep. The Freshman Seminar teachers have
minimal teaching experience, and this was the first year any of them have taught this course.
Additionally, there was no training or professional development on the best means to instruct
freshman students in college and career exploration or in the use of Naviance
3. Seniors were required to take a year-long course on career exploration, which requires
them to utilize Naviance, conduct research on career pathways, complete community service and
complete 30 hours of job shadowing in a chosen career. For the past three years, the previous
guidance counselor conducted an exit survey of the graduating senior class, which revealed some
worthwhile data and feedback. For example, in the exit surveys conducted between 2014 and
2016, the surveys revealed that 43% of the seniors would have liked more information on the
college admissions process and 47% reported that they believed the career exploration should
have been implemented earlier in their high school curriculum.
The school employs two counselors to serve the entire 700 students at XYZ Prep. One of
their responsibilities was to work with students on maintaining their student college planning via
Naviance. Additionally, the counselors would inform students and their families on the financial
aid process, the college application process, and counsel them on college requirements.
Moreover, the counselors were required to educate the students on which college may be the best
fit for their particular needs. This daunting task is in addition to the daily duties that include, but
are not limited to, schedule changes, academic progress monitoring, counseling students with
personal issues and interacting with the many daily concerns that parents may inquire about. As
such, the counselors were not able to adequately meet all of the students needs to be effectively
counseled and informed of post-secondary educational and career opportunities.
As a result of this deficit, there was a need to enlist the assistance of the teachers at XYZ
Preparatory High School in the advising and mentoring of students. However, before they can be
of assistance they will require professional development and access to information to allow them
to adequately guide the students. Therefore, there was a need to study a viable strategy in which
we could provide teachers and inform parents with information related to college and career
options and the financial aid process.
Research questions.
The second cycle of this research was guided by two central research questions:
1. If we provide professional development for our faculty on college and career options and the
methods in which our students can access these career pathways, in what ways, if any, will it
increase our faculty's knowledge on viable post-secondary options?

2. If we conduct parent workshops on financial aid opportunities for their children, in what way, if
any, will it increase the parent's understanding of the financial aid process and their
understanding of how the aid will impact their child's ability to attend post-secondary education?
Literature review. The review of the literature revealed three themes: The necessity to
cultivate a college-going culture at the school, the significant influence a teacher can have as a
mentor for students, and the need to inform students and families on financial aid in order to
dispel the myths and remove potential economic barriers in accessing post-secondary education.
Nine sources informed this study which included journal articles, policy analysis reports, and
literary texts. It is of the utmost importance that our nation's youth leave high school with the
necessary skills such as literacy, critical thinking, and the ability to attain a skill set that aligns
with needs of the fluid and changing labor market (Symonds, Schwartz, & Ferguson, 2011). A
review of nine sources has that there are various strategies and methods that can assist students,
families, educators, and schools in guiding and educating the student towards a career pathway
before graduation from high school
College-Going Culture. Schools that promote and display a strong college-going culture
have the most significant impact on a student of color and those who come are determined to be
of lower socioeconomic status. Moreover, a viable college-going culture can influence a
student's decision and goals once they leave high school (Corwin & Tierney, 2007). Participation
and inclusion in the college-going culture is essential for students as it allows them to gain
confidence and begin to realize the possibilities that lie ahead. Corwin & Tierney (2007),
suggest that participation in a college-going culture will promote success in the college
application process. Furthermore, many students do not see themselves attending college. This
lack of self-efficacy can be compounded by schools that choose to have college preparatory and
non-college preparatory tracks (Roderick, Nagaoka, Coca, & Moeller, 2008).
Teachers as Mentors. According to Bell, Rowan, Kenyon & Perna (2009) school
counselors are expected to play a role in providing college and career information to all students;
however, this is not a feasible expectation given the counselor to student ratio in most public
schools. To rectify this disparity, teachers can become mentors for students and fill the void
created by the lack of counselors (Corwin & Tierney, 2007). The impact an experienced adult
can have in increasing a student's self-esteem, and self-worth is remarkable. Tierney, Bailey,
Constantine, Finkelstein & Hurd (2009) maintain that interested and informed adults help
increase a student's personal expectations and confident in post-secondary success.
Financial Aid Information. A realistic barrier for many students desiring to attend
college is the ability pay for the cost of attending higher education. This reality is exacerbated
by a student's perception that their parents cannot afford the costs of college tuition, therefore,
they put a reduced effort into their academic preparation and desire to do well in their classes
(Grodsky & Jones, 2007). Kelchen and Goldrick, (2016) assert that significant barrier for access
to financial aid is believed to be the financial aid application form, as it is a daunting and difficult
document to understand. To complicate matters, many students do not have access to family
members that have the knowledge and understanding of the steps required to navigate the
arduous college entrance process (Conley, 2102). Destin and Oyserman (2009) performed a
study which indicated students who were given information about their ability to afford college
had a higher level of perceived success in the future as opposed to those who did not receive the
information on college affordability.
Conclusion. Knowledge, guidance, and an environment that promotes higher education
are factors that contribute to the potential success of students, especially those who may be the
first in their family to attend college. An ethical educational institution has an obligation to
educate and inform students and their families on the various options that are available to their
children (Symonds, 2012). To facilitate this guidance, it is imperative that teachers realize the
significant role they can play in the lives of their students beyond the standard curriculum. The
success of students is a concerted and interrelated effort between the student, family, and the
school. When these components are recognized, the post-secondary transition can be seamless
(Conley, 2102).
Actions taken. The key findings from Cycle One led to three action steps in Cycle Two.
After an analysis of the information obtained from the literature review, I met with the college
counselors to decide on a method to best inform our parents, teachers, and students on college
and career pathways, as well as methods to access financial aid to defray post-secondary
educational costs. Also, we discussed developing a training and informational sessions for our
teaching staff so that they would be better prepared to discuss avenues to access college and
career pathway opportunities. The literature review identified a College-Going Culture, Teachers
as Mentors, and Financial Aid Information as themes that we could base our strategies and
frameworks on as we prepared to launch a viable approach to executing our design. The
partnership that we had developed allowed us to formulate a plan attain our vision of
implementing internal training sessions within our schools and workshops for our families; yet,
in order to realize this vision, we realized we needed to further discuss how we might effectively
institute a strategy that would be achievable and sustainable for our stakeholders.
Family engagement strategies. We conferred on the challenges of reaching working class
families of students that can live up to 30 miles from the school. Family engagement with XYZ
Preparatory has been sporadic and unorganized at the high school level for the past three years.
Before that, the demographics of the student body were significantly different and were not
representative of the surrounding population. As a result, the previous methods of enlisting
family involvement and effectively communicating with the families were no longer adequate.
We set out to develop a systematic process to reach families through Facebook, phone calls,
personal invitations, and information that the child could take home, all of which was in English
and Spanish. Dates were set up for three separate workshops designed to educate students and
families on Naviance, college admissions, and financial aid.
Informational Sessions for Parents. The first workshop was on Naviance, and it
concentrated on the navigation of the program and the various tools and resources it offered. The
second informational meeting was a college workshop for all seniors and their families where the
focus was maneuvering the various application requirements for college admission. Our final
workshop focused on financial aid. The families and students were educated on grants,
scholarships, loans and the federal financial aid application process.
Increase teacher understanding of college and career options. Lastly, we decided to
pilot a professional development session on emerging careers in the new economy and provide
an overview of the various college options that currently exist for our students. After three
meetings, we identified the key areas that we felt teachers should possess a solid understanding.
A lesson plan was developed, and our method of instruction and delivery was determined. We
chose our social studies teachers as the initial group to be the recipient of the training session
since three of these instructors teach our freshman seminar course. The freshman seminar course
is similar to AVID, and prepares our incoming freshman on how to utilize our Naviance program,
conduct college and career exploration, and provide them with strategies for high school success.
The attendance for the training was voluntary; however, all of the teachers opted to attend. After
the completion of the professional development event, the teachers were asked to complete and
anonymous online questionnaire.
Measurement of actions. This cycle of the study focused on whether or not training our
teaching staff on career pathway clusters and the means to obtain post-secondary education
would result in increased knowledge and self-efficacy in post-secondary opportunities for our
students. Additionally, this cycle of the study focused on whether parent workshops would
increase the family's knowledge on financial aid and its effect on their child's ability to attend
post-secondary educational institutions. A mixed methodology of data collection was utilized in
this second cycle which consisted of a questionnaire distributed to parents attending the parent
workshops, a questionnaire distributed to the counselors, and a questionnaire distributed to 4
Social Studies teachers who participated in the college and career pathway professional
development, and quantitative survey distributed to ten teachers regarding perceived efficacy in
counseling students on college and career options. The purpose of each of these inquiries was to
determine the impact, if any, the career and college training had on the teacher's increase in
awareness and to determine what increase in knowledge, if any, the financial aid workshops had
on the parents and students who attended. Therefore, both qualitative and quantitative data was
obtained for analyses.
Outcomes. Based on the Cycle 1 literature review, questionnaires, and surveys, it was
determined that family awareness and engagement were necessary elements that contribute to
student success. This qualitative data that was derived from the research informed the questions
in this study and the development of this questionnaire (Appendix E). 5 of the 16 attendees of
the family college financial aid workshop voluntarily responded to the parent questionnaire.
Their responses were not examined until the following day, and there was no follow-up to clarify
responses or ask additional questions. The responses were inductively coded for themes utilizing
a manual method of categorizing and organizing. The following themes emerged from the
questionnaire: Usefulness and relevance of the workshop, Information provided was useful and
beneficial in their pursuit of navigating the college financial aid application process, and the time
spent attending the workshop was a worthwhile endeavor. There were no negative comments or
references to the workshop not being an informative or relevant session. The implications
indicate that the financial aid information provided is useful and beneficial to the attendees;
however, due to the relatively low turnout, additional means must be identified to reach a larger
number of families, as this information is essential.
As a result of data collected from the Cycle 1 literature review, teacher surveys, and
document analysis, the following individual themes were derived and classified as follows:
Teacher Buy-In, Teacher Knowledge, Teacher Motivation, Teacher Collaboration, and Inclusion
of the teachers in the implementation process. These themes were utilized in the analyses as an
A Priori method was employed in this qualitative research design utilizing content analysis. The
data collected from the online questionnaires (Appendix F) was analyzed via a deductive process
to ascertain themes, which informed the research question proposed in this study. Additionally,
key terms and operative definitions were identified. The responses of the faculty members
treated as four separate interviews within one case. The textual data collected was 1-2 sentence,
verbatim text; therefore, the theme identification technique obtained exemplars, quotes and
expressions that were relevant and worth recording. (Bernard, Wutich, and Ryan 2016). The
following themes emerged as a result of coding via the HyperRESEARCH software that was
employed to organize the data: Mildly Receptive, Worthwhile, Relevant, Self-Efficacy, On-
Going training, and Obligation to Students. The overarching implication from this data was that
teachers felt training is valuable; however, it must continue for the vision to be sustainable.
The guidance counselors respond to the five prompts in the questionnaire (Appendix G)
with typewritten replies. The responses were not anonymous; however, they were able to opt out
if they desired. The responses were 2-3 sentences per question and were analyzed for themes and
key elements. The two guidance counselors identified the following key areas in their narrative
response to the questionnaire.
1. The workshops increased parents knowledge regarding the financial aid process and the means
to obtain various types of financial aid.

2. An increase in student motivation was observed since the workshop for the students as they feel
they have a better chance of affording college.

3. The workshops alone are not sufficient to educate the student and families
4. Multiple workshops should be hosted, and information should be embedded in the curriculum
earlier in the student high school experience.

The implications of the data collected were that the financial aid information is a necessary
component to assist our students in accessing post-secondary educational institutions; however,
there should be a variety of in which the information can be delivered and received.
The following results were obtained as a result of the anonymous, closed end, four-
question teacher survey (Appendix H): 100 % of the teachers felt confident discussing college
and/or career options with students. 66.7 % of the teachers felt confident in providing the steps
necessary for college entrance information to my students. 66.7 % of the teachers believed they
have an obligation to educate their students on post-secondary opportunities. Lastly, 66.7 % of
the responding teachers felt that embedding college and career pathway information into the
curriculum, when possible, is worthwhile for their students and is an effective use of
instructional time. The implications of the data obtained would suggest that the majority of
teachers feel comfortable discussing college and career options and possess the necessary
information to accomplish that task. Moreover, they feel it is a teacher's obligation to provide
this information and embedding it to their lessons is worthwhile and a realistic endeavor.
Key learnings. Resilience and adaptability emerged in this cycle as relevant and viable
character traits that have allowed me to continue my growth in my role as an educational leader.
In the previous cycle, patience and the ability to listen emerged as pragmatic qualities in my role
as a new administrator in a foreign and unfamiliar environment. In both instances, I have had to
gain the trust and confidence of my fellow educators as I navigated the internal politics and
unique culture of each site. In this new role as an Assistant Principal of a contemporary high
school, I was fortunate to be afforded the opportunity to coordinate a full W.A.S.C. accreditation
self-study in addition to my regular duties. During my interview for this position I was asked if
working on a doctorate, coordinating the W.A.S.C. study, and clearing my Administrative

Credential would be too much to handle. Was it too much? I had to pause, internally compose
myself, and give my Assistant Superintendent the proper response. In my heart, there was no
doubt that I would be able to balance this fantastic opportunity that was being presented to me.
Knowing my Why became the driving force as I settled into my new role. Applying the concepts
and philosophies that had been discussed throughout our leadership courses began to rise to the
surface and become significantly more pertinent as I have settled into my new position.
During this cycle, it became apparent that our counselors would need to utilize human capital
within the school site to effectively communicate and disseminate college and career guidance.
Leveraging available resources at the site level is necessary to adequately inform our students on
realistic and appropriate post-secondary transition opportunities. Fortunately, many of our
teachers were open to filling the void for college and career counseling by acting as surrogate
counselors. Their desire to fill this void was a testament to their commitment to the students and
their belief in assuming roles and responsibilities that may go beyond the scope of their job
description. Teachers alone cannot be responsible for guiding students to the variety of college
and career pathways that exist for our students. Family support and engagement is essential to
supplement and augment the guidance provide by the counselors and teachers. Families need to
be well informed in the means to access and pay for the requisite schooling their child will need
to achieve their desired career choice. As a result of what I have learned in this cycle, my next
steps will be to focus on strategies and best practices to engage our families who live in a 30-
mile radius of the school. The ability to reach all families so that they will be well informed and
remain active participants in their child's education and future endeavors is crucial. Thus, if we
cannot reach them, we cannot educate them.
Cycle 3 Story
Research Question. The third cycle of this research was guided by one central research
question: If we host college informational workshops in closer proximity to where our students
and their families reside, what effect, if any, will it have on increased family participation?
Literature review: The review of the literature revealed two major themes: The
importance of proactive family engagement strategies and cultural awareness training for school
staff. Eight sources informed this study which included journal articles and research articles.
This review summarizes the two key themes that were derived from the literature.
Site Level Cultural Awareness and Support. Families who have proven to be able to
successfully traverse the typical public school environment are those that possess proficiency in
the English language, financial stability, and access to current technology. Conversely, families
who are not as fortunate are less likely to be successful. Ferrara (2015); Nieto, Rivera, Quinones
& Irizarry (2013) claim that when teachers and administrators lack cultural awareness and are
not prepared to work for the Latino population, it has a negative impact on their ability to be
successful in their educational experience and is the root of the issues that affect their success in
their quest to a quality education. To combat this deficiency, culturally proficient school sites
must devise a comprehensive strategy to support the family unit when they begin their efforts to
maintain cultural proficiency. To aid in their efforts to involve minority parents and students,
teachers and administrators will require training (Gallagher, 1999; Williams & Chavkin, 1989).
Additionally, the training must be sustainable and continuous. Williams & Chavkin (1989)
maintain that for the cultural awareness training and professional development to be viable and
effective, the school administration must support the endeavor.
Proactive family engagement strategies. Traditional school settings can be intimidating
to minority, and low-income families and their willingness to become involved may be
misinterpreted as being disinterested in their child's education (Lareau & Shumar, 1996). Family
involvement is a vital component to a student's success in school, especially minority students
who are economically disadvantaged (Epstein & Dauber, 1991). On some occasions schools
have been remiss in recognizing challenges that certain families face when planning events that
could be informative and worthwhile. As such, insuring that the locations in which these
sessions is necessary to increase equitable access and attendance (Nieto, Rivera, Quiones &
Irizarry, 2013). Ferrara (2015) maintains that families who can develop social capital and
improve social relationships are better equipped to learn about the various educational
opportunities that may be beneficial to their child. Developing strategies that can engage families
who may not understand the means necessary to aid their children can be beneficial to the school
as well as the family. The negative connotation that may be associated with low-income
migratory families can hinder the students ability to become fully engaged in school (Nieto,
Rivera, Quiones, & Irizarry 2013). Educators who are supportive of parent involvement in the
educational process can increase involvement for these marginalized groups and improve the
students access to additional resources and information necessary for their success (Henderson,
1986). Schools that advocate a strategic planning component to engaging families are utilizing
proactive methods that will benefit families that have not traditionally been included or felt
welcome in becoming involved in their child's education (Williams & Chavkin, 1989).
Actions taken. Upon examination of the information obtained from the literature review,
I discussed the findings with our counselors and Director of Student Services. Since the
literature review suggested that reaching minority and non-English speaking families may
require hosting workshops at locations that may be more convenient to their schedule and less
intimidating, we decided to analyze our record management system data and ascertain where
clusters of our lower socioeconomic status families resided and if there were convenient, off-site
locations where these families would be able to easily access. Additionally, we examined the
primary language spoken in the household and the parents education level to inform what
resources and tactics we could use to attract and ultimately best meet the needs of these families.
The data revealed that we had a significant number of families that lived near one of our ABC
independent study schools. Additionally, the data revealed that we had over 115 families that
identified themselves as Spanish speaking only. It was decided to collaborate with the
counselors and staff from the ABC school hold a college information workshop. We opted to
focus on students who resided near the ABC school. A phone message was sent to all of our
students in English and Spanish. Previously, no calls were going home in Spanish. The
counselors began making personal phone calls to parents and inviting them to the workshop,
Additionally, as a team, we called students individually into our offices and reviewed their
grades, college and career aspirations, and gave them positive feedback. During that meeting,
we personally invited them and their family to attend the workshop. Teachers were encouraged
to promote the workshop to their classes and discuss the benefits of attending. Lastly, we visited
the classrooms and promoted the informational session. On the night of the meeting, we
personally greeted the attendees and had our Spanish teacher present to assist with translation
and clarification for those families that needed assistance. Based on previous workshops we
were hoping for the best; however, estimated that we would only see 8-10 families. Our
attendance at the workshop ended up topping 100 parents and students. We were ecstatic, to say
the least.
Measurement of actions. This cycle of the study focused on whether or not hosting
college and career workshops off-site locations which closer to where families of XYZ Prep
students reside would increase attendance, participation, and engagement at the events. A mixed
methodology of data collection was utilized in this third cycle, which consisted of a
questionnaire distributed to parents attending the parent workshops, an interview distributed of
the counselors, and a qualitative interview of 4 students. The purpose of each of these inquiries
was to determine what impact, if any, moving relocating events from the school site to locations
closed to where our families resided had on engagement and participation. Therefore, both
qualitative and quantitative data was obtained for analyses.
Outcomes. The outcomes for Cycle Three were derived from two surveys, and one
interview. The following results and data were obtained as a result of those methods. The data
that was derived from the research informed the questions in this study and development of this
survey. 16 attendees of the college workshop voluntarily responded to the survey, which was
provided in Spanish and English (Appendices J and K). The results indicated that the location
and time of the workshop was a factor in their attendance. 15 of the 16 attendees agreed that the
location of the workshop was more convenient than the traveling to the high school; however, 12
replied that they would have attended if the workshop were at the high school. 14 of the 16
attendees indicated that they were better informed as a result of information obtained at the
workshop. This data indicates that the information was useful and the location was more
convenient, yet it appears that most families may have attended despite the convenience of the
workshop. Based on this survey It is unknown if the personal calls and invitations were the
reason for the increased attendance.
The two schools counselors were interviewed via a qualitative open-ended interview,
(Appendix L) which consisted of 3 questions regarding the effectiveness of using personal
contacts to invite the students and families to the college workshop. The focus of the interview
was to ascertain their perception on the effectiveness of their strategies to engage minority
students and their families. Both counselors responded that the personal invitations to parents
were the most significant factor in the increased attendance at the workshop and parents
motivation to attend. Furthermore, it was the personal phone call and ability to speak directly to
the parents that had the most profound impact on parents desire to attend. The counselors both
indicated that nearly every parent that was called and invited to attend showed up at the
workshop.
As a result of the confidential, three question interview (Appendix M), I found that
students did not feel that the school was reaching out to those families who may not speak
English or be familiar with the process to gain information on attending college. Their
impression was that the sharing of information was geared towards those families who spoke
English and felt comfortable interacting with school staff and administration. The students
interviewed felt that it was necessary to provide opportunities that met the needs of Spanish-
speaking families and/or those families whose children were the first in their family to
potentially attend college.
Key learnings. As this cycle came to a close, so did the schools W.A.S.C self-study, and
my decision to seek employment in a setting that served students who were deemed at-risk or
potentially susceptible to dropping out of school. It seems that my personal reflection and self-
assessment as a result of the PAR process has caused me to gain further insight and clarity into
my purpose and direction as an educator. As such, deep inquiry and the utilization of question
thinking became fundamental aspects that were incorporated into my daily leadership practices at
my school site. Through the query in this last cycle, we analyzed whom our school served and
the various needs of those stakeholders. The findings were not startling or alarming; yet, it was
clear that the population that needed the most support and were the greatest population within
our school, was being overlooked and treated in a manner that was culturally negligent. Our
school made the decision to increase the rigor of the academics with the goal of better preparing
our students for college and career; however, as we probed the necessary elements of preparing
students for successful post-secondary transition, it became evident that a significant factor was
overlooked in this process, specifically, the majority of the population that attends the school.
Although it appears obvious to me at this juncture, I didn't see the nexus until this past week. We
failed to create a system of interventions and supports to assist the students who would
invariably struggle as the rigor was increased. Interestingly, what I was seeking to research
revealed an entirely more telling and significant revelation. Since the implementation of a more
rigorous curriculum had transpired before my arrival at the site, I cannot speak to the planning
phase before the installation of this direction. In my development as a leader, I have learned the
value of seeking input and participation from those who will be impacted by a decision.
Part III: Discussion of Key Findings, Conclusions, Implications, and Recommendations
Discussion of Key Findings
Three key findings materialized in this participatory action research project. The first
cycle was made it evident to me that garnering input from the various stakeholders was vital in
gaining a full understanding of what would need to be addressed and the potential underlying
issues that may need to be examined before the other areas could be investigated. The data
revealed that empowering teachers and other staff members to take part in the review and
development of the curriculum and proved to be a valuable lesson. Consequently, the realization
that allowing for shared leadership and seeking feedback are critical to achieving and effecting
change within an organization. Obtaining the buy-in and acceptance of the curriculum from the
teachers was crucial and reinforced to me the necessity of laying the groundwork for the teachers
allowing them to analyze, critique, and evaluate the tools that we are asking them to use.
Gathering their insight is not only beneficial to the organization, but ultimately benefits the
students. The buy-in paved the way for the teachers to become better informed which is an
essential aspect of developing student efficacy. The literature review in this first cycle espoused
the importance of teacher education in the area of college and career readiness. As such, it is
essential that teachers are properly informed and educated on the means to navigate pathways to
potential career paths (Curry et al, 2013; Solberg et al, 2011; Symonds, 2012). However, before
the education of the teachers can commence, their collective level of acceptance had to be in
place.
As a result of the findings in the first cycle, the second cycle focused on teacher and
family education. Family support and engagement is essential to supplement and augment the
guidance provide by the counselors and teachers. Therefore, families needed to be well informed
about how to access and pay for the requisite schooling their child will need to achieve their
desired career choice. The literature review indicated that many students do not have access to
family members that have the knowledge and understanding of the steps required to navigate the
arduous college entrance process. (Conley, 2102). As a result of the financial aid workshops, the
data revealed the families did not initially possess the necessary information on how to access
the financial to pay for college. Additionally, the data supported the notion that teachers felt the
obligation to educate students on college and career pathways, and would willing do so;
however, they were of the belief they needed further training and exposure in this area to
effectively inform their students. Educating families and teachers emerged as an important piece
in the quest to insure students were adequately informed. Possessing information became a form
of empowerment for teachers and families alike. The literature review was consistent with the
data and reiterated the importance of students and their families exploring the means to a
successful transition to these institutions through an ongoing planning process (Kohler and Field,
2003; McDonough, 2004).
The third cycle revealed the importance of communication with families and the ensuing
engagement and inclusion that occur when direct and personal modes of communication are
utilized. Data gleaned from the student interviews supported the idea that the school needed to
be more responsive to the needs of Latino families and this was supported in the literature. The
manner in which the school could meet those needs was not fully understood before this cycle.
Lareau & Shumar (1996) assert that the traditional school environment can be perceived by low-
income and minority families as intimidating, this, will deter them from becoming engaged with
the school. As a result, theses marginalized groups are perceived as disinterested. Our schools
had employed strategies to engage and invite families to various workshops, which included
college information nights; however, the attendance had been historically low in recent years as
the demographic of the school changed. Employing a strategy of personal invitations via phone
calls to families, one-on-one meetings with students to encourage their attendance at the meeting,
and motivating teachers to promote the benefits of attending the meetings proved to be extremely
successful. The data obtained from the counselors in the post-workshop interviews reiterated
and confirmed the power of making personal connections and developing relationships with
families, especially families who had otherwise not been familiar the manner in which to be
proactive in their child's college and career pursuits.
Conclusions
Through this study, it was found that communication of information to all stakeholders
increased knowledge, which in turn increased engagement. Knowledge and engagement caused
stakeholders to become empowered, accepting, and developed their self-efficacy. The
importance of communication and providing information for the school's stakeholders became
apparent as information proved to be the answer to the why. When teachers are informed, they
are more apt to be supportive and involved in the process. The power of stakeholder buy-in
increased the chance of successful implementation of a project or idea. For example, it was
initially determined that before we would be able to insure that all students could have post-
secondary transition plans, we would need to educate the teachers and students. Simply
educating them would not necessarily address that need. Including the teachers in the
development of a curriculum and gathering their input paved the way for them to be receptive
to learning about college and career readiness planning for their students. Teachers commented
that being included in the implementation and development of the curriculum was a key factor
in their desire to be involved. Students maintained that the ability to have information about
careers and college increased their motivation. Additionally, the guidance and support they
received from their teachers were essential to their success. Furthermore, in the second cycle,
teachers maintained that they appreciated and welcomed the chance to become better informed
on college and career readiness. The literature supported this concept as Curry et al., (2013);
Solberg et al. (2011); & Symonds (2012) suggest that teachers are in a position where they have
constant and direct interaction with students; therefore, it is essential that they are properly
informed and educated on the means to navigate pathways to potential career paths. Moreover,
Curry et al., (2013) maintain that it is essential that teachers be trained in the area of college
and career readiness, as well as career technical education cluster and pathways. It is
recommended that the school continue to educate and empower their teachers by providing
them with relevant and useful college and career information so that they can continue to be
mentors to the students.
In addition to the teachers, all families and students must be informed. To reach the
school's families, it is imperative that they become familiar with their diverse population and
know the most effective means to communicate to them. In this study, it was determined that
the previously used forms of communication were no longer best practices as the school
population had changed to a primarily low-income, minority group of families and students.
Thus, viable and effectual strategies to reach these groups needed to be utilized and executed.
For example, the literature addressed the idea that schools sometimes fail to recognize the
challenges some families have when they are planning events that could be informative and
worthwhile. As such, insuring that the locations are at locations and times that are convenient
to our families is necessary in order to increase equitable access and attendance. When the
organization began to use effective forms of communication and plan events that were
accessible to their families, it allowed the families to feel included, which led to them being
able to gather the necessary information for their children's future. Families commented that
workshops were worthwhile and needed to continue. As a result, it was found that being
informed empowers stakeholders to become involved. The survey that families responded to
after attending the workshop in the third cycle indicated that hosting an event at a time and
location more convenient to their schedule was not only appreciated, but a factor in attending.
The degree to which families felt more accepted or included was not measured; however, the
increase in attendance would seem to indicate that there would be a positive effect on the
perception of inclusion. Based on theses findings, it is suggested that the school continue to
provide resources to the counselors and other support staff to sustain a family engagement
campaign that is personable and inclusive. When teachers and families are informed and
included, the students will reap the benefits as they will be supported and guided in their post-
secondary transition plans. The literature addresses this approach and asserts that the
implementation and success of a viable transition plan for a student depend upon the student's
support system. (Wang, Ye, & Pilarzyk, 2014)
Implications
As a result of the findings and outcomes that surfaced through the cycles, it appears that
in order for students to be fully supported in their plans after graduation, the schools must
embrace the power of stakeholder support and empowerment. To achieve this support and
empowerment, a sustainable professional development plan for teachers should be devised. This
training will increase teacher buy-in and motivation. Ongoing training and support for the
teachers will ultimately benefit the students as they continue to seek out teachers as mentors for
their support and guidance throughout their time in high school. Additionally, the school would
be wise to utilize their data management system to identify specific information on their families,
such as where clusters of families reside, their home language, and economic status. This
information can guide them in how to best meet the needs of these families as they plan college
and financial aid workshops and disseminate information through other modalities. Continuing to
develop the level of cultural proficiency of the staff would serve the school well as they seek to
embrace the diverse population that attends their school. Additionally, the school may want to
explore methods to engage families and ascertain feedback to inform their next steps and so that
they may continue to forge positive and meaningful relationships with not only families, but
members of the community. Building relationships through effective methods of communication
and developing strategies to invite members who have previously been ignored can only increase
stakeholder motivation and increase the level of support that students will receive as they pursue
plans for college and career.
Recommendations
As I reflect on this study and the now have the opportunity to view it a somewhat more
removed, or less involved vantage point, I would have hoped that I could have recognized the
value of family engagement. This realization developed during the latter portion of the study and
became increasingly more apparent as the study drew to a close. With that, I realized that two
keys aspects were braided throughout the cycles that are critical for future research. First,
ensuring that all potential stakeholders are engaged and included emerged as one of the common
denominators in this research. Coming to the realization that the family unit plays such a crucial
and influential role in developing a post-secondary transition for the student is a critical cog in
distinguishing the mechanisms that drive the course of action. Secondly, facilitating the
understanding of the why through educating and informing others is required to implement a
career transition plan for those involved and is a fundamental driving force in this course of
action.
If I were to continue with this research, my next inquiry would most likely have been the
inquiry into improving cultural proficiency. As the study progressed, I realized that our staff
demographics may have impacted the assumptions and beliefs they held about our students.
Since many of our teachers and administration are of European descent and come from English-
speaking, middle-class families, where they were high achieving students in high school, there
was a disconnect in their ability to understand how to properly guide, support, and understand
their students. Although our staff has the desire to serve their students, their ability to do so in a
manner that is culturally proficient appears to be potentially inhibited, as they did not appear to
understand the challenges and cultural norms of their students or their families. According to
Terrell and Lindsey (2008), teachers and students tend to treat each other differently because they
have lived different life experiences. Through this capacity building in cultural proficiency, it
would be a significant step in the right direction if the school could empower low-income and
minority families to become the advocates and sources of information at the school site. These
newly trained and empowered members could begin working for change within their own
community and recruit others to become invested in shaping of the success of the students.
Through this endeavor, a sustainable program could be developed which would benefit all
stakeholders at in the HD School District.
Part IV: Personal Leadership, Leadership, and Change Learning
Personal Leadership
Throughout the three cycles there were numerous learning opportunities that transpired
and have enhanced and developed my leadership ability. Learning the value of asking the proper
questions and realizing that improvement, progress, and change occur most effectively when
there is collaboration and stakeholder input has been valuable lessons for me. Becoming
someone who now reflects more authentically as a result of asking more probing questions and
listing more intently has been a significant improvement for my personal leadership. (Cashman,
2012). During the cycles, I transitioned from an independent study program administrator to an
assistant principal of our district's comprehensive high school. Although these positions were
within the same district, the leadership styles that I worked under were in significant contrast, as
was the culture at each site. This allowed me to experience and respond to a multitude of
challenges. Having the chance to analyze the outcomes in a reflective manner has allowed for
continued growth and development in my leadership skills. Through this process, I was able to
realize the many ways in which relationships develop, exist, and improve the educational system;
however, I believe commitment is ultimately glue that holds the organization together.
According to Fullan (2003) an organization cannot sustain success if there is not a culture of
commitment. For commitment to a vision to occur, leaders must trust and understand their team
members and constantly encourage them in all of their efforts. Considering the four frames,
Bolman and Deal (2002) advocate sharing responsibility to improve relationships and nurture an
atmosphere of collaboration. Using a tactic helped me build on the trust that I had developed
with others and enhance the interpersonal rapport, which resulted in the beginning of many
positive relationships. As relationships were forged, the level of trust, confidence, and
commitment increased. Building trust and establishing relationships have paid dividends for me
and have supported me in my growth as a leader. Understanding the balance of relationships,
trust, and the complexity of an organizations culture, has caused me to appreciate the many
factors that make up a successful school site. Lastly, it has increased my understanding of how
my personal leadership can impact the various systems in the organization. The PAR process
was a stimulating, and humbling task that allowed me to experience the multitude of challenges a
leader faces as they strive to improve the world around them.
Leadership
Through out my twenty-five years a police officer, I held various positions of leadership
and was able to work for several formal and informal leaders. Initially, I believed these
experiences would serve me well as I entered the field of education. To an extent, those
experiences were worthwhile; however, I have come to the realization that there is much more to
learn. There are certain elements to leadership outside of the law enforcement arena that are
necessary to be effectual and have sustained results. The culture of an organization becomes an
integral component of a groups ability to work cohesively and at the maximum level of
efficiency. Establishing a strong culture can solidify the strengths of the organization and
increase its overall efficacy (Gostick & Elton, 2012). Trust, relationships, and commitment are
necessary elements of strong and cohesive culture. Within the educational system, I have
witnessed the power of how relationships cause results to occur. Conversely, I have witnessed
the damage that transpires when leaders choose to forego establishing relationships, and operate
in an authoritative style. According to Sanborn (2004), relying on results through transactional
relationships will be detrimental. This method of leading others will affect relationships and
ultimately deteriorate the ability to gain trust and confidence. Using an approach that is
transformational, as opposed too transactional, will result in strengthening the level of trust,
confidence, and commitment.
When members of the organization have a voice and can contribute to the decisions that
are made within the organization, the culture is strengthened and the potential for successful
implementation is increased. Sharing the responsibility of transformation and enhancing
relationships within the organization is critical in the development of a collaborative culture
(Bolman & Deal 2002). Through the PAR process I was able to observe the power of a shared
vision. As our team worked towards engaging families that were not able access information
from the school in an equitable fashion, we relied on each others individual strengths and
strategized to accomplish our goals and objective. We had a common vision and were
determined to work through any obstacles that we would face. It was refreshing to see how
possessing a common vision could garner momentum and ultimately, a successful outcome.
Gray (2008) maintains that if people cannot get behind both the vision and the leadership, there
will not be true buy-in. Leaders must have the trust and confidence of the staff and be able to
effectively communicate the vision to be successful. During the entire process I relied on the
research that the literature supported, the guidance and insight that the professors provided, and
the ability to listen and reflect. As I move forward in my personal life and career, I am certain he
tools that I have acquired in this program will serve me well.
Leading Change
Covey (1989) asserts that it is essential that we should seek to understand, rather than try
to be understood in our efforts to communicate, build trust, and guide others in the complex and
often misunderstood process of transformational change. Reading Covey's 5th Habit during my
time in the Educational Leadership Academy at Pepperdine was one of the first moments in my
educational leadership journey that a particular passage in a text caused me to stop dead in my
tracks. My journey in this current participatory action research has required me to reflect on a
daily basis. At this point in my leadership development, I believe that successful leadership in a
school requires a leader who has a vision that can be communicated to students, staff, parents,
and the community. This vision is most likely one that involves improving the quality of
education for the students within that particular school. To realize attainment of that vision, I
believe that a leader must transform the culture and values within that organization in an efficient
and strategic manner while maintaining a high level of trust. Teamwork at all levels, both
horizontally and vertically, must occur along with open lines of communication. As I strive to
improve my communication skills, and continue to seek to understand, I have earned another
strategy to facilitate communication. Question Thinking has been added to my tool belt as a new
Assistant Principal. As the W.A.S.C. study process is in full-swing causing our organization to
look at what we are doing well, where we need to improve, and developing a plan for
improvement, QT is an effective strategy in taking a critical view to examine the effectiveness of

our educational practices from a holistic standpoint. (Adams, 2009). Members of a school
community might also find this to be a valuable tool in creating equity and democracy, ensuring
that all voices are heard. Since QT advocates self-awareness, learning to ask questions as a
means to gain a higher level of understanding has been extremely valuable to me in this past
year. Being able to construct the appropriate questions to allow others to ponder and analyze
current practice has becomes quite beneficial. As I am working through our WASC study it is
necessary for me to ask questions regarding past and current practices. Utilizing appropriate
listening skills is imperative, while at the same time remaining non-judgmental. Integrating the
skills that I have learned through our school's self-study and my PAR has been an intense
experience! My paradigm continues to adjust as new ideas and concepts are presented to me.
Moreover, Lencioni (2012) asserts that core values, those that are behavioral, drive all other
decisions in an organization and are crucial to maintaining integrity and purpose. Clearly, in this
process, I have encountered many situations that have caused me to revisit my personal values as
and reflect on the organization's core values. Hord, Rutherford, Huling, & Hall (2008) Discuss
the Stages of Concern and the manner in which people will react to change, often due to their
personal concerns. This is a necessary component to consider as change and training take place
in an organization. The ability to listen has aided me immensely as our organization is
transitioning and reflecting on our current practices. Teachers are fearful of change as they often
interpret it as a negative reflection on their ability to teach. Cashman (2012) maintains the need
to listen and reflect, and as such, this strategy has continued to be my guiding light as this year
progresses. Assistant Principals work in a fast paced environment that requires quick thinking
and efficient problem-solving skills; yet, for issues that require participation and buy-in from the
members of the school, authentic listening is essential. A common theme for me in my readings
and the message that resonates with those me are those that promote the benefits of listening. As
Cashman (2012) maintains, the power of listening can transform a leader from effective to
exceptional. My goal is to become a leader who can lead change while instilling optimism in
those that are involved in the process. Bridges (2009) that suggests leaders facilitate the
transition as opposed to change and address employee fears, encourage and embrace the new
direction, and to develop a new identity. This suggestion makes sense as change can cause
employees to react in a variety of counterproductive behaviors. Lastly, I believe that excitement
and enthusiasm for improving the system must become infectious within the organization
coupled with a caring culture and an optimistic, motivated mindset. When this change takes
place, the school will be on track for enhanced achievement.
Part V: Summary
Family support and guidance is believed to be a critical component in increasing the
chances of a student's success both during high school and after graduation; however, for many
families, understanding, and ultimately navigating the complex process of financial aid and
accessing the available post-secondary training and educational opportunities can be a murky and
confusing process. To complicate matters, some families are not proficient in the English
language and may be unfamiliar with the educational process in the United States. All of our
students deserve to have access to the same information and support services. In order for the
access to be equal, additional strategies will be required to allow for fairness at all junctures in
this important time of the student's life. To ensure that this is accomplished, it is essential that
the our educational institutions maintain vigilance in being proactive and recognize the
importance of inclusion, cultural proficiency, and the effective dissemination of this valuable
information. Family dynamics have changed in many communities, and the need to become
responsive and understanding of these changes should be a fundamental practice for our school's
leaders. As a means to continually improve education and prepare our youth for a positive and
rewarding career trajectory, we must weave a comprehensive culture of inclusion into the fabric
of our educational philosophy.

Note: I was unable to get my tab/indent function to properly adjust this. I realize the indents of
the authors are incorrect; however, in the interest of my sanity, I have left it as is and accept the
consequences!
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Appendices
Appendix A
How do we insure that all independent study students at ABC school have post-secondary transition
plans upon graduation?
Logic Model 1
Research Literature Variables Actions Measurement Analysis
Questions
1. If we implement Papay, Unger Increase in Create the Survey Coding,

a 12th grade college (2015) knowledge of curriculum for Interview Triangulation
and career post graduation the research
exploration Solberg, options project
research project for Phelps
graduating seniors (2012) Scheduling of Pre-post survey
in an independent college visits and for Seniors Coding,
study program, in Clarke (2014) pre and post visit knowledge of Triangulation
what ways, if any, briefings. college and
will it increase their Cahill career
knowledge on post (2014) Engage teachers,
secondary options? administrators, Conduct
Curry, and students in interviews of Qualitative
Belser, Binns the development selected Seniors Coding
(2013) of the college and/or focus
and career group
research project
Create a tool to
evaluate the
quality of the
project.
Document
review of senior Coding,
Create a video, projects with triangulation
web page or e- Admin. at PLC.
portfolio for
final
presentation.
2. If we involve Clarke Level of teacher Engage teachers Interview Qualitative

teachers in the (2014) engagement and Coding
planning, scoring, administrators in
and development of Cahill Level of teacher the development

the project, how will (2014) knowledge and Survey Coding,
it affect their buy-in, implementation Triangulation
involvement, Conley Acceptance of of the college
interest, knowledge, (2012) project and career Data: Coding
and acceptance of research project. Completion of
the project? Curry, Belser, projects
Binns
(2013)
Solberg,
Phelps
(2012)
Author Educate and Curriculum Teacher Buy-in Specialized Notes

Inform Parents Connected to and Support of Career Pathway
and Students College and Curriculum Plan
Career
Exploration
Conley X X Students fail if

not prepared.
(2012) Transition
requires
assistance.
X X X Teachers
Curry, Belser, become vital
Binns conduit for
interacting with
(2013) students on
career
exploration
Kohler and Field X An ILP needs to

have a process
(2003) that does not
create barriers or
hurdles
McDonough X X X
(2012)
X Students lack
compulsory
Schneider knowledge.
Lack technical
(2006) and career skills
for success after
high school.
Solberg, Phelps X X Student

performance and
(2011) relationships
with teachers
improve due to
ILP
Symonds X X X X Career
counseling
(2012) essential,
parents students
need
information,
teachers must be
involved.
Wang, Ye, X X Parent needs to

Pilarzyk be educated on
process.
(2014)
Teacher support
of process.
Appendix B
Questionnaire for Teachers Utilizing Careers Research Project
1. Describe your initial impression and thoughts regarding the introduction of the new college
and career exploration curriculum.
2. Do you feel that the pre-implementation phase of the curriculum elicited your input and
suggestions? Explain.
3. Were the meetings, PLCs, and collaboration amongst the teachers effective and worthwhile?
4. Did your acceptance or impression of the curriculum increase or improve during the
planning phase?
5. Did your acceptance or impression of the curriculum increase or improve after the
planning phase?
6. Did your knowledge and ability to convey post-graduation options increase as a result of
the training and collaboration?
7. Do you feel the senior project is a relevant and worthwhile assignment for the students?
8. Overall, are you more, or less receptive to the senior research project?
Appendix C
Questionnaire for Students Participating in the Careers Research Project
1. Describe your initial thoughts regarding the exploration of college and career options through
a research project.
2. Do you feel that the assignment adequately explored your interests?
3. Did your desire to attend college change after the project? How so?
4. Did the community college tour change your outlook on college and /or career aspirations?
5. Did your awareness of post-graduation options increase as a result of the assignment?
6. What were three takeaways or things that you learned as a result of the project?
7. Do you feel the senior project is a relevant and worthwhile assignment?

Appendix D
Overarching Question:
How do we insure that all independent study students at ABC school have post-secondary transition
plans upon graduation?
Logic Model 2
Questions
1. If we train and (Corwin & Increase in Create Survey Coding,

educate our Tierney, teachers professional Interview Triangulation
faculty on college 2007) knowledge of development
and career options post and training
and the methods in graduation sessions for
which our student options faculty on Pre-post survey
can access these (Grodsky & college and for teachers on Coding,
career pathways, Jones, 2007) Increase career. knowledge of Triangulation
in what ways, if potential college and
any, will it sources of career
increase our college and Engage opportunities
faculty's career teachers, and strategies
knowledge on (Tierney, information administrators to achieve Qualitative
viable post- Bailey, for students and students in students goals Coding
secondary Constantine, the developing
options? Finkelstein & a college going Conduct
Hurd, 2009)
culture interviews of
selected
Create tools to teachers and/or
Coding,
evaluate PD for focus group
Triangulation
faculty
(Bell,
Rowan,
Kenyon &
Perna,
2009)
(Symonds
and
Schwartz,
2011)
Nexus
between Engage teachers Interview of Qualitative
2. If we conduct curriculum and selected Coding
parent workshops (Conley, and career administrators teachers

on financial aid 2102) and college in the
opportunities for pathways implementation Coding,
their children, in of strategies to Triangulation
what way, if any, Level of connect their Survey of
will it increase the parent subject matter faculty Coding
parent's knowledge of to college and
understanding of (Grodsky & financial aid career
the financial aid Jones, 2007) benefits and pathways,
process and their process to making it
understanding of attain aid relevant to the Data:
how the aid will students Completion of
impact their Student FAFSA
child's ability to understanding Implement and applications
attend post of the schedule parent
secondary financial aid and family Survey of Coding
education? process as a financial aid parents
means to workshops.
increase post Interview of
secondary Increase school counselors Coding
opportunities. to home
communication Qualitative,
for financial aid Coding
information and
assistance with
application.
Appendix E
Interview Questions for Parents Regarding Financial Aid

1. How did the financial aid workshops and information provided by the school counselors
increase your knowledge in regard to financial aid and the options to attain aid?
2. As a result of this financial aid information, how has your desire to pursue assist your child
attend college changed, if at all?
3. Can you describe how the financial aid information presented changed, or altered any
previously held ideas about your child's ability to attend college?
4. What impact, if any, do you feel the information presented on financial aid have on child's
future?
5. Would you recommend that these workshops continue for parents of students at Riverside
Prep?
6. Do you feel more or less likely to obtain financial aid now that you have attended this
workshop?
7. Would you like to add any additional comments or recommendations?
8. Three things about financial aid that that I learned today are:
1) ________________________________________________________________________
2) ________________________________________________________________________
3) ________________________________________________________________________
Appendix F
Teacher Interview Questions Cycle 2
1. Describe your initial impression and thoughts regarding the introduction of the college and
career pathways professional development.
2. Do you feel that the pre-implementation phase of the professional development elicited your
input and suggestions? Explain.
3. Did your acceptance or impression of the professional development provided by the

counselors increase or improve after the training session?
4. In what ways did your knowledge and ability to convey post-graduation options increase as a
result of the training and collaboration?
5. In what ways did your knowledge and ability to convey information on career pathways
increase as a result of the training?
6. To what extent do you feel that teachers should be mentoring or counseling students on
college and career decisions?
7. Overall, are you more, or less receptive to the concept of providing information to students on
college and career opportunities?
8. Describe your overall impression of the professional development on college and career
pathways?
Appendix G
Counselor Interview
1. Based on feedback from students and families, do you feel the financial aid workshops have
increased their knowledge regarding the ability to pay for college?
2. Have you observed any difference in students desire or motivation to attend post-secondary
education institutions as a result of the financial aid workshops?
3. Do you feel the financial aid works shops are sufficient to educate parents regarding the
financing of college?
4. Have you seen any difference in the students interest in attend post secondary educational
situations that come from lower socio-economic status as a result of increased financial aid
awareness?
5. What improvements, if any, would you suggest to increase parents knowledge and familiarity
with financial aid and obtaining assistance with paying for their child's post-secondary
education?
Appendix H
Teacher Survey
1. I feel confident discussing college and/or career options with students.
Strongly Disagree Disagree Agree Strongly Agree
2. I feel confident in providing the steps necessary for college entrance information to my
students.
3. I believe teachers have an obligation to educate their students on post-secondary

opportunities.
4. I believe that embedding college and career pathway information into our curriculum, when
possible, is worthwhile for our students and is an effective use of instructional time.
Appendix I
Logic Model 3

Questions
1.If we host Host workshops

college Epstein & on college
informational Dauber Increase in admissions and Quantitative
(1991)
workshops in Family financial aid Survey Analysis
closer proximity to Henderson attendance at process for
where our students (1986) workshops students and
reside, what effect, their families at
if any, will it have off-site
on increased Nieto, locations.
family Rivera,
participation? Quiones &
Irizarry
Cultural
(2013)
Awareness by Educate staff on
staff members cultural Qualitative
Chavkin proficiency Questionnaire Coding
(1989). strategies to
engage student
and families.
Gallagher,
(1994) Families Create a
perceived strategic plan to
Lareau & level of communicate
Shumar acceptance with families
(1996)
and inclusion less likely to
Williams & participate in
Chavkin workshops
(1989)
Analyze
Ferrara
internal data to
(2015)
determine Analyze Quantitative
where targeted Internal Data Analysis
groups of
students and
families reside
Appendix J
Encuesta de Padres
1. El lugar del taller fue ms conveniente que ir al campus de RPHS.
Totalmente en desacuerdo En desacuerdo De acuerdo

Totalmente de acuerdo
2. Yo hubiera asistido al taller si tuviera lugar en RPHS.

3. Me siento cmodo/a hacer preguntas a los consejeros, profesores, o la administracin de las

opciones que tiene mi hijo/a de universidades y carreras.

4. Estoy ms informado/a sobre las opciones de universidades y carreras como resultado de

asistir a este taller.

5. Tener talleres en la noche y en una ubicacin ms cerca a mis casa me hace ms fcil asistir.

6. Estoy satisfecho/a con la comunicacin entre la escuela de mi hijo/a y nuestra familia.
Totalmente en desacuerdo En desacuerdo De acuerdo Totalmente de

acuerdo
Sugerencias o comentarios adicionales:
Appendix K
Parent Survey
1. The location of this workshop was more convenient than going to RPHS campus.
2. I would have attended this workshop if it were held at Riverside Prep.
3. I feel comfortable asking the counselors, teachers, or school administration about college and
career options for my child.
4. I am better informed about college and career options for my child as a result of attending this
workshop.
5. Holding workshops in the evening and at a location closer to my home makes it easier for me
to attend.
6. I am satisfied with the communication between my childs school and our family.
Appendix L
Counselor Interview
1. Based on feedback from students and families, what do you believe was the significant factor
in the unexpected, increased attendance the workshop?
2. Do you feel the personal phone call to the parents of our Hispanic population was a
contributing factor to the positive attendance/?
3. What would you do differently when planning your next workshop?
Appendix M
Student Interview
1. Do you feel that the XYZ School is communicating effectively with all families?
2. Do you feel that the needs of minority students are considered when decisions are made?
3. Do you feel that college and career information is provided to all families?

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Running head: POST SECONDARY 1

Post-Secondary Transition Plans

Participatory Action Research

Part I: PAR Study Overview.4

Part II: PAR Cycle Stories.14

Cycle One Story.14

Cycle Two Story..23

Cycle Three Story.34

Part III: Discussion of Key Findings, Leadership, and Change Learning...40

Discussion of Key Findings...40

Part IV: Personal Leadership, Leadership, and Leading Change...47

Part I: PAR Study Overview

settings within the HD School District.

readiness is limited. Moreover, the implementation of any curriculum or strategy to better

community colleges a less intimidating process. Consequently, they do not have a

college transitions as well as the availability of financial aid.

district has instituted three strategies to help achieve the goals:

1. The district purchased Naviance, a computer-based college planning and career

2. A Freshman Seminar class was implemented to inform students on the use of

have been implemented earlier in their high school curriculum.

counseled and informed of post-secondary educational and career opportunities.

transition plan before graduation from high school.

secondary transition plan upon graduation?

students in nontraditional settings, specifically, independent study programs (Solberg, Phelps,

implementation of a career exploration curriculum that is connected to post-secondary transition

guidance system outside of the school.

plans for the students assigned to them.

engagement, and transition to career and college opportunities.

Definition of Key Terms

The following key terms were defined for this study:

student, and backing of the family.

and higher levels of education and training.

Post-Secondary: the period after the graduation of high school.

collection. Measurement tools will be accompanied by a disclosure of the intent of the

impartiality and neutrality.

of the site administrators. Cycle 2 consisted of qualitative and quantitative analysis of

faculty's knowledge on viable post-secondary options. Additionally, hosting parent workshops

teachers questionnaire, counselor questionnaire, and a teacher survey. Finally, Cycle 3

process that occurred through the three cycles of study.

exceeded all previous attendance counts by over 70 attendees.

Part II: PAR Cycle Stories

Cycle One Story

counselor is nominal. Consequently, post-secondary transition counseling is not occurring and

The first cycle was guided by two research questions:

1. If we implement 12th-grade college and career exploration research for

graduating seniors in an independent study program, in what ways, if any, will it

increase students knowledge on viable post-secondary options?

development and utilization of a curriculum in school that connects learning to career

themes derived from the literature.

career pathway before graduation from high school.

would be a good match (Solberg, et al, 2011).

professional development specifically designed to address the dissemination of career and

successful and effectual (Kohler and Field, 2003).

Outcomes. An online quantitative survey was distributed to the Center Administrators

implementation and assessment of the program.

A qualitative, open-ended interview (Appendix B) of the teachers was distributed and

surveyed (Appendix C) using an open-ended survey. This qualitative survey focused on

successful in gaining their acceptance and willingness to try the curriculum.

completing the senior research project.

implementation and rollout this school year.

provide the following insights:

Key learnings. My leadership growth increased immensely as this process caused me to

ultimately benefits the students.