Lacey Gooch - GAPSS Part B

PROFESSIONAL LEARNING - Professional learning is the means by which teachers, administrators and
other school and system employees acquire, enhance and refine the knowledge, skills, and commitment necessary to create and
support high levels of learning for all students.

Professional Learning Standard 1: The context of professional learning--the who,

when, why and wherecontributes to the development and quality of

learning communities, ensuring that they are functioning, leadership is
skillful and focused on continuous improvement, and resources have been
allocated to support adult learning and collaboration.
PL 1.1 Learning Teams
Not Addressed
Teachers do not participate in
learning teams or meet regularly to
plan for instruction.

Emergent

Operational

Some teachers in some

grade levels or subject
areas meet to plan for
instruction, but meetings
do not occur regularly and
the work is not aligned with
school improvement goals.

Most teachers meet

regularly in learning teams
to plan for instruction (e.g.,
develop lesson plans,
examine student work,
monitor student progress).
This collaborative work
would be enhanced by
clear alignment of group
expectations with the
school improvement goals.

Fully
Operational
All teachers participate in
learning teams throughout the
year and meet regularly to
plan for instruction (e.g.,
develop lesson plans, examine
student work, monitor student
progress). The collaborative
work is aligned with the school
improvement goals.

EVIDENCE: Each Wednesday morning, before school, every grade level meets within their content areas to discuss
whatever is necessary at the time. For example, at the conclusion of a unit, teachers may begin to plan out the next
unit. This time is also used to address student needs.

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RECOMMENDATIONS: Addressing student needs is difficult considering we teach different students. Perhaps meeting
every other Wednesday with the content level teachers, and the other Wednesdays with our teams, with whom we share
students, would be more beneficial. Additionally, aligning these meetings with our school improvement goals, would
make these meetings more meaningful; i.e. discussing strategies that work with EL students, differentiation ideas, etc.

PL 1.2 Learning Community

Not Addressed

Emergent

Operational

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Fully
Operational

There is little or no evidence that

the principal, administrative team or
related human resources (e.g.,
leadership team, coaches, central
office) supports or reinforces the
creation and maintenance of a
learning community.

There is some evidence

that the principal,
administrative team, or
related human resources
(e.g., leadership team,
coaches, central office)
support or reinforce the
creation and maintenance
of a learning community,
but additional support in
this area is needed.
Although administrators
have created structures for
meetings to occur, they
have failed to provide
teachers with professional
development related to the
collaboration process.

The principal,
administrative team, and
other human resources
periodically support the
creation and maintenance
of an effective learning
community to support
teacher and student
learning. In key aspects of
the school, these
individuals work
collaboratively to reinforce
collaborative forms of
professional development
and learning for staff
members. Although this
process is operational, it
would improve if greater
emphasis were given to
monitoring its impact on
school improvement goals
and student achievement.

The principal, administrative

team and other human
resources consistently support
the creation and maintenance
of an effective learning
community to support teacher
and student learning. These
individuals work
collaboratively to reinforce
teachers skillful collaboration
(e.g., facilitation skills, conflict
resolution, and group
decision-making). They also
help to create structures to
support collegial learning and
implement incentive systems
to ensure collaborative work.
They monitor the impact of
these collaborative processes
on school improvement goals
and on student learning, and
participate with other
individuals and groups in the
operations of the learning
community.

EVIDENCE: We have wonderful administrators in the school. They consistently attend grade level meetings each week
and pop-in on our Wednesday morning sessions to listen to the discussions taking place.

RECOMMENDATIONS: Having our administration team specifically tell us on which goals to place our focus every now
and then would assist in impacting our school improvement plan, which I do not feel is a priority for most of the staff.

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PL 1.3 Instructional Leadership Development and Service

Not Addressed
There are few if any opportunities
for teachers to participate in
instructional leadership
development experiences, serve in
instructional leadership roles, or
participate in supporting schoolbased professional learning.

Emergent

Operational

There are opportunities for

teachers to participate in
preparing for and serving
in instructional leadership
roles and contributing to
the school-based
professional learning plans.
However, the opportunities
are limited to a small
number of teachers.

There are many

opportunities for teachers
to serve in instructional
leadership roles and
develop as instructional
leaders. They are highly
engaged in planning,
supporting, and
communicating
professional learning in the
school. This would be
enhanced if there were
more opportunities for
instructional leadership
roles among various
personnel.

Fully
Operational
A variety of teachers take
advantage of opportunities to
participate in instructional
leadership development
experiences and serve in
instructional leadership roles
(e.g., instructional coach,
mentor, facilitator). They plan,
advocate for support of, and
articulate the benefits and
intended results of
professional learning.

EVIDENCE: Our leadership team consists of a variety of teachers from each grade level and content areas. These
leaders meet every Friday morning, to discuss important information regarding school events, students, testing, goals,
etc. The following Tuesday, the team leaders meet with their grade levels and relay the information that was discussed
and get any suggestions to take back to the next leadership meeting. Outside of our leadership team, most teachers
are just doing what is required of them and do not look for outside opportunities to demonstrate leadership ability.

RECOMMENDATIONS: Although we have a great leadership team, year after year it tends to be the same teachers who
make up the team. Because of this, not all teachers are given the opportunity to serve on this committee and
demonstrate their leadership ability. Furthermore, teachers should be encouraged to seek out other opportunities to
serve as leaders and even share ideas for something they could take charge of.

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Page 5 of 24

PL 1.4 School Culture for Team Learning and Continuous Improvement

Not Addressed
There is little or no evidence of the
principal and other leaders
establishing ongoing team learning
with clearly articulated expectations
for professional learning.

Emergent

Operational

There is some evidence the

principal and other leaders
support a culture involving
ongoing team learning and
continuous improvement.
However, there is not a
clearly articulated plan for
professional learning for
teachers and
administrators.

There is general evidence

the principal and other
leaders support a culture
involving ongoing learning
and continuous
improvement through a
plan for professional
learning for teachers and
administrators. The
professional learning would
be enhanced by including a
variety of designs (e.g.,
lesson study, peer
observations, modeling,
instructional coaching,
collaborative teacher
meetings, etc.) constituting
high-quality professional
learning experiences.

Fully
Operational
The principal and other
leaders support a school
culture that reflects ongoing
team learning and continuous
improvement. The principal
and other leaders plan for
high-quality professional
learning, articulate intended
results of school-based
professional learning, and
participate in professional
learning to become more
effective instructional leaders.

EVIDENCE: Many of us are always seeking out better methods to incorporate in our classrooms and enhance our
teaching. We have access to a plethora of books through our Title I program, collaborate with one another and share
successful lessons and ideas, and attend certain trainings, when given the chance, that strike our interest.
RECOMMENDATIONS: Many times when we have professional learning, the topics discussed are of little to no interest to
the teachers or leave teachers feeling overwhelmed and that they simply dont have time for something that was
shared. Giving teachers more voice of what they would like to learn would help to make these sessions more
meaningful. Additionally, providing professional learning that teachers can create lessons, ideas, etc. and have
something they can immediately take away from the meetings will ensure that teachers will have something to
incorporate and use in their classrooms and not have to spend extra time on creating later.
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PL 1.5 Job-Embedded Learning and Collaboration

Not Addressed
Teachers spend little or no time
during the work-week learning and
collaborating with colleagues to
improve their use of curriculum,
assessment, instruction, and
technology.

Emergent

Operational

Some teachers spend a

small amount of time
during the work-week
collaborating with
colleagues. However, this
time is often focused on
non-curricular topics and
typically occurs after
school.

Most teachers spend time

during a workday each
week collaborating with
colleagues about
curriculum, assessment,
instruction and technology
use in the classroom. This
professional learning would
be enhanced by allocating
more time each week for
job-embedded learning
(e.g., lesson study, peerobservations, modeling,
instructional coaching,
teacher meetings).

Fully
Operational
Teachers spend a significant
part of their work-week in jobembedded learning and
collaboration with colleagues
addressing curriculum,
assessment, instruction, and
technology. They receive
sufficient support resources
(e.g., materials, time, training)
and assist with securing
additional resources
necessary (e.g., funding, time,
technology) to sustain their
learning. (NSDC Standards
recommend that formal and
informal job-embedded
learning take place during at
least 25% of educators
professional time. Such time
can be devoted to lesson
study, peer observations and
coaching, modeling,
conferencing, teacher
meetings, mentoring.)

EVIDENCE: As previously mentioned, each grade level, content area teachers meet every Wednesday morning to plan,
create common assessments, analyze data, etc. Additionally, every Tuesday during planning, each grade level meets,
altogether, to discuss what was discussed at leadership the previous Friday; i.e. school events, testing dates, TKES, etc.
Furthermore, one Thursday a month is set aside for technology training for teachers during their planning.

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RECOMMENDATIONS: Although much time is set aside for collaborating with colleagues and receiving more ideas for
incorporating technology, its not always meaningful. Some Wednesdays, teachers do not have anything significant to
discuss, but simply meet because it is a requirement. If this were left up to teacher discretion, they wouldnt feel like
they are wasting valuable time that could be spent tutoring struggling students. Furthermore, the technology trainings
are not always focused on something of interest of value for teachers. Again, if teachers were provided the opportunity
to voice what they would like to learn and be able to create a lesson during that time, I believe it would have more
meaning and be used in the classroom.

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PL 1.6 Resources Support Job-Embedded Professional Learning

Not Addressed
Resources are not allocated for jobembedded professional learning that
is aligned with high-priority school
improvement goals. Little if any
professional development is devoted
to helping teachers use technology
to enhance student learning.

Emergent

Operational

Some resources are

allocated for professional
learning. However, much of
the professional learning is
conducted primarily after
school and is not aligned
with the high-priority
school improvement goals.
There is limited
professional development
devoted to helping
teachers use technology to
enhance student learning.

Most resources for

professional learning are
allocated for the identified
high-priority school
improvement goals.
However, providing more
job-embedded learning
opportunities and
professional development
would enhance teachers
use of technology to
support student learning.
In other cases, these forms
of professional
development need to be
more ongoing and
sustained to ensure actual
classroom implementation
of training strategies and
processes.

Fully
Operational
Resources are allocated to
support job-embedded
professional learning that is
aligned with high-priority
school improvement goals and
technology supporting student
learning. There is sustained
commitment to ensuring that
these professional
development activities result
in successful classroom
implementation. There is also
a process in place to
determine the value-added of
key strategies and processes,
i.e., how they impact student
achievement and related
organizational short- and longrange goals.

EVIDENCE: We have many resources that help us to achieve the school improvement goals 2 computer labs, 13 laptop
carts, 4-5 desktops in each classroom, and 4 iPad carts. One Thursday each month is dedicated to providing technologyrelated professional learning. Teachers either learn about new strategies they could implement in the classroom or get
trained on using a new technological feature, like the hand-held projector, or apps on the iPads.

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RECOMMENDATIONS: While we have many resources readily available, our needs improvement lies in following up to
ensure actual classroom implementation. Additionally, having more job-embedded learning opportunities would improve
teacher use and comfort level of technology use in the classroom. Perhaps meeting every other Thursday could help
address this issue. This could also help ensure that teachers are actually using what they learn in their classrooms.
Giving teachers two weeks to try one of the strategies discussed the prior Thursday meeting and then having them
share what was successful and what required some adjustments during the following meeting would be a great way to
ensure teachers are utilizing what is being shared to the fullest extent.

Professional Learning Standard 2: The processthe howof professional learning is

aligned with articulated goals and purposes, data-driven, research-based,

evaluated to determine its impact, aligned with adult learning theory, and
collaborative in design and implementation.
PL 2.1 Collaborative Analysis of Data
Not Addressed

Emergent

Operational

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Fully
Operational

Teachers and/or administrators use

personal experiences or opinions
to determine student and adult
learning needs and goals. Data is
not collected and analyzed in
monitoring school and classroom
improvement strategies,

Teachers and/or
administrators work in
isolation or with limited
representation to review
student summative data and
determine student and adult
learning needs and goals.
Student and teacher data is
collected and analyzed at the
end of the year to monitor
the accomplishment of
classroom and school goals.

Teachers and administrators

collaboratively analyze
disaggregated student
learning, demographic,
perception, and process
data to identify student and
adult learning needs and
goals. They collect and
analyze relevant student
and teacher data at the
beginning and end of the
year to monitor and revise
school and classroom
improvement strategies.
Accomplishments are
celebrated and results are
regularly reported to family
and community.

Teachers and administrators

collaboratively analyze
disaggregated student
learning, demographic,
perception, and process data
to identify student and adult
learning needs and goals.
They continuously (minimum
of 4 times a year) collect and
analyze relevant student and
teacher data (e.g. action
research, analyzing student
work, classroom observations,
Awareness Walks, and
surveys) to monitor and revise
school and classroom
improvement strategies.
Accomplishments are
celebrated and results are
regularly reported to family
and community.

EVIDENCE: During pre-planning, teachers are expected to meet within their grade level content areas and perform
data digs. Teachers analyze data from the end of the year, state test and strategize how to meet the needs of the
subgroups who did not meet the standards. This information is also used to revise and set new school improvement
goals. This same thing is done at the end of the year, except teachers focus more on student performance in their
classrooms to provide feedback for next year in regards to these students.
RECOMMENDATIONS: Setting aside certain Wednesday morning meetings to analyze data and discuss effective teaching
strategies would not only ensure that this time is being used wisely, but to enhance student achievement. Additionally,
sharing these results and using them to address school improvement goals would go beyond just the success in the
classroom but throughout the entire school.

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PL 2.2 Evaluating Impact of Professional Learning

Not Addressed
The principal and other leaders
develop and implement a plan for
evaluating teachers reactions to
professional development events.
Teachers contributions to the
evaluation are limited to providing
satisfaction ratings. The
evaluation identifies changes in
teacher knowledge and skills as a
result of participation, but it does
not evaluate changes in practice or
impact on student learning.

Emergent

Operational

The principal and other

leaders develop and
implement a plan for
evaluating professional
development events.
Teachers contribute to the
evaluation by collecting and
analyzing summative student
learning data. The evaluation
identifies changes in teacher
knowledge and skills as a
result of participation and
year-end student
performance, but it does not
evaluate change in teacher
practice.

The principal and other

leaders develop and
implement a comprehensive
plan for conducting ongoing
(formative and summative
for a one- to two-year
period) evaluation of the
impact of professional
development on teacher
practices and student
learning. The evaluation
also emphasizes changes in
school culture,
organizational structures,
policies, and processes.
Teachers contribute to the
evaluation by collecting and
analyzing relevant student
learning and process data.

Fully
Operational
The principal and other
leaders develop and
implement a comprehensive
plan for conducting ongoing
(both formative and
summative over a three- to
five-year period) evaluation
of the impact of professional
development on teacher
practices and student
learning. Evaluation also
emphasizes changes in
school culture, organizational
structures, policies, and
processes. Teachers
contribute to the evaluation
by collecting and analyzing a
variety (student learning,
demographic, perception,
and process) of relevant
data. The plan specifies the
evaluation question(s), data
sources, data collection
methodology, and data
analysis processes.

EVIDENCE: The administration team is always visible in our classrooms and throughout the school. With TKES being
implemented, they are consistently completing teacher evaluations. The results of their evaluations are immediately
shared with the teachers, and teacher input is always welcomed.

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RECOMMENDATIONS: The main focus of these evaluations is not on the impact of professional development, but how the
teacher is performing in general. If our administrators specifically started looking to see whether our professional
learning strategies are making it into the classrooms, the implementation of these strategies may increase and, as a
result, hopefully improve teaching and learning.

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PL 2.3 Interpreting and Using Research Results

Not Addressed
The principal and other leaders
review professional journals that
summarize research instead of
actual research or they do not
recognize a need for reading and
interpreting research when
making instructional decisions
regarding professional
development and school
improvement approaches.

Emergent

Operational

The principal and other

leaders review educational
research. They create
opportunities for a few,
select teachers to study
educational research. They
work with them to conduct
reviews of research when
making instructional
decisions regarding the
adoption of professional
development and school
improvement approaches.

The principal and other

leaders demonstrate
modest skills in interpreting
educational research
(validity and reliability,
matching populations, and
interpreting effect-size
measures). They create
opportunities for teachers to
learn to use educational
research. They work with
them to conduct extensive
reviews of research to make
informed instructional
decisions regarding the
adoption of professional
development and school
improvement approaches.

Fully
Operational
The principal and other
leaders demonstrate
advanced skills in
determining appropriate
research design, interpreting
research results, and
determining whether results
can be generalized. They
ensure that teachers and
community members learn
to use educational research.
They work with them to
conduct extensive reviews of
research to make informed
instructional decisions
regarding the adoption of
professional development
and school improvement
approaches.

EVIDENCE: During meetings, research strategies are occasionally mentioned or discussed. Many times it is the Title I
teachers who are encouraged to seek out these research opportunities and share with the staff anything of importance
or interest.
RECOMMENDATIONS: While teachers are expected to use best practices and research-based strategies in their
classrooms, actual research reviews rarely take place. Perhaps using a grade level meeting as a more focused
professional development meeting to discuss research results and how they can be used to make improvements would
be beneficial every now and then. Additionally, this would be a great session to offer during some of our district
collaboration days, which take place about once every other month.

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PL 2. 4 Long-Term, In-Depth Professional Learning

Not Addressed
Teachers experience single, standalone professional development
events that are typically large
group, workshop designs. There
is little if any evidence of
implementation or change in
practice in classrooms. No
emphasis is given to enhancing
teachers content knowledge or
understanding.

Emergent

Operational

Teachers attend multiple

workshops on the same topic
throughout the year to gain
information about new
programs or practices. They
experiment with the new
practices alone and
infrequently with limited
school-based support for
implementation. No
emphasis is given to
enhancing teachers content
knowledge or understanding.

Teachers participate in longterm (two- to three-year

period), in-depth
professional learning that
includes a variety of
appropriate professional
development designs
including the use of
technology. The various
designs are aligned with the
intended improvement
outcomes. They include but
are not limited to follow-up
support for implementing
new classroom practices
(e.g., collaborative lesson
design, professional
networks, analyzing student
work, problem solving
sessions, curriculum
development, coursework,
action research, and
classroom observations).
Some evidence is present of
attention to enhancing
teachers content
knowledge.

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Fully
Operational
Teachers participate in long-term
(two- to three-year period), indepth professional learning that
engages learning teams in a
variety of appropriate
professional development
designs including the use of
technology. The various designs
are aligned with the intended
improvement outcomes. They
include but are not limited to
extensive, follow-up support for
implementing new classroom
practices (e.g., collaborative
lesson design, professional
networks, analyzing student
work, problem solving sessions,
curriculum development,
coursework, action research, and
coaching with feedback). A major
focus of ongoing professional
development is a commitment to
maintaining and updating all
teachers knowledge and
understanding of the content
they are teaching and changes
occurring in their field(s).

EVIDENCE: Teachers collaborate once a week to create lessons, assessments, analyze student data, share strategies,
etc. Additionally, teachers meet one Thursday a month to focus on technology strategies. Furthermore, during district
collaboration days, many presentations are given to address content knowledge and any changes that are taking place,
and teachers are able to work with one another, including teachers from other schools, to create new classroom
practices to address these changes.
RECOMMENDATIONS: When changes occur, providing teachers with more resources and specific information about these
changes and new expectations, will help relieve teacher stress and give them guidance as to how to teach their content.
Doing this directly within the school will have a greater impact than waiting to have this addressed at the district level.

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PL 2.5 Alignment of Professional Learning with Expected Outcomes

Not Addressed
The principal and other leaders
provide single, stand-alone
professional development events
that are typically large group,
workshops with no expectations
for implementation of new
classroom practices. Generally,
activities are not aligned with the
school improvement plan or
related priorities.

Emergent

Operational

The principal and other

leaders provide multiple
workshops on the same topic
throughout the year. They
articulate the learning goal,
but do not discuss
expectations for
implementation. Teachers
receive limited school-based
support for implementing the
new classroom practices.
Activities are only generally
aligned with the school
improvement plan or related
priorities.

The principal and other leaders

align a variety of professional
development designs with
expected adult learning
outcomes (e.g., collaborative
lesson design, professional
networks, analyzing student
work, problem solving sessions,
curriculum development,
coursework, action research,
and coaching with feedback).
The professional learning is
long-term (two-to-three year
period) and in-depth with
extensive school-based support
for the implementation of new
practices. They clearly
communicate the expectations
for implementation by providing
rubrics that describe the desired
classroom practices and
communicate how those
practices connect to the school
improvement goals. Generally,
activities are aligned with major
priorities within the school
improvement plan.

Fully
Operational
The principal and other leaders
align a variety of professional
development designs with
expected adult learning
outcomes (e.g., collaborative
lesson design, professional
networks, analyzing student
work, problem solving sessions,
curriculum development,
coursework, action research, and
coaching with feedback). They
ensure that teams of teachers
are engaged in long-term (twoto-three year period), in-depth
professional learning with
extensive school-based support
for the implementation of new
practices. They clearly
communicate the expectations
for implementation with
collaboratively developed rubrics
describing desired classroom
practices and communicate how
those practices connect to the
school improvement goals.

EVIDENCE: Usually, only one to two goals seemed to be made prevalent throughout the year. Professional learning
sessions are designed around this/these goals. For instance, this year, we are focusing on how best to reach our ELL
population, as well as analyzing data to drive instruction. Our needs for technology training, research-based strategies,
etc. are not priorities.

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RECOMMENDATIONS: Assign specific topics/goals to be addressed each Wednesday morning meeting, to guide these
learning community sessions and make them more meaningful. Have administrators attend these sessions more often
to collaborate and provide feedback to the discussions taking place as well as follow up with teachers in their classrooms
to ensure implementation is occurring and making a difference.

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PL 2.6 Building Capacity to Use Research Results

Not Addressed
Professional development is
planned with no regard for
research about adult learning
needs and individual and
organizational change processes.
The sessions provided include
strategies that do not mirror the
instructional strategies teachers
are expected to use with students
(e.g., lecturing on inquiry method,
covering material instead of
helping participants to use and
internalize it), and sessions are the
same for all teachers regardless of
their career stage.

Emergent

Operational

Professional development is
planned using research
about adult learning needs
and how individuals
experience the change
process. The professional
development sessions
demonstrate classroom
practices through videotapes
and simulations. The
experiences focus on
procedural learning -how to
do it- rather than on
developing deep
understanding of concepts
and problem solving
strategies. Some professional
development is specialized
for new and mentor
teachers.

Professional development is
planned using research
about adult learning needs
and individual and
organizational change
processes. The professional
development sessions
include modeling and
demonstrations of expected
classroom practices. The
experiences impact
teachers depth of
understanding enabling
them to use the new
strategies routinely. Some
professional development is
specialized to reflect career
stages of new teachers,
mentor teachers, and
teacher leaders.

Fully
Operational
Professional development
builds the capacity of the
staff to use research about
adult learning needs and
individual and organizational
change processes as they
implement new strategies.
Professional development
sessions consistently employ
the same instructional
strategies that are expected
to be used in their
classrooms. The experiences
impact teachers depth of
understanding enabling
them to solve problems and
adapt new strategies to
classroom circumstances.
Professional development is
differentiated to reflect
career stage needs and
interests (e.g., mentoring,
leading learning teams,
coaching, utilizing
technology, and curriculum
development).

EVIDENCE: During several of our professional development sessions, teachers have been asked to demonstrate a
successful lesson. This gives the staff a detailed idea of how to implement the lesson and new strategies to use. There
have been a couple of instances where the sessions were differentiated and staff members were able to choose a
session that was of interest or importance to them.
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RECOMMENDATIONS: Incorporating more opportunities for teachers demonstrate practices they are using within their
classrooms to share with their colleagues would be of benefit for the staff. Additionally, differentiating professional
development specifically to address career stage needs and provide leveled professional development for new teachers,
mentor teachers, and leaders would be excellent and more meaningful to all teachers.

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PL 2.7 Knowledge about Effective Group Processes

Not Addressed
Teachers and administrators lack
knowledge about effective group
processes and/or work alone,
disregarding collective
responsibility for student learning.

Emergent

Operational

Teachers and administrators

have knowledge of stages of
group development and
effective interaction skills,
but lack skill in group process
strategies needed for
productive collaborative
work. As a result, colleagues
work in temporary groups
often encountering
unresolved conflict or
frustration. Technology (e.g.,
email, chat rooms, and
websites) is used to support
collegial interactions.

Teachers and administrators

have knowledge and skills
regarding group processes
(e.g., group decision making
strategies, stages of group
development, effective
interaction skills, and
conflict resolution) that are
necessary to accomplish
tasks and satisfy the
interpersonal expectations
of the participants. As a
result, the school culture is
characterized by trust,
collegiality, and collective
responsibility for student
learning where colleagues
work collaboratively.
Technology (e.g., subject
area networks, lesson
sharing, seminars) is used
to support collegial
interactions.

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Fully
Operational
Teachers and administrators
have knowledge and skills to
monitor and improve group
processes (e.g., group
decision-making strategies,
stages of group development,
effective interaction skills, and
conflict resolution) that are
necessary to accomplish tasks
and satisfy the interpersonal
expectations of the
participants. As a result, the
school culture is characterized
by trust, collegiality, and
collective responsibility for
student learning where
colleagues work
collaboratively in established,
ongoing learning teams.
Technology (e.g., online
discussions, web casts, and
seminars, educational blogs,
listservs, downloadable
resources) is used to support
collegial interactions and to
ensure effective and sustained
implementation.

EVIDENCE: Our school culture is phenomenal, and our teachers and administrators lead by example. Students see
teachers collaborating with one another and speaking words of encouragement consistently, and this behavior makes an
impact on them. It is evident in almost all classrooms that teachers are knowledgeable of group processes, as students
are frequently collaborating with one another throughout the school. Sometimes, technology is used for students to
interact with one another. For example, students may post ideas in ItsLearning and respond to others comments
through the discussion board.
RECOMMENDATIONS: Incorporating more of a variety of ways of using technology to interact with one another would be
the best way to improve in this category. For instance, not many teachers use web casts or seminars as a means to
collaborate. Perhaps having a training on this where someone demonstrates exactly how these could be used in the
classroom would encourage more teachers to branch out and try new methods to collaboration ideas.
EVIDENCE: Our school has a large Hispanic student population, who are taught by mostly White educators. Our school
is proud of our diversity, and the teachers embrace the chance to get to teach a diverse population of students. All
teachers hold high expectations for all students and work hard to help meet the needs of those who struggle; i.e. nonEnglish speakers, special education students, low socioeconomic students, etc. Teachers are constantly seeking out
ways to help their ELL students, and our administration has done an excellent job so far this year in providing
professional development sessions that address these needs. Recently, teachers attended a meeting at the county
office about ELL strategies; some participated in a webinar; others are attending a session about this topic at KSU later
in the year.
RECOMMENDATIONS: I think we need to keep doing what we are doing in this category and continue to embrace these
students, striving to do whats best for them on a daily basis. Seeking out research, trying new methods, and sharing
the results with the staff will give us all the opportunity to grow in this area.
EVIDENCE: Throughout our school, on a daily basis, you will find a wide variety of teaching and learning taking place.
Some teachers may have students working on a collaborative project, some may be using technology, others may be
using manipulatives to explain a concept, and some may be lecturing when appropriate. I have seen teachers
collaborate with one another and create interdisciplinary lessons. For instance, our 7 th grade Language Arts teachers
teamed up with the Social Studies teacher to see what kind of articles they could incorporate in their lesson to address
what they were discussing in social studies at the time. Students read the articles and wrote about their opinions
toward the topic as well as had discussions among their peers.
RECOMMENDATIONS: Differentiation has become an important school improvement goal, recently. Providing
professional development sessions that give teachers ideas and strategies for differentiating assignments would be very
beneficial. Again, I think having teachers demonstrate and share methods they have used within their classrooms would
have more meaning and show others it can be done successfully.
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EVIDENCE: Major focuses at our school include content design, pedagogy, and assessments. This is what our
Wednesday meetings are centered upon, and our administration is very interested in hearing our thoughts and seeing
our work and/or results regarding these topics. This year, we have started to submit the results of each assessment we
give to our administrators. They expect us to have discussions regarding these results and share strategies that worked
and didnt work for re-teaching opportunities.
RECOMMENDATIONS: Not all of our professional development sessions are meaningful to all teachers. Offering more
differentiated professional development sessions will help address this. For instance, many of our teachers already
know their content strategies to a T. Offering these sessions to new teachers may be helpful, but for those who have
been teaching for several years, maybe have another session to offer about using technology to teach their content.
Additionally, more follow up on how the professional learning strategies are being implemented will help ensure teachers
are getting valuable information to use in their classrooms.

PL 3.4 Partnerships to Support Student Learning

Not Addressed

Emergent

Operational

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Fully
Operational

There is no collaboration
with parents or the
community in developing
activities to support
learning. Communication
through only written
correspondence is limited to
encouraging parents to
attend school functions,
yearly conferences, and
performances.

There is a school committee

to focus on developing
community partnerships to
support student learning.
Communication through
written correspondence or
phone is about school
programs, student progress,
and encouraging
attendance at school
functions, yearly
conferences, and
performances.

There is a committee that

works with families and the
community through
partnerships that develop
programs to support student
learning. Strategies are
implemented to increase
family involvement such as
offering suggestions about
ways parents can support
student learning at home and
communicating with families
about school programs and
student progress (e.g.,
information about report
cards, grading practices,
student work, homework,
and school events) through a
website, phone, email, voice
mail, and written
correspondence.

Partnerships among teachers,

families, and the community
are maintained to develop
programs that support
learning and enhance student
skills and talents. Strategies
are implemented to increase
family involvement such as
providing parent education
workshops with information on
child development and
supporting student learning at
home and communicating
with families about school
programs and student
progress (e.g., information
about report cards, grading
practices, (student work,
homework, and school events)
through an interactive
website, phone, email, voice
mail and written
correspondence.

EVIDENCE: Our Title I team of teachers does an excellent job of reaching out to our parents. They hold monthly parent
meetings to address topics such as technology use, studying tips, parenting help, report cards, math night, etc. Additionally, a
weekly newsletter is sent out via email each Friday to inform parents on what their students will be doing in each content area
for that week, when tests and quizzes will be, as well as important school events or information. These newsletters can be
mailed home to those who do not have internet access. Furthermore, we have started our FBI (Fathers Being Involved)
program, where male role models are present in our school to welcome students in the drop off, car rider line in the mornings,
assist and tutor students who may struggling, and mentor those who are in need.
RECOMMENDATIONS: Again, this is an area in which I feel we are doing a great job. Perhaps, having teachers communicate
more when activities are taking place and open up their doors specifically for parents to come in and volunteer time to help
with activities and projects would get them even more involved.

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